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A Study of Faculty Members' Self-Rep...

Cicero, Brian Ray.

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A Study of Faculty Members' Self-Reported Cultural Intelligence and Cultural Psychological Capital.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Study of Faculty Members' Self-Reported Cultural Intelligence and Cultural Psychological Capital./
Author:	Cicero, Brian Ray.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	251 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-03, Section: B.
Contained By:	Dissertations Abstracts International80-03B.
Subject:	Cultural Resources Management. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10930556
ISBN:	9780438326071

A Study of Faculty Members' Self-Reported Cultural Intelligence and Cultural Psychological Capital.
Cicero, Brian Ray.

A Study of Faculty Members' Self-Reported Cultural Intelligence and Cultural Psychological Capital. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 251 p.

Source: Dissertations Abstracts International, Volume: 80-03, Section: B.

Thesis (Ph.D.)--Grand Canyon University, 2018.

This item must not be sold to any third party vendors.

The purpose of this quantitative causal-comparative study investigated whether there were differences of faculty members cultural psychological capital and the four sub-components of cultural intelligence between the academic disciplines of STEM, humanities, social sciences, and applied sciences; which also served as the study's research questions. The theory of cultural intelligence and psychological capital served as the study's theoretical foundations. The Cultural Intelligence Scale (CQS), Cross-Cultural PsyCap, and seven demographic questions were used to collect data from a sample of 153 faculty members at a university located in the central region of the United States and through social media. This study obtained a Cronbach's α of 0.83-0.92 for CQS and α = 0.99 for Cultural PsyCap, confirming the reliability. Due to a non-normal distribution, a Kruskal-Wallis H test analysis compared individual differences of each dependent variables between the independent variable. Results indicated that there was no statistically significant difference of metacognitive, motivational, behavioral cultural intelligence, and cultural PysCap between academic discipline; however, there was a statistically significance in cognitive CQ scores; median cognitive CQ scores were statistically significant between groups, χ2(3) = 8.547, p = .036. Subsequently, pairwise comparisons were performed with a Bonferroni correction for multiple comparisons. This post hoc analysis revealed a statistically significant difference of cognitive CQ between the academic disciplines of STEM (Mdn = 4.33) and humanities ( Mdn = 5.33) (p = .041). The results reflect the comparison against α = .05 and a p-value adjusted by the Bonferroni correction for multiple tests.

ISBN: 9780438326071Subjects--Topical Terms:

1672692
Cultural Resources Management.

A Study of Faculty Members' Self-Reported Cultural Intelligence and Cultural Psychological Capital.
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520 $a The purpose of this quantitative causal-comparative study investigated whether there were differences of faculty members cultural psychological capital and the four sub-components of cultural intelligence between the academic disciplines of STEM, humanities, social sciences, and applied sciences; which also served as the study's research questions. The theory of cultural intelligence and psychological capital served as the study's theoretical foundations. The Cultural Intelligence Scale (CQS), Cross-Cultural PsyCap, and seven demographic questions were used to collect data from a sample of 153 faculty members at a university located in the central region of the United States and through social media. This study obtained a Cronbach's α of 0.83-0.92 for CQS and α = 0.99 for Cultural PsyCap, confirming the reliability. Due to a non-normal distribution, a Kruskal-Wallis H test analysis compared individual differences of each dependent variables between the independent variable. Results indicated that there was no statistically significant difference of metacognitive, motivational, behavioral cultural intelligence, and cultural PysCap between academic discipline; however, there was a statistically significance in cognitive CQ scores; median cognitive CQ scores were statistically significant between groups, χ2(3) = 8.547, p = .036. Subsequently, pairwise comparisons were performed with a Bonferroni correction for multiple comparisons. This post hoc analysis revealed a statistically significant difference of cognitive CQ between the academic disciplines of STEM (Mdn = 4.33) and humanities ( Mdn = 5.33) (p = .041). The results reflect the comparison against α = .05 and a p-value adjusted by the Bonferroni correction for multiple tests.
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