ARTICLE INFO

Article Type

Descriptive & Survey Study

Authors

Hassani   F. (*)






(*) Psychology Department, Humanities Faculty, Islamic Azad University, Qom, Iran

Correspondence

Address: District 3 Education and Training Office, 20 meters Shahid Beheshti, Qom, Iran. Postal Code: 3719976443
Phone: +982536601300
Fax: +982536080045
fhassani14@yahoo.com

Article History

Received:  April  21, 2015
Accepted:  May 29, 2015
ePublished:  June 6, 2015

BRIEF TEXT


… [1-15] Due to a complex ethnic and religious environment, cultural intelligence in the universities leads to students’ more adaptation affecting their learning and educational performance [15]. In fact, beliefs, values, norms, and cultural experiences guide persons in their interaction [16]. … [17-23]

There is a significant correlation between cultural intelligence and learning [23, 24]. Cultural intelligence leads persons to manage their own practice and to find out competency via achieving their goals [25]. In addition, there is a significant and positive correlation between intelligence and self-management [26] and between cultural intelligence and self-management [27]. … [28-32]

The aim of the study was to investigate the effects of cultural intelligence on self-directed learning in the students.

This is a causal-comparative study.

Female undergraduate nursing students were studied in Qom (Iran) in 2015.

One university was selected via Random Cluster method. 86 female nursing students were selected, using Morgan Table.

A questionnaire its validity and reliability being confirmed was used as an assessment tool. 20-question Cultural Intelligence questionnaire was used to assess cultural intelligence. It includes 4 factors as strategy or meta-cognition, knowledge or science, motivational factor, and behavioral factor. Its validity was confirmed formally and via factor analysis method based on the experts’ viewpoints [33]. Cronbach’s Alpha of the questionnaire was 0.89. 5-scale Likert was used and the items “totally disagree” and “totally agree” received 1 and 5 scores, respectively. 41-item Fisher-King-Tague Self-directed questionnaire was used, assessing three factors as “self-management”, “willingness to learn”, and “self-control”. Its Alpha coefficient was 0.86. Its validity was confirmed via structure method and factor analysis. Its scoring was based on 5-scale Likert from “totally disagree” (1) to “totally agree” (5). Data was analyzed, using descriptive statistics including mean and standard deviation, as well as inferential statistics. The effects of cultural intelligence on self-directed learning were assessed by One-way ANOVA. The effects of cultural intelligence on self-management, willingness to learn, and self-control were assessed by Multi-variable ANOVA. SPSS 19 software was used to compare the variables and investigate their correlation.

Mean score of the subjects of the Cultural Intelligence questionnaire was 69.05±14.74. Persons with one standard deviation upper or lower than the mean score were eliminated. The remaining persons were divided into students with high cultural intelligence and students with low cultural intelligence groups, i.e. scores lower than 55 and higher than 83. In all the three components of self-directed learning, mean score of students with high cultural intelligence was higher than the score of the students with low cultural intelligence. Total score of self-directed learning of two groups confirmed the result (Table 1). The effects of cultural intelligence on self-directed learning were significant. Therefore, there was a significant difference between the students with different levels of cultural intelligence in self-directed learning. Variance homogeneity of self-directed learning components was assessed by Levene’s test showing variance equality of dependent variable error in all the scales. Wilks’s Lambda was significant in cultural intelligence. In other words, there was a significant difference at least in one of the self-directed components between students with high and low cultural intelligence. The effects of cultural intelligence on self-management and willingness to learn were significant in the nursing students. In other words, there was a significant difference in self-management and willingness to learn between students with different cultural intelligence levels. Based on a comparison between the mean values, mean scores of self-management and willingness to learn in students with high cultural intelligence were significantly higher than students with low cultural intelligence. Nevertheless, the effects of cultural intelligence on self-control were not significant.

Cultural intelligence significantly affects the students’ self-directed learning. In other words, the higher the persons’ cultural intelligence is, the more effective the need identification, goal setting, learning consequences evaluation, and directing the behavior and tendencies are. The results are to some extent consistent with other studies [23, 24] showing that high cultural intelligence is an important predictor for persons’ learning. Cultural intelligence is significantly affects the students’ self-management. The result is consistent with other studies [27, 28] showing that there is a positive and significant correlation between cultural intelligence and self-management. … [34-39]

Other statistical societies should be studied in both genders divided into native and non-native persons.

Only female students had been included in the present study.

The higher the cultural intelligence of the nursing students is, the higher the self-directed learning, self-management, and willingness to learn are. Therefore, the students can determine their needs and learning goals according to the present knowledge and enhance their responsibility, right to choose, and freedom under their own control. Enhancement of the self-directed learning leads to educational progress, and it, finally, results in the students’ lifelong learning continuation.

All the participants are appreciated.

The present results have no conflict with the interests of any organization.

All the participants were aware of the study aim, and they were assured of keeping information for the study and its confidentiality.

The study was funded by the corresponding author.

TABLES and CHARTS

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