Abstract
This study explores how international students perceive the interplay between emotional intelligence (EI) and cultural intelligence (CQ) in developing intercultural competence. Findings highlight that both EI and CQ are positively related to intercultural competence and are critical for effective adaptation, communication, and integration in multicultural contexts. The study provides practical insights for higher education programs aiming to support international students in navigating diverse cultural environments, promoting social integration, and enhancing academic performance.
Introduction
Emotional intelligence (EI) – the ability to perceive, manage, and express emotions – was first defined by Salovey and Mayer (1990) and popularized by Goleman (1995). Cultural intelligence (CQ) – the capacity to adapt across cultures and foster inclusivity – has been explored by Ang and Van Dyne (2004). Intercultural competence encompasses the knowledge, skills, and attitudes that enable effective functioning in multicultural contexts (Deardorff, 2006; Byram, 1997). Despite recognition of EI and CQ as essential, empirical research on international students’ perception of their interrelationship is limited.
The study examines whether international students perceive EI and CQ as crucial for intercultural integration, how these competencies manifest in practice, and the challenges in intercultural communication related to students’ EI and CQ levels.
A quantitative, structured survey was conducted with international students in Lithuanian universities, using random sampling via university communities, social media, and study groups. The online questionnaire (Google Forms/SurveyMonkey) included demographics, EI assessment, and CQ assessment. Data were analyzed using descriptive statistics, correlation (Pearson’s r), and regression analyses in SPSS, Excel, or R. Participants were informed about objectives, anonymity, and voluntary participation; no personally identifiable information was collected.
Results
Students recognized EI and CQ as important for intercultural competence. Correlation analysis showed positive relationships: EI and CQ (r = 0.62), EI and intercultural competence (r = 0.57), CQ and intercultural competence (r = 0.65), all p < 0.01. Descriptive data indicated high agreement on the relevance of EI, CQ, and intercultural competence in facilitating effective cross-cultural interactions.
Discussion and Implication
International students’ recognition of EI and CQ underlines their importance for successful adaptation and integration in multicultural contexts. Higher education institutions should incorporate EI and CQ development into international programs through mentorship, practical exercises, and cross-cultural interactions. Future research should expand sample sizes and adopt mixed methods to deepen understanding of how these competencies support intercultural competence development.
References
- Ang, S., & Van Dyne, L. (2004). Handbook of cultural intelligence. M.E. Sharpe.
- Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
- Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241–266. https://doi.org/10.1177/1028315306287002
- Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
- Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG