Cultural Intelligence and Openness to Experiences Pave the Way for Cognitive Engagement in Intercultural Group Work

Autor/inn/en	Poort, Irene; Jansen, Ellen; Hofman, Adriaan
Titel	Cultural Intelligence and Openness to Experiences Pave the Way for Cognitive Engagement in Intercultural Group Work
Quelle	In: Journal of Studies in International Education, 27 (2023) 2, S.277-297 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Poort, Irene)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/10283153211042091
Schlagwörter	Cultural Awareness; Personality Traits; Intergroup Relations; Intercultural Communication; Group Activities; Second Language Learning; Language Proficiency; Social Cognition; Predictor Variables; College Students; Foreign Countries; English (Second Language); Netherlands; Canada + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Intergruppenbeziehungen; Interkulturelle Kommunikation; Gruppenaktivität; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Soziale Kognition; Prädiktor; Collegestudent; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Niederlande; Kanada
Abstract	To prepare students for an increasingly globalized world, intercultural group work (IGW) holds promise as a pedagogical tool, because it may help them develop intercultural competence and second-language proficiency. These skills also are needed to complete the discipline-specific aspects of group work successfully. This study investigates the extent to which cultural intelligence (CQ), English language proficiency, and personality contribute to students' cognitive engagement in IGW. A questionnaire was completed by 846 students from six universities in the Netherlands and Canada. Structural equation modeling analyses revealed that CQ and the personality trait of openness are the strongest predictors of cognitive engagement. English language proficiency is a relatively weak predictor. The development of CQ thus should be actively promoted to enhance students' cognitive engagement in IGW. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01