A Study of Faculty Members' Self-Reported Cultural Intelligence and Cultural Psychological Capital

Autor/in	Cicero, Brian Ray
Titel	A Study of Faculty Members' Self-Reported Cultural Intelligence and Cultural Psychological Capital
Quelle	(2018), (251 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4383-2607-1
Schlagwörter	Hochschulschrift; Dissertation; Psychology; Cultural Capital; Intelligence; STEM Education; Humanities; Social Sciences; Technology; Intellectual Disciplines; Metacognition; Motivation; Behavior; College Faculty; Teacher Characteristics + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Psychologie; Intelligenz; Klugheit; STEM; Geisteswissenschaften; Humanwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Technologie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; psychologische; Motivation (psychologisch); Fakultät
Abstract	The purpose of this quantitative causal-comparative study investigated whether there were differences of faculty members cultural psychological capital and the four sub-components of cultural intelligence between the academic disciplines of STEM, humanities, social sciences, and applied sciences; which also served as the study's research questions. The theory of cultural intelligence and psychological capital served as the study's theoretical foundations. The Cultural Intelligence Scale (CQS), Cross-Cultural PsyCap, and seven demographic questions were used to collect data from a sample of 153 faculty members at a university located in the central region of the United States and through social media. This study obtained a Cronbach's alpha of 0.83-0.92 for CQS and alpha = 0.99 for Cultural PsyCap, confirming the reliability. Due to a non-normal distribution, a Kruskal-Wallis "H" test analysis compared individual differences of each dependent variables between the independent variable. Results indicated that there was no statistically significant difference of metacognitive, motivational, behavioral cultural intelligence, and cultural PysCap between academic discipline; however, there was a statistically significance in cognitive CQ scores; median cognitive CQ scores were statistically significant between groups, chi2(3) = 8.547, p = 0.036. Subsequently, pairwise comparisons were performed with a Bonferroni correction for multiple comparisons. This post hoc analysis revealed a statistically significant difference of cognitive CQ between the academic disciplines of STEM ("Mdn" = 4.33) and humanities ("Mdn" = 5.33) (p = 0.041). The results reflect the comparison against alpha = 0.05 and a "p"-value adjusted by the Bonferroni correction for multiple tests. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01