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Spanish version of the Cultural Intelligence Scale (CQS)
Abstract
In recent years, the concept of cultural intelligence has received increasing attention by researchers and professionals because of its theoretical and practical importance. To understand why some individuals adapt more effectively than others to culturally different social contexts has become a goal with implications for education, recruitment and the prevention of social conflict. The goal of this study was to adapt the Cultural Intelligence Scale (CQS) to Spanish. To do so, two studies were carried out. In the first, the psychometric properties generated by the CQS on a Spanish sample (N = 413) were analysed. In the second study, a confirmatory replication of the factor structure and reliability of the CQS was performed with a different Spanish sample (N = 526) from the first study. The results indicated that the Spanish version of the Cultural Intelligence Scale can be considered a useful and appropriate tool to be used with psychometric guarantees in the Spanish-speaking population.
... Since then, several authors have shown interest in validating the construct in languages other than English, such as Persian [39], Spanish [40] or in the Indian context [41]. The topic has continued to interest the research community, which has been validating the scale in several other languages such as Polish [42], Korean [43], German [44], Romanian, Turkish, Icelandic [45] and Croatian [46]. ...
... The value obtained in this study for CQ (5.12) is higher than other studies in a higher education environment. The literature reports a value of 4.89 in a university in Singapore [49], a value of 4.64 in a university in the United Kingdom [51], a value of 4.14 in a university in Spain [40], a value of 4.68 in a university in Taiwan [75] and a value of 4.98 in a university in the United States [59]. ...
The concept of cultural intelligence has been the object of increasing attention from the scientific community due to its importance in a globalized world. To fulfil their mission, higher education institutions need individuals capable of effectively interacting with others who come from different cultural backgrounds. This study analyzes the level of cultural intelligence and its background in a Portuguese engineering higher education institution. This study used a cultural intelligence scale and applied it to a sample of 445 participants. The results show that individuals in this Portuguese institution have an interesting level of awareness of others’ cultural preferences. However, particular attention should be paid to improving the outcome of the cognitive dimension. The results show the potential of international experiences and activities that foster cultural exposure. Consequently, the managers of institutions should make efforts to promote Erasmus programs or similar internships abroad. In addition, they should promote activities that foster multicultural contact, whether extracurricular activities or multicultural clubs or associations, meetings, lectures or classes with appropriate pedagogical methodologies, for example, experiential or collaborative teaching.
... Furthermore, the CQS has strong construct validity (Matsumoto & Hwang, 2013). Convergent and discriminative validity for the CQS was assessed using average variance extraction (AL-Dossary, 2016; Moyano et al., 2015). The results observed that motivational CQ (mean = 0.51) and metacognition CQ (mean = 0.51) demonstrated adequate convergent validity, while cognitive and behavioral CQ were slightly lower. ...
... While international students studying in the United States are required to hold an adequate English proficiency level, the validity of the CQS assessment in a foreign language is unknown. Several studies have investigated the usefulness of the CQS assessment in multiple languages (AL-Dossary, 2016; Moyano et al., 2015); however, it is unknown if the CQS scores would differ in international students at US universities based on the language of the questionnaire. ...
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.
... This individual capability transcends cultural boundaries and it is applicable to whatever culture (Ang et al., 2007;Ng, Van Dyne, & Ang, 2012 Lastly, the behavioral dimension is related to all appropriate verbal and non-verbal actions such as language, tone, posture and facial expressions which people use differently in culturally diverse settings (Ang & Van Dyne, 2008;Ang et al., 2007;Ng et al., 2012). Ang and colleagues (2007) developed the cultural intelligence scale (CQS), which has been adapted into several languages (e.g., Ghislieri, Molino, Dolce, Mercogliano, & Mosso, 2018; Moyano, Tabernero, Melero, & Trujillo, 2015), and defined as one of the most valid measures for assessing cross-cultural competencies (Matsumoto & Hwang, 2013). ...
