中国大学生的跨文化能力

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Students Pub Date : 2023-06-13 DOI:10.32674/jis.v14i3.5593

Xiaotian Zhang, Mingming Zhou

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引用次数: 0

摘要

跨文化能力(IC)被认为是在21世纪全球化社会中成功运作的基本软技能。然而，对于理解和评估中国大学生的智能发展，仍然缺乏文化上合适的框架和工具。本研究的目的是设计一个有效、可靠的量表来评估中国学生的跨文化能力。基于AAA (approach - analysis - act)-Chinese框架，开发了一个包含30个项目的跨文化能力量表-Chinese Version (ICS-CHN)，并通过验证性因子分析进行了验证。随后的多组验证性因子分析模型进一步证明了ICS-CHN在不同性别群体中的测量不变性。ICS-CHN具有足够的信度、收敛效度和判别效度，因此可以合理地得出ICS-CHN是一个可靠有效的量表，证实了IC是跨文化遭遇中应用的情感/态度、认知和行为技能和特征的结合。

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Chinese University Students’ Intercultural Competence

Intercultural competence (IC) is considered as an essential soft skill for successful functioning in the globalized society in the 21st century. However, there is still a lack of culturally appropriate framework and instrument to understand and assess Chinese university students’ IC development. The purpose of this study was to design a valid and reliable scale for assessing Chinese students’ IC. Based on the AAA (Approach-Analyze-Act)-Chinese framework, a 30-item Intercultural Competence Scale-Chinese Version (ICS-CHN) was developed and validated with confirmatory factor analysis. Subsequent multigroup confirmatory factor analysis model further proved the measurement invariance of ICS-CHN in different gender groups. Together with its adequate reliability, convergent and discriminant validity, it is reasonable to conclude that ICS-CHN is a reliable and valid scale, corroborating that IC is a combination of affective/attitudinal, cognitive and behavioral skills and characteristics applied in intercultural encounters.

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来源期刊

Journal of International Students EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

25.00%

发文量

审稿时长

30 weeks

期刊介绍： The journal publishes scholarly peer-reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of education worldwide. We encourage the submission of manuscripts from researchers and practitioners around the world from a myriad of academic fields and theoretical perspectives, including international education, comparative education, human geography, global studies, linguistics, psychology, sociology, communication, international business, economics, social work, cultural studies, and other related disciplines. We are especially interested in submissions which mark a new and demonstratively significant advancement in research on international students on topics such as: Cross-cultural studies of acculturation, intergroup relations, and intercultural communication Career preparation, employability, and career outcomes of short- and long-term mobility Development of international student social networks Emerging trends related to the mobility of international students and scholars English-mediated instruction (EMI) and second language acquisition (L2) Experiences of globally mobile LGBTQ+ students and other student populations Geopolitical perspectives and policies related to international students and other immigrants seeking education Global learning involving diverse people collaboratively analyzing and addressing complex problems that transcend borders International faculty, teaching assistants, and postdoctoral researchers Multicultural, intercultural, and cross-cultural engagement New educational contexts that involve the use of emerging technologies and online learning International student experiences in transnational higher education providers and programs.