An Investigation of the relationship between social and cultural intelligence through structural equation model

Year 2014, Volume: 3 Issue: 2, 4 - 15, 30.04.2014

Mustafa İlhan , Bayram Çetin

https://doi.org/10.19128/turje.181078

Cited By: 10

Abstract

The aim of this research was to examine the relationship between social and cultural intelligence. Relational model was used in the study. The participants of study consisted of 243 university students who were enrolled in different programs at Ziya Gökalp Faculty of Education of Dicle University during spring semester of 2011-2012 academic year. Of the participants, 103 were female and 140 were male. “Tromso Social Intelligence Scale” developed by Silvera, Martinussen and Dahl (2001) was adapted to Turkish by Doğan ve Çetin (2009) to assess students’ social intelligence and “Cultural Intelligence Scale” developed by Ang et al. (2007) and was adapted to Turkish by the researchers to determine students’ cultural intelligence were used. The relationships between social intelligence data set consisting of social information processing, social skills and social awareness variables and cultural intelligence data set consisting of matecognitive, cognitive, motivational and behavioral variables was examined by using structural equation model. The results of structural eqution model demonstrated that there was significant relationship between social and cultural intelligence.

Keywords

Social intelligence, cultural intelligence, structural equation model

Sosyal ve kültürel zekâ arasındaki ilişkinin yapısal eşitlik modeli ile incelenmesi

Abstract

Bu araştırmada sosyal ve kültürel zekâ arasındaki ilişkinin incelenmesi amaçlanmıştır. Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırmanın çalışma grubunu 2011-2012 Öğretim yılı Bahar Dönemi’nde Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi’nin farklı bölümlerinde öğrenim gören 103’ü bayan ve 140’ı erkek olmak üzere toplam 243 üniversite öğrencisi oluşturmaktadır. Araştırmada öğrencilerin sosyal zekâlarını ölçmek amacıyla Silvera, Martinussen ve Dahl (2001) tarafından geliştirilip, Doğan ve Çetin (2009) tarafından Türkçe’ye uyarlanan Tromso Sosyal Zekâ Ölçeği kullanılmıştır. Öğrencilerin kültürel zekâlarını ölçmek amacıyla ise Ang vd. (2007) tarafından geliştirilen ve araştırmacılar tarafından Türkçe’ye uyarlanan Kültürel Zekâ Ölçeği’nden yararlanılmıştır. Araştırmada sosyal bilgi süreci, sosyal beceri ve sosyal farkındalık değişkenlerinden oluşan sosyal zekâ örtük değişkeni ile üst biliş, biliş, motivasyon ve davranış değişkenlerinden oluşan kültürel zekâ örtük değişkeni arasındaki ilişki yapısal eşitlik modeli ile incelenmiştir. Analiz sonucunda, sosyal ve kültürel zekâ arasında anlamlı ilişki tespit edilmiştir.

Keywords

Sosyal zekâ, kültürel zekâ, yapısal eşitlik modeli

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