This study aims to investigate the relationships between Erasmus program experience and theincrease of cultural intelligence (CQ), resilience and transversal skills. This study contributes to theunderstanding of “the cross-cultural learning process”, merging quantitative and qualitative data. Theresearch involved 170 Erasmus students and 52 college students who have never participated toErasmus program. These data were collected in two phases: for Erasmus students before departureand at re-entry and for control group with a time interval between the two administration of around 6months. Findings showed significant increases of cognitive CQ, resilience and transversal skills forthe Erasmus students’ sample, on contrary any significant change was found for the control group.Looking at ‘critical incident’ reports, qualitative data further clarify the role played by abroadexperience on the cross-cultural learning process. This study provides evidences about the Erasmusprogram value and seems to confirm expectation elaborated by Bologna process 2020.
... Data were collected through the Cultural Intelligence Center using the Cultural Intelligence Scale (CQS TM ) (Ang et al., 2007), a brief questionnaire measuring CQ across four validated (Ward et al., 2009) domains: motivation, cognitive, metacognitive, and behavior CQ. The CQS TM has construct validity (Matsumoto & Hwang, 2013), convergent, and discriminative validity (AL-Dossary, 2016; Moyano et al., 2015;Ward et al., 2009), and predictive validity (Matsumoto & Hwang, 2013). ...
Some colleges, departments, and study abroad offices have developed cultural development courses and study abroad opportunities designed to help improve students’ cultural awareness, knowledge, and skills. Some evidence suggests combining these approaches can be effective at helping students increase their Cultural Intelligence (CQ). This study examined the effects of a combined semester long, on-campus cultural development course followed by either a three- or six-week faculty-led study abroad program on student CQ. Students in both short-term programs increased in all four CQ domains (motivation, cognitive, metacognitive and behavior CQ) relative to a comparison group. No differences were found between the three- and six-week program for motivation, cognition, and behavior. However, there was a significant difference in metacognitive CQ between the two programs. Our study suggests participating in a semester-long cultural development course prior to a short-term study abroad increases undergraduate students’ motivation, cognitive, metacognitive, and behavior CQ.
Bu araştırma kapsamında, 2022 ve daha önceki yıllar içerisinde, kültürel zeka üzerine ulusal literatürde yayımlanan lisansüstü tezleri ele alınmaktadır. Ele alınan bu tezleri, bibliyometrik analiz yöntemiyle inceleyerek, kültürel zeka üzerine literatürde yaşanan gelişmelerin ortaya konulması amaçlanmaktadır. Bu araştırmanın verileri, 12 Ocak 2023 tarihinde, Ulusal Tez Merkezinde yer alan kültürel zeka üzerine yazılmış 75 lisansüstü tez çalışmasından oluşmaktadır. Bibliyometrik analiz yönteminden yararlanarak, kültürel zeka üzerine yapılan çalışmaların yıllar içerisinde gösterdikleri değişimler, ilişki içerisinde olunan konular ve coğrafik olarak yapılan çalışmaların dağılımları gibi çeşitli parametreler kapsamında analizi yapılmaktadır. Kültürel zeka üzerine ulusal literatürde yapılan lisansüstü tez çalışmalarının sayısında önemli derecede bir artışın yaşandığı tespit edilmiştir. Yıllar içerisinde yaşanan bu artışla birlikte, sadece çalışmaların sayısında değil, beraber ele alınan konuların çeşitliliğinde de bir artışın varlığı söz konusu olmaktadır.
