Improving Cultural Intelligence, Psychological Empowerment, and Task Performance in the Classroom: Global Game Challenge

Autor/inn/en	Curran, Ross; Arroteia, Nuno; Blesa, Andreu; Musteen, Martina; Ripollés, Maria
Titel	Improving Cultural Intelligence, Psychological Empowerment, and Task Performance in the Classroom: Global Game Challenge
Quelle	In: Journal of Teaching in International Business, 32 (2021) 1, S.36-56 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arroteia, Nuno)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5930
DOI	10.1080/08975930.2021.1906380
Schlagwörter	Cultural Awareness; Student Empowerment; Game Based Learning; Experiential Learning; Foreign Countries; Performance Factors; International Programs; Undergraduate Students; Business Administration Education; Spain; California (San Diego) + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Studienberechtigung; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Leistungsindikator; Spanien
Abstract	Enhancing individuals' preparedness to work across borders is of growing importance. This study explores the role of Cultural Intelligence and Psychological Empowerment in enhancing Task Performance among students engaged in an international experiential game-based learning project: The Global Game Challenge (GGC). Data collected from the delivery of the project in the USA and Spain identifies empirical support for a relationship between Cultural Intelligence and Psychological Empowerment for the first time. The results suggest that CQ and Empowerment are important factors impacting task-related performance. They also suggest that it is the motivational dimension of CQ that is the most important in virtual educational settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01