Cognitive Abilities and Academic Achievement as Intercultural Competence Predictors in Russian School Students

Autor/inn/en	Novikova, Irina A.; Gridunova, Marina V.; Novikov, Alexey L.; Shlyakhta, Dmitriy A.
Titel	Cognitive Abilities and Academic Achievement as Intercultural Competence Predictors in Russian School Students
Quelle	In: Journal of Intelligence, 10 (2022), Artikel 25 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Novikova, Irina A.) ORCID (Novikov, Alexey L.)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Cognitive Ability; Academic Achievement; Cultural Awareness; Predictor Variables; Secondary School Students; Gender Differences; Foreign Countries; Age Differences; Grade 9; Grade Point Average; Logical Thinking; Generalization; Ethnocentrism; Personality Traits; Russia + Suchen Sie Ihr Suchwort? Denkfähigkeit; Schulleistung; Cultural identity; Kulturelle Identität; Prädiktor; Sekundarschüler; Geschlechterkonflikt; Ausland; Age; Difference; Age difference; Altersunterschied; School year 09; 9. Schuljahr; Schuljahr 09; Ethnozentrismus; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Russland
Abstract	The development of intercultural competence (ICC) is important for the modern personality in an unstable and diverse world, but there is a lack of research on this phenomenon in the context of age, gender and intellectual differences. The purpose of the present exploratory study is to identify relations between ICC, cognitive abilities and academic achievements among Russian school students. The sample included 106 (55% female) students in the 9th grade of Moscow secondary school. ICC was measured with the author's modification of "The Intercultural Sensitivity Scale" by Khuhlaev and Chibisova, developed on the basis of the Developmental Model of Intercultural Sensitivity by Bennett. Cognitive abilities were determined with the "School Test of Intellectual Development" by Akimova et al. Academic achievements were evaluated using GPA. The findings of our research show that: (1) higher academic achievements and cognitive abilities usually characterize schoolchildren, who are not inclined to absolutize cultural differences and do not consider them to be barriers to intercultural interaction; (2) the most significant predictors of ICC features from the studied cognitive abilities are "analogy" and "generalization," but "generalization" has opposite impacts in male and female students. This fact should be taken into account in the context of ICC developments, especially in male school students prone to ethnocentrism. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: indexing@mdpi.com; e-mail: jintelligence@mdpi.com; Web site: https://www.mdpi.com/journal/jintelligence
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01