Individual Importance of Multicultural Competence in Relation to Components of Students’ Self-regulated Learning

Hladík, Jakub; Hrbáčková, Karla; Vávrová, Soňa

doi:10.1016/j.sbspro.2012.11.419

Cited by 6 publications

(10 citation statements)

References 16 publications

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“…The Activity factor comprises of items that are of a self-regulating character (motivation, planning, control) and is related to multicultural learning. The relationship between the components of self-regulated learning and multicultural knowledge was confirmed and published in our research (Hladik, Hrbackova & Vavrova, 2012). Understanding of terms is another factor in the proposed 5-factor solution.…”

Section: Discussionsupporting

confidence: 79%

“…Four existing tools of assessment of multicultural competence were used when designing MCSHPS: The California Brief Multicultural Competence Scale (CBMCS) (Gamst, Dana, Der-Karabetian, Aragon, Arellano, Morrow & Martenson, 2004); The Multicultural Awareness, Knowledge, and Skills Survey (MAKSS) (Kim, Cartwright, Asay & D'Andrea, 2003); Multicultural School Psychology Counseling Competency Scale (MSPCCS) (Rogers & Ponterotto, 1997) and Individual Importance of Multicultural Competence Scale (IIMCS) (Hladik, Hrbackova & Vavrova, 2012). We also analysed other tools, e.g.…”

Section: Introductionmentioning

confidence: 99%

“…IIMCS contains 30 items divided, as in MAKSS, into three dimensions: 1) Multicultural knowledge, 2) Multicultural awareness, 3) Multicultural skills. The responses were recorded using a seven-point Likert-type scale (Hladik, Hrbackova & Vavrova, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Design and Development of a Multicultural Competence Scale in Helping-Profession Students

Hladík¹

2014

ASS

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The study focuses on designing a Multicultural Competence Scale in Helping-Profession Students. The aim was to create an assessment tool of multicultural competence in students of helping professions as such a tool has been non-existent so far in the Central Europe. The scale construction was inspired by the four following instruments: CBMCS, MAKSS, MSPCCS and IIMCS. Through content validation, exploratory factor analysis and confirmatory factor analysis, the original 58 scales were reduced to a 20-item final version of the MCSHPS, which includes scales of the following five factors: Knowledge, Understanding of terms, Activity, Awareness and Communication skills.

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Section: Discussionsupporting

confidence: 79%

Section: Introductionmentioning

confidence: 99%

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Design and Development of a Multicultural Competence Scale in Helping-Profession Students

Hladík¹

2014

ASS

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“…The research results of Semela et al, (2013) reveal that the existing civic education curriculum and ethics are of an eclectic character that combines a minimal interpretation of democratic citizenship education with an inclusive conception of ethnic-cultural diversity that is relevant to multicultural society. Hladík et al, (2012) found that there are significant differences in assessing the importance of the multicultural subcompetence which is a component of multicultural competence: awareness, knowledge and skills. It was also found that the independent learning component shows a close relationship in relation to multicultural competence.…”

Section: Introductionmentioning

confidence: 99%

Multicultural Learning in The Subjects of Civic Education, History and Sociology

Supriyanto¹

2021

Proceedings of the 1st International Conference on Character Education (ICCE 2020)

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This study aims to examine the implementation of multicultural education in the subjects of Citizenship Education, History and Sociology at SMA N 1 Purwodadi. The subjects in the study were teachers and students at SMA N 1 Purwodadi. The method in this study used a qualitative approach. The results showed that; 1) Multicultural learning carried out by Civics, History and Sociology Teachers using lectures, discussions, and power point presentations. 2) Constraints in the implementation of multicultural learning are the concentration of students in receiving subject matter related to multiculturalism and student interest in learning. Conclusion; a) It takes a clear difference in concept between multicultural learning and programs run in schools. b) Each different cultural diversity is given the same opportunity to develop according to their respective beliefs. c) Every student who has different ethnic races and religions is given the same opportunities and facilities, so that the goals of multicultural learning will be achieved. d) The application of multicultural learning will proportionally be able to increase the competence of each individual or group according to their beliefs. e) The availability of competent educators will be able to explain to students the importance of multicultural learning. So that students do not differentiate between friends of different racial and religious beliefs.

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“…Increasing knowledge and acceptance among individuals in different groups is proven to reduce the appearance of negative stigmas (Hayes et al, 2004;Horenczyk & Tatar, 2002;Martínez, 2014). On the other hand, multiculturalism perceptions have a positive effect on self-regulated learning (Hladík et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

The Moderating Role of Personal Profiles on the Relationship between Multicultural Awareness and Self-Regulated Learning

Fitriyah

Djazilan

Saputra³

et al. 2020

Kresna Soc. Sci. Humanit. Res.

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Multicultural awareness is very crucial for every student, as well as self-regulated learning. Until now, research on these two variables is still min-imal. Moreover, there are no studies that examine the factors that influence the relationship between the two variables. This study aims to explore the relation-ship between multicultural awareness and self-regulated learning in students and discuss the role of students' personal profile in the relationship between the vari-ables. The respondents of this study were 165 students of the City of Surabaya, Indonesia. The structural equation model is used for data analysis techniques. The results showed that hypothesis 1 was accepted, meaning a positive and sig-nificant effect of multicultural awareness on self-regulated learning. The path co-efficient was 0.284, while the t-statistics were more significant than 1.96 (2,544) or p-values less than 0.05 (0.011). Whereas in hypothesis 2, it is rejected, the path coefficient is -0.230 while the t-static is less than 1.96 (1,811) or the p-value is more significant than 0.05 (0.071). In conclusion, personal profiles do not affect the relationship between multicultural awareness-ness and self-regulated learn-ing. This study's recommendation is to provide information on need assessments useful in determining appropriate counseling strategies at the University.

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Individual Importance of Multicultural Competence in Relation to Components of Students’ Self-regulated Learning

Cited by 6 publications

References 16 publications

Design and Development of a Multicultural Competence Scale in Helping-Profession Students

Design and Development of a Multicultural Competence Scale in Helping-Profession Students

Multicultural Learning in The Subjects of Civic Education, History and Sociology

The Moderating Role of Personal Profiles on the Relationship between Multicultural Awareness and Self-Regulated Learning

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