Cross-national cultural competency among Taiwanese international students.

Abstract

Taiwanese international students are among 1 of the top 10 international populations on American campuses; thus, more research is needed to address the particular issues related to their transition process. This is among the first studies to empirically test the cross-national cultural competence model as a conceptual framework by examining predictors and outcome variables associated with cultural competence, which was measured by cultural intelligence (CQ). The study examined (a) the associations of CQ with predictors, such as personality factors (i.e., perseverance, curiosity, and exploration), immersion experiences (i.e., social connectedness with mainstream and ethnic community, perceived language discrimination, length of stay, subjective and objective English proficiency), and cultural reflection; (b) the relationships between CQ and psychological adjustment (i.e., satisfaction with life, depression, anxiety); and (c) the mediation role of CQ between the personality/immersion experiences/cultural reflection factors and indices of psychological adjustment. The sample consisted of 121 Taiwanese international students studying in the United States. Results indicate that (a) personality, immersion experiences, and cultural reflection factors, except TOEFL scores, were significantly correlated with level of CQ; (b) CQ was significantly associated with both satisfaction with life and depression but not anxiety; and (c) CQ significantly mediated the relationships between several predictors (i.e., personality, immersion experiences, and cultural reflection factors) and satisfaction with life. Correlations among predictors and CQ subscales were also highlighted. Limitations, practical implications, and future directions were also discussed.

Hype or hope? A new look at the research on cultural intelligence

“…Wang, K. T. Wang, Heppner, and Chuang (2017) also found that overall CQ fully mediates the relationship between language proficiency and international students' satisfaction with life.…”

“…Motivational CQ fully mediated the positive relationship between language ability and task performance. Wang et al (2017) Personality Psychological adjustment…”

Enhancing expatriates’ assignments success: the relationships between cultural intelligence, cross-cultural adaptation and performance

“…1 = yes, 2 = no) might be associated with CCA as some studies showed that expatriates who received crosscultural pre-departure training were more likely to successfully adjust to the host environment (e.g., Evans 2012). Since previous studies found that length of stay in the host country and international work experience could affect both CQ (e.g., Wang et al 2017;Moon et al 2012) and CCA (e.g., Ramalu et al 2010;Lee and Kartika 2014), we considered the role of these constructs as control variables. Moreover, we acknowledged that CD might impact on CCA, such that the greater the CD, the greater the adjustment difficulties (e.g., Wang and Varma 2019).…”

How Does Self-Efficacy in Communication Affect the Relationship Between Intercultural Experience, Language Skills, and Cultural Intelligence

“…(2) experiences of intercultural character (characteristics of contact with or a certain immersion into another culture/merging with another culture); and (3) active reflection of intercultural experiences. L. Wang et al (2017) selected curiosity, exploration, and perseverance (i.e., enthusiasm for long-term goals) in their study for the first category as certain personality traits that are important for well-being, motivation, and the learning process in an intercultural environment. In the second category (immersion in a foreign culture and associated experiences), K. T. Wang et al (2015) chose the following: duration of stay, perceived language discrimination (objective and subjective language skills), and relationship with the host culture (specifically social connection with mainstream society).…”