Transversal competences are now essential not only for employability but for the well-being of students, and thus for society as a whole. However, these competences are not commonly taught or researched as part of higher education degree programmes. This evidently leads to a gap between ideal teaching goals and what students actually learn in their undergraduate studies. To meet this need, a psychoeducational intervention was designed and implemented in an undergraduate programme in translation and interpreting within the framework of a teaching innovation project. The impact of this intervention was tested on transversal competences such as emotional intelligence and regulation, creativity, psychological distress, and cultural intelligence, among others. This parallel exploratory study compared the effectiveness of two mindfulness-based programmes. In both mindfulness-based training programmes, the preliminary results seemed to indicate an improvement in these transversal competences. Limitations of the study were the design, sample size, and the restrictions imposed by the COVID-19 pandemic. The results of our study led to recommendations for degree programme design as well as a platform for discussion and debate on the relationship between higher education, competence-based training, and social demands. The clinical trial was registered with www.clinicaltrials.gov (NCT04392869).
This article explores the concepts of Emotional Intelligence (EI), Cultural Intelligence (CI), and Hospitality Experiential Intelligence (HEI) as determining factors of Employees' Customer Experience Orientation (ECEO) in hotels. The study applies a quantitative approach, a correlational, and explanatory scope, and a non-experimental design. A hierarchical multiple linear regression model was used to explain the relationship between the variables. The empirical results demonstrated that there is a positive correlation between the variables. HEI is the one that most influences on ECEO, followed by EI and CI. These results are a starting point to understanding how HEI, EI, and CI are related to ECEO; therefore, we invite researchers to develop more empirical studies in this field.
The present study assessed the factor structure and measurement invariance of the Cultural Intelligence Scale (CQS) in university students from Romania, Turkey, and Iceland. A total of 730 undergraduates completed the 20 item-CQS. Confirmatory factor analyses indicated that the four-factor model, which consisted of metacognitive, cognitive, motivational, and behavioral dimensions, fit the data better than alternative models (three-factor and single-factor models). Discriminant and convergent validity of the CQS was also confirmed. Furthermore, the invariance of test for the CQS showed that the four-factor model of the CQS is suitable across three countries and the pattern of factor loading is invariant across these countries. However, the results did not support scalar invariance for three countries, which showed that partial measurement invariance was only established. In conclusion, the students in three countries reacted to the items for evaluating CQ in different ways, according to the findings of this study.
Throughout the past decade, the concept of cultural intelligence (CQ) has garnered increasing attention from researchers and professionals due to its importance in the world in which we live. In this scenario, understanding why some individuals adapt more effectively than others to different cultural situations has become a research goal with fascinating theoretical and practical implications in organizational life. This chapter introduces the concept and summarizes research about the topic, emphasizing relevant aspects for human resources professionals. It is structured as follows: (1) the benefits of a cross-cultural perspective in organizations; (2) concept of cultural intelligence; (3) measurement of cultural intelligence; (4) nomological network; (5) cultural intelligence and global leadership; and, (6) cultural intelligence related to negotiation. It concludes with a brief summary of theoretical, practical, and empirical implications of cultural intelligence in organizations.
Cultural intelligence, values and motivation to learn in Argentinean cadetsThe aim of this study was to analyze if relations among cultural intelligence levels, motivation to academic learning and human values on the working area in a sample of 400 argentine military students, cadets becoming officials on Argentine Army (377 men and 23 women), originating of diverse argentine provinces. Bivaried analyses of correlation through coefficient r of Pearson were made. Results show that students present tie values to the care of the national traditions, and at the same time the value “stimulation” is associated to the creative resolution of new experiences on uncertain situations, balancing their autorestriction that would limit the opening towards cultural diversity.
This article provides a review of how cultural contexts shape and are shaped by psychological and neurobiological processes. We propose a framework that aims to culturally contextualize behavioral, genetic, neural, and physiological processes. Empirical evidence is presented to offer concrete examples of how neurobiological processes underlie social behaviors, and how these components are interconnected in larger cultural contexts. These findings provide some understanding of how the meanings shared by cultural experiences trigger a neurobiological, psychological, and behavioral chain of events, and how these events may be coordinated and maintained within a person. The review concludes with a reflection on the current state of cultural neuroscience and questions for the field to address. Expected final online publication date for the Annual Review of Psychology Volume 65 is January 03, 2014. Please see http://www.annualreviews.org/catalog/pubdates.aspx for revised estimates.
