Research note: are caring professions’ students more receptive to diverse groups?

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Intercultural Education Pub Date : 2022-09-03 DOI:10.1080/14675986.2022.2143093

Ronen Segev, Ronit Even-Zahav, E. Neter

引用次数: 1

Abstract

ABSTRACT Cultural competence (CC), also known as cultural intelligence (CQ), is a necessary skill for caring professions. Little is known, though, about initial levels of CQ or differences in CQ levels between students in caring and non-caring programs. A group of first-year students (n = 172) from diverse demographic backgrounds and different fields of study (social work, nursing, behavioural sciences) participated in an online survey that assessed their CQ and background attributes. Significant differences were found across fields of study so that students pursuing caring professions were more receptive than their counterparts in non-caring fields to intercultural interaction in the motivational, cognitive, and meta-cognitive CQ dimensions with no significant difference in the behavioral dimension. Mastering a non-native language was also associated with motivational and cognitive CQ. These findings suggest that greater receptiveness to intercultural interaction among students pursuing caring professions needs to be nurtured in order to generate behavioral changes.

查看原文本刊更多论文

研究报告：护理专业的学生是否更容易接受不同的群体？

文化能力(Cultural competence, CC)又称文化智力(Cultural intelligence, CQ)，是从事关爱类职业的必备技能。然而，人们对关心项目和不关心项目的学生的文化智商的初始水平或差异知之甚少。一组来自不同人口背景和不同学习领域(社会工作、护理、行为科学)的一年级学生(n = 172)参加了一项在线调查，评估他们的文商和背景属性。在不同的研究领域中，关怀专业的学生比非关怀专业的学生在动机、认知和元认知文商维度上更容易接受跨文化互动，而在行为维度上没有显著差异。掌握一门非母语也与动机和认知文商有关。这些发现表明，在从事护理专业的学生中，为了产生行为改变，需要培养他们对跨文化互动的更大接受能力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Intercultural Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.30

自引率

8.30%

发文量

期刊介绍： Intercultural Education is a global forum for the analysis of issues dealing with education in plural societies. It provides educational professionals with the knowledge and information that can assist them in contributing to the critical analysis and the implementation of intercultural education. Topics covered include: terminological issues, education and multicultural society today, intercultural communication, human rights and anti-racist education, pluralism and diversity in a democratic frame work, pluralism in post-communist and in post-colonial countries, migration and indigenous minority issues, refugee issues, language policy issues, curriculum and classroom organisation, and school development.