Kültürel zekanın kültürlerarası uyum ve akademik performans üzerine etkisi : Uluslararası üniversite öğrencileri üzerinde bir uygulama
Date
2021-01-27
Authors
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Journal ISSN
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Publisher
Bursa Uludağ Üniversitesi
Abstract
Günümüzün gittikçe küreselleşen dünyasında, eğitim veya meslek peşinde koşmak amacıyla sınırın ötesinde fırsatlar arayan bireylerin sayısı yıldan yıla artmaya devam etmektedir. Bu nedenle küresel koşullara alışabilme yeteneği gerektirir. Bireyler yeni bir ülkeye geldiklerinde yeni kültür, dil, toplum, gelenekler vb. İle karşılaşmak zorundadırlar. Buna göre, kültürel açıdan farklı şartlara uygun şekilde uyum sağlamaları gerekmektedir. Kültürlerarası yeterlilik çalışmaları son yıllarda araştırmacılar için önem kazanırken, kültürel zeka (KZ), kültürlerarası uyum ve iş performansı ile ilgili olarak çoğu zaman gurbetçilere veya iş ortamına atıfta bulunarak birçok çalışma yapılmıştır. Bununla birlikte, bu çalışmalar hala nispeten nadiren eğitim ortamlarında yapılmaktadır. Aynı anda kendi ülkeleri dışında okuyan artan sayıda uluslararası öğrenci, günümüzün küresel eğitim bağlamında büyüyen bir olgudur. Bu çalışmanın amacı KZ yönlerinin (üstbilişsel KZ, bilişsel KZ, motivasyonel KZ, davranışsal KZ) kültürlerarası uyum boyutlarına (genel uyum ve etkileşim uyum) ve uluslararası öğrencilere uygulanan akademik performansa etkisini araştırmaktır. Araştırmanın verileri Bursa Uludağ Üniversitesi’nde öğrenim gören 224 uluslararası öğrenciden toplanmıştır. Toplanan veriler, açıklayıcı faktör analizi, t-testi, ANOVA ve regresyon analizi kullanılarak analiz edilmiştir. Çalışmanın bulguları, KZ’nın yönlerinin genel uyum ve etkileşim uyumunu olumlu yönde etkilediğini ortaya koymuştur. Ancak, KZ’nın yönlerinin akademik performansı etkilemediği belirlenmiştir.
In today’s increasingly globalized world, the number of individuals looking for opportunities in other countries with the purpose of pursuing education or an occupation continues to increase, year by year. Thus, it necessitates the ability to be able to adapt to other countries’ cultures and practices. When individuals live and work in a new country, they encounter a new culture, language, society, customs etc. Accordingly, they need to be able to conform appropriately in culturally diverse conditions. As the study of intercultural competences has grown in significance for researchers in recent years, many studies have been conducted regarding cultural intelligence (CQ), cross-cultural adjustment (CCA) and work performance most often with reference to expatriates or the business environment. Nevertheless, those studies are still relatively rarely carried out within educational settings. The increasing number of international students studying outside their home countries is a growing phenomenon in today’s global education context. International students frequently experience similar problems of cultural divergence as those experienced by expatriates in a host-country. The purpose of this study is to explore the influence of four aspects of CQ (Metacognitive CQ, Cognitive CQ, Motivational CQ, Behavioral CQ) towards CCA dimensions (general adjustment and interaction adjustment) and academic performance as applied to international students in higher education. Data for the study was collected from the 224 international students studying at Bursa Uludağ University. Data collected was analyzed using explanatory factor analysis, t-test, ANOVA and regression analysis. The findings of the study revealed that the facets of CQ positively influence the general adjustment and interaction adjustment. However, it was determined that facets of CQ did not influence academic performance.
In today’s increasingly globalized world, the number of individuals looking for opportunities in other countries with the purpose of pursuing education or an occupation continues to increase, year by year. Thus, it necessitates the ability to be able to adapt to other countries’ cultures and practices. When individuals live and work in a new country, they encounter a new culture, language, society, customs etc. Accordingly, they need to be able to conform appropriately in culturally diverse conditions. As the study of intercultural competences has grown in significance for researchers in recent years, many studies have been conducted regarding cultural intelligence (CQ), cross-cultural adjustment (CCA) and work performance most often with reference to expatriates or the business environment. Nevertheless, those studies are still relatively rarely carried out within educational settings. The increasing number of international students studying outside their home countries is a growing phenomenon in today’s global education context. International students frequently experience similar problems of cultural divergence as those experienced by expatriates in a host-country. The purpose of this study is to explore the influence of four aspects of CQ (Metacognitive CQ, Cognitive CQ, Motivational CQ, Behavioral CQ) towards CCA dimensions (general adjustment and interaction adjustment) and academic performance as applied to international students in higher education. Data for the study was collected from the 224 international students studying at Bursa Uludağ University. Data collected was analyzed using explanatory factor analysis, t-test, ANOVA and regression analysis. The findings of the study revealed that the facets of CQ positively influence the general adjustment and interaction adjustment. However, it was determined that facets of CQ did not influence academic performance.
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Keywords
Kültürel zeka (KZ), Kültürlerarası uyum, Akademik performans, Cultural intelligence (CQ), Cross-cultural adjustment (CCA), Academic performance, International students
Citation
Astiningsih, P. (2021). Kültürel zekanın kültürlerarası uyum ve akademik performans üzerine etkisi : Uluslararası üniversite öğrencileri üzerinde bir uygulama. Yayınlanmamış yüksek lisans tezi. Bursa Uludağ Üniversitesi Sosyal Bilimler Enstitüsü.