The article reports the results of three studies designed to extend the psychometric analyses of cultural intelligence (CQ) and to examine its utility in the prediction of cross-cultural adaptation. The first study supported the proposed four-factor (Cognitive, Meta-cognitive, Motivational, and Behavioral) structure of CQ in a large sample of international students (N = 346). The second study (N = 118) revealed a strong correlation (r = .82) between CQ and emotional intelligence and failed to support the incremental validity of CQ scores in the prediction of psychological, sociocultural, and academic adaptation in international students. The final study (N = 102) established discriminant validity (r = .04) between scores of CQ and a test of general cognitive ability (Raven's Advanced Progressive Matrices) and convergent validity across scores of the CQ and Multicultural Personality Questionnaire subscales; however, CQ scores did not demonstrate additional incremental validity in the prediction of adaptive outcomes. The results are discussed in relation to issues arising from the use of self-report measures for the assessment of cultural intelligence and the utility of the CQ measure in international and intercultural settings.
The present article reports the results of two studies designed to evaluate the psychometric properties of the cultural intelligence (CI) scale in the Turkish context. The proposed four-factor (cognitive, metacognitive, motivational, and behavioral) structure of CI was confirmed by confirmatory factor analysis. The results supported the discriminant validity of the four-factor model of the CI scale in relation to the Big Five personality factors and the emotional intelligence factors. Furthermore, CI explained additional variance in intercultural task performance over and above that explained by demographic characteristics and emotional intelligence. With regard to internal consistency and test–retest reliability, the CI scale showed acceptable results and was in concordance with the prior studies. Taken together, these findings suggest that the Turkish version of CI scale is a reliable and valid measure that can be used to measure individual’s intercultural capabilities.
This study explores the relationship of the motivational factor of cultural intelligence (CQ) and realistic previews to cross-cultural adjustment (work, general, and interaction adjustment) of global professionals. Regression analyses demonstrate positive relationships between motivational CQ and all three adjustment criteria after controlling for gender, age, time in the host country, and prior international assignment. Realistic job preview relates to work adjustment, realistic living conditions preview relates to general adjustment, and motivational CQ relates to work and general adjustment over and above realistic job and living conditions preview. This study demonstrates the importance and utility of motivational CQ in understanding cross-cultural adjustment. We discuss implications for cross-cultural adjustment research and suggest practical implications for organizations and individuals seeking overseas assignments.
Cultural intelligence (CQ) – the capability to function effectively in intercultural settings – has gained increasing attention from researchers and practitioners due to its contemporary relevance to globalization, international management, and workforce diversification. Research-to-date demonstrates that CQ predicts a variety of important outcomes in intercultural contexts, such as cultural adaptation, expatriate performance, global leadership, intercultural negotiation, and multicultural team processes. Moving beyond past research that tends to focus on the four primary factors of CQ – metacognitive CQ, cognitive CQ, motivational CQ, and behavioral CQ, we introduce an expanded conceptualization of CQ that delineates sub-dimensions for each of the four factors. We briefly review psychometric evidence supporting the proposed second order 11-factor structure and convergent/discriminant validity of the sub-dimensions. We propose that the next wave of CQ research should be guided by a deeper understanding of each of four factors of CQ.
The study examines four core components of cultural intelligence (CQ) – Behavioral, Motivational, Cognitive and Meta-cognitive – as predictors of cross-cultural adaptation problems in a longitudinal study of international students in New Zealand and tests the hypothesis that Motivational CQ predicts better psychological and sociocultural outcomes over time. One hundred and four students completed measures of CQ during a pre-term orientation program and assessments of adaptation problems approximately three months later. In line with the hypothesis, bi-variate correlations indicated that Motivational CQ was related to fewer psychological symptoms (r=−.30, p