The Impact of Cultural Intelligence on Social Skills among University Students
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Bibliographic record
Abstract
This study aims to examine the impact of cultural intelligence on social skills among the students of the School of Physical Education and Sports. The research population consists of randomly selected 377 students. As data collection tools, the study uses Cultural Intelligence Scale, Social Skills Inventory and "Personal Information Form". The data obtained through the Personal Information Form, Cultural Intelligence Scale and Social Skills Inventory was statistically analyzed using SPSS 20.0 package program. The information about and inventory total scores of the candidates and factor points were presented by finding frequency (f) and percentage (%) values. Pearson Moment Correlation Coefficient analysis (r) was performed to indicate the relationship between the points obtained from the scales while multiple regression analysis was performed to identify whether the points are predictor of each other. (β) In the study, we found positive significant relationships between cultural intelligence dimensions -cognitive, metacognitive, motivational and behavioural skills- and social skills dimensions -emotional expressivity, emotional sensitivity, emotional control, social expressivity, social sensitivity and social control. An examination of the prediction of social skills by cultural intelligence reveals that cognitive, metacognitive, motivational and behavioural dimensions are predictor of social skills, and students’ social skills improve with the increase in their cultural intelligence level. Consequently, the significance of cultural intelligence and social skills is increasingly growing for maintaining successful, healthy and peaceful relationships between people. Individuals with higher cultural intelligence and sociability are expected to be more active in the education system while having a high level of willingness in learning activities. Particularly in the universities where various cultures coexist, students who can establish social relationships with their friends and professors will be more successful and enthusiastic about accepting positions to participate in international activities. The development of cultural intelligence and social skills will naturally improve students in social and cultural aspects, thus contributing to form the basis of a healthier world. For these reasons, it will be useful to provide training that enhance social skills in educational and training settings and carry out activities that increase interaction with other cultures such as student exchange programs and overseas educational tours in order to enhance cultural intelligence level.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it