Predicting CQ Development in the Context of Experiential Cross-Cultural Training: The Role of Social Dominance Orientation and the Propensity to Change Stereotypes

Alexandra, Valerie

doi:10.5465/amle.2015.0096

Cited by 42 publications

(24 citation statements)

References 72 publications

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“…A handful of research studies have examined the effect of cultural learning courses on students' overall CQ as well as all four CQ capabilities. These courses have been taught as traditional lectures (Buchtel, 2014;Eisenberg et al, 2013;Ramsey & Lorenz, 2016) and/or experiential learning projects (Alexandra, 2018;Erez et al, 2013;Ko et al, 2013;MacNab et al, 2012;Rosenblatt et al, 2013;Taras et al, 2013), or a combination of these formats (Bücker & Korzilius, 2015;Fischer, 2011). Fewer studies have examined the effects of study abroad programs on CQ capabilities (Chao et al, 2017;McRae et al, 2016;Varela & Gatlin-Watts, 2014;Wood & St. Peters, 2013).…”

Section: Introductionmentioning

confidence: 99%

Evaluating an Intensive Program to Increase Cultural Intelligence: A Quasi-Experimental Design

et al. 2021

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This study used a quasi-experimental design to compare the effects of an intercultural development program on students' Cultural Intelligence (CQ) compared with students in a summer research program who did not receive the intervention. Social Learning Theory guided a 9-week student-centered cultural learning course focused on attention, retention, and reproduction of each CQ domain. After the course, students had opportunities to practice their CQ abilities while studying abroad. Pre-assessment CQ determined an individualized learning plan. Reflective journaling and cultural mentoring were used to maximize student CQ growth. Using multi-level modeling, we observed a statistically significant increase in three CQ domains compared to the comparison control group: cognitive (p<.01), metacognitive (p<.01), and behavioral CQ (p<.01). Motivation CQ scores did not significantly improve (p=0.08). Our results suggest that a university intercultural development program that intentionally combines a cultural learning course with a study abroad experience may improve students’ CQ.

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Section: Introductionmentioning

confidence: 99%

Evaluating an Intensive Program to Increase Cultural Intelligence: A Quasi-Experimental Design

et al. 2021

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“…On the other hand, results from the Chilean group revealed that cultural self-efficacy both in processing information from other cultures and in mixing with other cultures totally mediated the effect of prejudice on school satisfaction. Literature on cultural intelligence ( Bhawuk et al, 2008 ; Alexandra, 2018 ) has proposed that success in processing information through intercultural encounters depends on complex thinking processes, which require a change in their own cultural baselines. This could be especially challenging for adolescents of majority groups, who have been socialized in monocultural environments, with scarce previous opportunities of intercultural contact.…”

Section: Discussionmentioning

confidence: 99%

“…This could be especially challenging for adolescents of majority groups, who have been socialized in monocultural environments, with scarce previous opportunities of intercultural contact. So when contact occurs in positive conditions, it has more impact on majority members’ intercultural skills than in minority ones ( Kim and Van Dyne, 2012 ; Alexandra, 2018 ). Taking this as a whole, these findings show that feeling capable of interacting with different others improves native students’ well-being, who also have to adjust to a new cultural scenario at school.…”

Section: Discussionmentioning

confidence: 99%

School Satisfaction in Immigrant and Chilean Students: The Role of Prejudice and Cultural Self-Efficacy

2020

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Latin-American immigration has transformed Chilean schools into new multicultural scenarios. Studies about intergroup dynamics among students from different cultural backgrounds and their psychological consequences are still limited in south–south migration contexts. Literature has suggested that intergroup relations influence students’ satisfaction with school, and they could be improved by the development of competences to cope with cultural differences. This study aims to verify if cultural self-efficacy and its dimensions mediated the influence of prejudice on satisfaction with school, in a sample composed by N = 690 Chilean and Latin-American immigrant secondary students. Results showed that cultural self-efficacy reduced the effect of prejudice in satisfaction with school, in the cases of both immigrant and Chilean students. The dimensions of cultural self-efficacy in processing information from other cultures and mixing with different others make the difference. Findings’ contributions for the understanding of adolescents’ intergroup relations and psychosocial interventions at school are discussed.

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“…By exploring the role of social complexity belief, this study contributes to a better understanding of the role of individual differences in predicting CCT experiences and outcomes (Littrell & Salas, 2005). A better understanding of the role of individual differences will help educators and organizations select participants who will benefit from CCT the most and design CCT for better outcomes (Alexandra, 2018). Furthermore, this study examines the interaction of social complexity belief with perceived training characteristics in predicting CCT experiences and outcomes.…”

Section: Introductionmentioning

confidence: 99%

The Roles of Social Complexity Belief and Perceived Contact Characteristics in Cultural Intelligence Development Among Individuals Receiving Contact-Based Training

Alexandra

2018

Journal of Cross-Cultural Psychology

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Contact-based cross-cultural training (CCT) is essential in cultural intelligence (CQ) development; however, little is known about how individual differences and training characteristics influence CQ development. This work argues that in the context of contact-based CCT, a participant’s social complexity belief predicts the perception of disconfirmation in culturally shaped expectations, and ultimately his or her CQ development. Furthermore, using person–situation interactionist research, this study explores the interaction of social complexity belief with perceived optimal contact characteristics: common goals, personalized contact, equal status, and support of authorities. The hypotheses were tested in a pre- and postdesign study involving 174 management students who participated in a multiweek contact-based CCT. The results reveal that social complexity belief is positively associated with CQ development and that the perception of disconfirmation mediates this relationship. The perception of common goals by a CCT participant during contact attenuates the positive effect of his or her social complexity belief on the perception of disconfirmation. These findings highlight the importance of considering individual differences and training characteristics in CCT design and selection.

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Predicting CQ Development in the Context of Experiential Cross-Cultural Training: The Role of Social Dominance Orientation and the Propensity to Change Stereotypes

Cited by 42 publications

References 72 publications

Evaluating an Intensive Program to Increase Cultural Intelligence: A Quasi-Experimental Design

Evaluating an Intensive Program to Increase Cultural Intelligence: A Quasi-Experimental Design

School Satisfaction in Immigrant and Chilean Students: The Role of Prejudice and Cultural Self-Efficacy

The Roles of Social Complexity Belief and Perceived Contact Characteristics in Cultural Intelligence Development Among Individuals Receiving Contact-Based Training

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