Cultural Intelligence: What Is It and How Can It Effectively Be Measured?

Abstract

We administered both maximum-performance and typical-performance assessments of cultural intelligence to 114 undergraduates in a selective university in the Northeast of the United States. We found that cultural intelligence could be measured by both maximum-performance and typical-performance tests of cultural intelligence. Cultural intelligence as assessed by a maximum-performance measure is largely distinct from the construct as assessed by a typical-performance measure. The maximum-performance test, the Sternberg Test of Cultural Intelligence (SCIT), showed high internal consistency and inter-rater reliability. Sections with problems from two content domains—Business (SCIT-B) and Leisure (SCIT-L) activities—were highly intercorrelated, suggesting they measured largely the same construct. The SCIT showed substantial correlations with another maximum-performance measure of cultural intelligence, Views-on-Culture. It also was correlated, at more modest levels, with fluid intelligence and personal intelligence tests. Factorially, the (a) maximum-performance cultural intelligence tests, (b) typical-performance cultural intelligence test and a test of openness to experience, and (c) fluid intelligence tests formed three separate factors.

The Evolution of Intelligence: Analysis of the Journal of Intelligence and Intelligence

“…No articles were ranked in the core (motor) topic’s quadrant. This journal also showed three separate niched clusters indicating only few researchers used the keywords working memory and executive function (see Panesi et al 2022 ; Rosas et al 2022 ) cultural intelligence and the g -factor ( Alifuddin and Widodo 2022 ; Sternberg 2022 ; Sternberg et al 2022 ), and items carelessness and guessing ( Antoniou et al 2022 ; Sideridis and Alahmadi 2022 ). Figure 8 shows the thematic map of keywords in JOI.…”

Analysis of Occupational Therapy Students’ Pedagogical Practices for the Forging of Professional Identity and Development of Professional Intelligence: A Scoping Review

“…The teaching of these aspects facilitates decision-making, and the ability to resolve dilemmas that may arise and reinforces the development of other aspects that make up the professional identity (expectations, experiences or characteristics of the degree) Barbarà-i-Molinero et al ( 2017 ), as it happens with cultural intelligence and crystalised intelligence. These two parts of professional intelligence stem from experience and contribute to understanding what has been learnt from an experience and how it helps to develop their professional identity and intelligence ( Sternberg et al 2022a , 2022b ).…”

“…The close relationship between professional identity and professional intelligence suggests that the two concepts are mutually reinforcing. Professional identity relates to an individual’s perception of themselves in the context of their job or career ( Walder et al 2022 ), while professional intelligence refers to an individual’s ability to perform tasks and make effective decisions in a work environment ( Sternberg 2021b ; Sternberg et al 2022b ). The positive association between professional intelligence and professional identity indicates that a person with high professional intelligence is more likely to have a positive perception of their professional identity ( Walder et al 2022 ), and that a strong professional identity can enable individuals to have more confidence in developing their professional intelligence ( Sternberg 2020 , 2021a ; Sternberg et al 2022b ).…”

“…Professional identity relates to an individual’s perception of themselves in the context of their job or career ( Walder et al 2022 ), while professional intelligence refers to an individual’s ability to perform tasks and make effective decisions in a work environment ( Sternberg 2021b ; Sternberg et al 2022b ). The positive association between professional intelligence and professional identity indicates that a person with high professional intelligence is more likely to have a positive perception of their professional identity ( Walder et al 2022 ), and that a strong professional identity can enable individuals to have more confidence in developing their professional intelligence ( Sternberg 2020 , 2021a ; Sternberg et al 2022b ). Therefore, it is essential to acknowledge the direct link between professional identity and professional intelligence, as both require the knowledge of professional and reasoning skills, academic training, and clinical practice to develop.…”

“…Both professional identity and professional intelligence are multi-dimensional concepts that can be developed and strengthened by each other. The dimensions that make up professional identity, such as reputation, approach, values, commitment, and adaptation ( Souto-Gómez et al 2020 ), are matched by the development of the dimensions and skills that make up professional intelligence, including leadership, interpersonal, intrapersonal, and cognitive skills ( Sternberg 2020 , 2021a , 2021b ; Sternberg et al 2022a , 2022b ). This generates a professional who has a good level of identity and is capable of adapting to various situations.…”