We enhance the theoretical precision of cultural intelligence (CQ: capability to function effectively in culturally diverse settings) by developing and testing a model that posits differential relationships between the four CQ dimensions (metacognitive, cognitive, motivational and behavioural) and three intercultural effectiveness outcomes (cultural judgment and decision making, cultural adaptation and task performance in culturally diverse settings). Before testing the model, we describe development and cross-validation (N = 1,360) of the multidimensional cultural intelligence scale (CQS) across samples, time and country. We then describe three substantive studies (N = 794) in field and educational development settings across two national contexts, the USA and Singapore. The results demonstrate a consistent pattern of relationships where metacognitive CQ and cognitive CQ predicted cultural judgment and decision making; motivational CQ and behavioural CQ predicted cultural adaptation; and metacognitive CQ and behavioural CQ predicted task performance. We discuss theoretical and practical implications of our model and findings.

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Cultural Intelligence: Its Measurement and Effects on Cultural Judgment and Decision Making, Cultural Adaptation and Task Performance

This experimental study examined the effects of teacher self-disclosure via Facebook on anticipated college student motivation, affective learning, and classroom climate. Participants who accessed the Facebook website of a teacher high in self-disclosure anticipated higher levels of motivation and affective learning and a more positive classroom climate. In their responses to open-ended items, participants emphasized possible negative associations between teacher use of Facebook and teacher credibility. Participants offered recommendations for teachers regarding the use of Facebook and other weblog services.

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I'll See You On “Facebook”: The Effects of Computer-Mediated Teacher Self-Disclosure on Student Motivation, Affective Learning, and Classroom Climate

Gender, Internet and computer attitudes and experiences

Student ratings of teaching play a significant role in career outcomes for higher education instructors. Although instructor gender has been shown to play an important role in influencing student ratings, the extent and nature of that role remains contested. While difficult to separate gender from teaching practices in person, it is possible to disguise an instructor’s gender identity online. In our experiment, assistant instructors in an online class each operated under two different gender identities. Students rated the male identity significantly higher than the female identity, regardless of the instructor’s actual gender, demonstrating gender bias. Given the vital role that student ratings play in academic career trajectories, this finding warrants considerable attention.

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What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching

The present study developed and assessed reliability and validity of a new instrument, the Intercultural Sensitivity Scale (ISS) Based on a review of the literature, 44 items thought to be important for intercultural sensitivity were generated A sample of 414 college students rated these items and generated a 24-item final version of the instrument which contains five factors An assessment of concurrent validity from 162 participants indicated that the ISS was significantly correlated with other related scales, including interaction attentiveness, impression rewarding, self-esteem, self-monitoring, and perspective taking In addition, the predicted validity test from 174 participants showed that individuals with high ISS scores also scored high in intercultural effectiveness and intercultural communication attitude scales Potential limitations of the study were discussed as well (Author/RS) Reproductions supplied by EDRS are the best that can be made from the original document

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The Development and Validation of the Intercultural Sensitivity Scale.

This article presents the rationale for and development of the Connected Classroom Climate Inventory (CCCI) designed to measure connectedness among students in the university classroom. The original inventory contained 20 items plus four validity items. Based on factor analysis and reliability analysis, two of the original 20 items were dropped from consideration. The resulting 18‐item CCCI scale was found to contain a single factor, to have an overall reliability of alpha = .94, and to show initial evidence of validity. The CCCI showed no scale score differences among class sections or based on teacher/student sex. These findings and implications for future communication research are discussed.

Communication and connectedness in the classroom: Development of the connected classroom climate inventory

This series of studies operationalized the concept of rhetorical sensitivity first discussed by Hart and Burks in 1972. A measuring instrument (RHETSEN) was developed and the attitudes‐toward‐communication held by several thousand individuals were thereby assessed. RHETSEN was found to have sufficient reliability and validity. When a national sample of college students responded to RHETSEN, it appeared that their feelings about encoding messages were related to their various sociocultural backgrounds. When a large group of adult nurses took the test, their responses seemed associated with their particular professional duties and life experiences.

Attitudes toward communication and the assessment of rhetorical sensitivity

College students enrolled in either an introductory level computer course or a basic public speaking course completed the Computer Attitude Scale (measuring computer anxiety, liking, confidence, and usefulness) and the Personal Report of Communication Apprehension — 24 (a measure of communication apprehension) during the first and last weeks of a semester. Pre-and post-course measures were obtained from 181 students (90 speech and 91 computer students). Among the major results of the study were the following. A small significant positive relationship (r = .22) was found between computer anxiety and communication apprehension. The examined introductory computer and public speaking courses appear to have no effect on common elements between the two types of anxiety. However, completion of the basic public speaking course lowered communication apprehension; completion of the basic computer course increased computer anxiety. A recommendation is made that the issue of anxiety be acknowledged and addressed in i...

Computer Anxiety and Communication Apprehension: Relationship and Introductory College Course Effects

In this article, the researchers investigate reliability and validity of a variety of speech evaluation instruments used in public speaking classes. Raters from diverse backgrounds and experience evaluated videotaped speeches using various evaluation forms. Results indicate student speeches can be evaluated reliably and validly using any of a number of different evaluation forms that address the fundamental speech constructs of content and delivery. In addition, lack of extensive rater training and experience do not appear to have a major negative impact on the evaluation process.

Classroom Public Speaking Assessment: Reliability and Validity of Selected Evaluation Instruments.

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Robert E. Carlson

Papers

Communication and connectedness in the classroom: Development of the connected classroom climate inventory

Attitudes toward communication and the assessment of rhetorical sensitivity

Computer Anxiety and Communication Apprehension: Relationship and Introductory College Course Effects

Classroom Public Speaking Assessment: Reliability and Validity of Selected Evaluation Instruments.

Student Misbehaviors, Instructor Responses, And Connected Classroom Climate: Implications for the Basic Course