Validating a Situational Judgment Test of Intercultural Competence for Use with Education Professionals

Autor/inn/en	Starcevic, Jelena; Altaras Dimitrijevic, Ana; Jolic Marjanovic, Zorana
Titel	Validating a Situational Judgment Test of Intercultural Competence for Use with Education Professionals
Quelle	In: International Journal of School & Educational Psychology, 11 (2023) 2, S.180-192 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Starcevic, Jelena) ORCID (Altaras Dimitrijevic, Ana) ORCID (Jolic Marjanovic, Zorana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2022.2069619
Schlagwörter	Test Validity; Situational Tests; Evaluative Thinking; Cultural Awareness; Interpersonal Competence; Preservice Teachers; Foreign Countries; Scores; Test Reliability; Factor Structure; Serbia + Suchen Sie Ihr Suchwort? Testvalidität; Situationsansatz; Cultural identity; Kulturelle Identität; Interpersonale Kompetenz; Ausland; Testreliabilität; Faktorenstruktur; Serbien
Abstract	Given the growing importance of intercultural competence (IC) as part of the know-how of (future) education professionals, the present study sought to develop a tool that would validly assess this competence in the target population. The proposed 9-item instrument, labeled the Brief Test of Intercultural judgment (BTIJ), adopts the format of a situational judgment test (SJT) and targets the ability to accurately interpret others' behavior in the face of cultural differences, as an arguably essential aspect of IC. The test was developed based on Cushner and Brislin's culture-universal assimilator and psychometrically scrutinized with a sample of 245 preservice teachers and education specialists. Item homogeneity surfaced as an issue, yet the test's convergent-discriminant validity was largely confirmed by findings of small-to-moderate positive associations with verbal intelligence, knowledge of different cultures, and experience with foreign languages. Moreover, in a subsample of n=34 participants, the test was positively related (r=0.43) to performance on a real-life task requiring intercultural communication in the educational context. The BTIJ is thus regarded as a promising tool for assessing IC in education professionals, bearing the common advantages and limitations of an SJT-type measure. Recommendations for further investigations and improvements of the instrument are provided. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01