Cultural Intelligence of the Jordan Teachers and University Students from the Hashemite University: Comparative Study

Mahasneh, Ahmad M.; Gazo, Ahmad M.; Al-Adamat, Omar A.

doi:10.13187/ejced.2019.2.303

Cited by 7 publications

(5 citation statements)

References 11 publications

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“…For example, Alavinia & Mollahossein (2012) found a positive relationship between learners' EI and their use of metacognitive strategies. Sharei et al (2012) found that meta-cognition, and EI contribute significantly to the prediction of problem-solving ability and Mahasneh et al (2019) indicated that generally high level of cognition regulation, understanding of cognition and cognition processing meta-cognition are related to a high levels of emotional knowledge, emotion regulation, empathy, and social commitment EI., as Carpenter et al (2019) showed increases in metacognitive calibration were observed with adaptive training, which generalized to untrained stimuli and an untrained task, indicating the potential for a domain-general enhancement of metacognitive abilities in EI., metacognition training has a positive effect on decreased negative emotions general wellbeing (Van Cappellen et al, 2022) and increased social bounds (Rafie et al, 2020;Oraki et al, 2022). Moreover, Drigas et al (2021) presented the metacognitive and meta emotional skills needed to develop the individual's EI based on the pyramid model of emotional intelligence.…”

Section: Discussionmentioning

confidence: 99%

“…Theory and research in metacognition have introduced as a basis for understanding and treating psychological dysfunction (Wells & Cartwright-Hatton, 2004). Henson and Eller (1999), Lindstrom (1995), andBruer (1994) suggest that metacognition attempts to increase the awareness of thinking procedures and methods, thereby helping the learner to control, regulate, guide and master the learning processes, the ultimate purpose being the appreciation and comprehension of learning strategies (Mahasneh et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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The Effectiveness of Metacognitive Training on Emotional Intelligence and Ego Defense Styles

Amirinia,

Aghazadeh,

Baseri

2024

PSYCH

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Emotional Intelligence (EI) is a learning and influential skill in a constellation of noncognitive competencies that lead to successful coping and mature behavior in difficult situations, and there is also a need for training techniques such as metacognitive training that can answer the needs of organizations for their workforce in this field. To see the effectiveness of metacognitive training on EI, and Ego defense styles among Parsian Bank's employees, 450 employees were selected through convenience sampling technique. The Bar-On emotional intelligence inventory and Defense Styles Questionnaire were applied to assess EI and ego defense styles of participants and then of these, 44 employees were selected who obtained average scores, and they were randomly assigned into two equal groups of experimental and control. This research was quasiexperimental with a design of pretest-posttest and with a control group. Metacognitive training was conducted on the experimental group during nine sessions with two hours based on over two months based on the Nine-layer Pyramid Model of Emotional Intelligence. Also, multivariate analysis of covariance (MANCOVA) was employed for data analysis. As a result, given the past findings and direct results of this study, one can achieve the understanding that metacognitive training has the potential to enhance EI and mature defense styles (P < 0.05), reducing neurotic defense styles (P < 0.5), but has insignificant effect on the immature defense style of bank's employees.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Metacognitive Training on Emotional Intelligence and Ego Defense Styles

Amirinia,

Aghazadeh,

Baseri

2024

PSYCH

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“…This result is a little surprising due to the difference in life paths and experiences of the two groups. In a contradictory way, Mahasneh and Gazo [56] obtained results that indicated significant differences in the cognitive and behavioral dimensions, with lower values for students. However, in the overall value of CQ, they did not find significant differences either.…”

Section: Level Of Cqmentioning

confidence: 97%

“…The international nature of the professional activity of higher education institution staff, despite always having had an internationalization component, is nowadays very intense, whether through mobility initiatives, research activity or the growing presence of international students in classrooms. Only one study developed in Jordan assessed whether there were differences between these two groups [56].…”

Section: Cultural Intelligence In Higher Education Institutionsmentioning

confidence: 99%

Assessing Cultural Intelligence and Its Antecedents in the Portuguese Higher Education Context

et al. 2023

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The concept of cultural intelligence has been the object of increasing attention from the scientific community due to its importance in a globalized world. To fulfil their mission, higher education institutions need individuals capable of effectively interacting with others who come from different cultural backgrounds. This study analyzes the level of cultural intelligence and its background in a Portuguese engineering higher education institution. This study used a cultural intelligence scale and applied it to a sample of 445 participants. The results show that individuals in this Portuguese institution have an interesting level of awareness of others’ cultural preferences. However, particular attention should be paid to improving the outcome of the cognitive dimension. The results show the potential of international experiences and activities that foster cultural exposure. Consequently, the managers of institutions should make efforts to promote Erasmus programs or similar internships abroad. In addition, they should promote activities that foster multicultural contact, whether extracurricular activities or multicultural clubs or associations, meetings, lectures or classes with appropriate pedagogical methodologies, for example, experiential or collaborative teaching.

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“…At the same time, they could concern one component. In Mahasneh's research (Mahasneh et al, 2019), it was a CQ motivational dimension. Engle and Nehrt (2012) and Ward, Festcher (2008) research did not state any statistically significant differences in cultural intelligence due to gender variables.…”

Section: Theoretical Foundation and Development Of Hypothesesmentioning

confidence: 99%

Untitled

2022

SPSUTOM

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The paper investigates challenges associated with institutional leadership engagement of main staff to fill inner vacancies. Design/methodology/approach: The study rates merit, experience, rank, competencies, long service, in-depth knowledge, and deeper consultation as key requirements for appointment in some selected academic institutions. The survey collects data through questionnaires and semistructured interviews. The SPSS and descriptive statistics were used for the analysis of data presented in percentages, tables, and graphs. Findings: The results show that over 80% of respondents said that the prerogative of leaders in second-cycle institutions to share leadership needs a reassessment. As it undermines specific parameters and subsequently creates emotions among staff and unsatisfactory students' behaviours at school. The study found social and external factors as the basis for some nominations that weaken institutional unity and performance. Recommendation/limitations: The legislative instrument should be amended to suit the current management environment. Besides, ethical leadership and emotional intelligence should be encouraged at schools for effective management and harmony. Practical implications: Organizational failures across economies to a large extent are results of stimulus variables. Originality/value: The paper demonstrates how institutional leaders are often torn between stimulus and prospective variables resulting in self-interest to the detriment of institutional vision.

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Cultural Intelligence of the Jordan Teachers and University Students from the Hashemite University: Comparative Study

Cited by 7 publications

References 11 publications

The Effectiveness of Metacognitive Training on Emotional Intelligence and Ego Defense Styles

The Effectiveness of Metacognitive Training on Emotional Intelligence and Ego Defense Styles

Assessing Cultural Intelligence and Its Antecedents in the Portuguese Higher Education Context

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