Differences in Cultural Intelligence and Cognitive Flexibility among Saudi Scholarship Students and International Students in Saudi Universities: A study of Selected Variables
Bibliographic record
Abstract
Abstract: The study aimed to reveal differences in cultural intelligence and cognitive flexibility depending on the variables of duration of cross-cultural experience and degree of competence in the second language. The study adopted the descriptive, comparative approach, and the total sample amounted to (836) Saudi students on scholarships to the United States of America, Britain, Canada, Australia, New Zealand, Ireland, Singapore and international students in Saudi universities. Tools employed by the study included; Cultural Intelligence Scale, and the Cognitive Flexibility Scale. The study concluded there is Differences were found in cultural intelligence according to the length of experience in the sample of students on scholarship with preference to resident students for more than seven years, while the differences in the sample of internationals give favor to residents for less than one year. There were no differences registered in cognitive flexibility according to the duration of experience of the scholarship students. On the other hand, differences were found in cognitive flexibility according to the period of experience of international students with preference to resident students for less than one year. Differences were found in cultural intelligence according to the level of proficiency in the second language in the two samples of scholarship and international students in favor with preference to those with higher linguistic competence. No significant differences reported in cognitive flexibility according to the level of proficiency in the second language of the scholarship sample, while differences were found in cognitive flexibility according to the level of competence in the second language with preference to those of higher competence. The study recommended carrying out of cross-cultural activities that increase contact of students and support experiences. It is also recommended to ensure good language preparation for international students.
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How this classification was reachedexpand
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 | 0.000 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".