Date of Award
2013
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
This study assessed pre-service teachers levels of global-mindedness and intercultural competence using the Global-Mindedness Scale (GMS) and the Cultural Intelligence Scale (CQS) and investigated the correlation between the two. The study examined whether the individual scale factors such as gender, perceived competence in non-native language or culture, frequency of interaction with people of diverse backgrounds, and teaching experience were good predictors of pre-service teachers global-mindedness and intercultural competence. The survey was conducted through Qualtrics with privacy protection. The Statistical Package of the Social Science (SPSS) was used and multivariate analysis of variance (MANOVA), multiple regression, and Pearson product-moment correlation tests were utilized to analyze the data. The research results were based on 184 survey responses of undergraduate students who have declared anEducation major or minor at a Midwest state university. The results revealed that the independent variables of gender, perceived competence in non-native language or culture, and teaching experience were significant predictors of the pre-service teachers levels of global-mindedness. The independent variables of perceived competence in non-native language or culture, frequency of interaction with people of diverse backgrounds, and teaching experience were significant predictors of pre-service teachers levels of intercultural competence. There was a moderate, positive, and significant correlation between pre-service teachers overall GMS scores and overall CQS scores.
Recommended Citation
Cui, Qi, "Global-Mindedness And Intercultural Competence: A Quantitative Study Of Pre-Service Teachers" (2013). All-Inclusive List of Electronic Theses and Dissertations. 1397.
https://scholars.indianastate.edu/etds/1397