{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/34246"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/34246","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Cultural competence: implications for validity, measurement, and performance","abstract":"Findings from research in educational and cognitive psychology have shown that metacognition, defined as the monitoring and regulation of one’s knowledge and learning processes (Flavell, 1979), exerts substantial influence on individual performance (Swanson, 1990). The majority of this research, however, has only examined metacognitive skill as it applies to academic settings (Tobias & Everson, 2002; Veenman & Spaans, 2005). Other contexts, such as cross-cultural settings, may equally benefit from such applications. This dissertation contributes to research on metacognition in two distinct ways: (1) by examining the construct validity of a popular self-report measure of cultural metacognition, and (2) by examining the effects of a new performance-based measure of metacognitive skill on performance in cross-cultural settings. Results from Study 1 indicated that cultural metacognition is distinct from the Big Five, but that the measure of cultural metacognition is highly correlated with other subfacets of cultural competence. Results from Study 2 were largely inconclusive due to low statistical power and methodological concerns with the performance-based measure of metacognition, however, post hoc analyses illuminated some potential relationships between cross-cultural adaptation and personality. Implications for the use of measures of cultural metacognition in future research and organizational contexts are discussed.","abstract_html":"Findings from research in educational and cognitive psychology have shown that metacognition, defined as the monitoring and regulation of one’s knowledge and learning processes (Flavell, 1979), exerts substantial influence on individual performance (Swanson, 1990). The majority of this research, however, has only examined metacognitive skill as it applies to academic settings (Tobias & Everson, 2002; Veenman & Spaans, 2005). Other contexts, such as cross-cultural settings, may equally benefit from such applications. This dissertation contributes to research on metacognition in two distinct ways: (1) by examining the construct validity of a popular self-report measure of cultural metacognition, and (2) by examining the effects of a new performance-based measure of metacognitive skill on performance in cross-cultural settings. Results from Study 1 indicated that cultural metacognition is distinct from the Big Five, but that the measure of cultural metacognition is highly correlated with other subfacets of cultural competence. Results from Study 2 were largely inconclusive due to low statistical power and methodological concerns with the performance-based measure of metacognition, however, post hoc analyses illuminated some potential relationships between cross-cultural adaptation and personality. Implications for the use of measures of cultural metacognition in future research and organizational contexts are discussed.","abstract_has_math":false,"creators":["Klafehn, Jennifer"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Newman, Daniel A.","Chiu, Chi-Yue","Drasgow, Fritz","Gelfand, Michele J.","Hong, Ying-Yi"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-09-18T21:07:44Z","date_published":"2012-09-18T21:07:44Z","updated_at":"2026-07-22T22:25:30Z","subjects":["cross-cultural performance","cultural competence","metacognition","metacognitive skill","personality","assessment"],"languages":["en"],"rights":["Copyright 2012 Jennifer Klafehn"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/34246","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Newman, Daniel A.","Chiu, Chi-Yue","Drasgow, Fritz","Gelfand, Michele J.","Hong, Ying-Yi"]},{"key":"dc:creator","label":"Author","values":["Klafehn, Jennifer"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2012-09-18T21:07:44Z","2012-08"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["cross-cultural performance","cultural competence","metacognition","metacognitive skill","personality","assessment"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2012 Jennifer Klafehn"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/34246"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Findings from research in educational and cognitive psychology have shown that metacognition, defined as the monitoring and regulation of one’s knowledge and learning processes (Flavell, 1979), exerts substantial influence on individual performance (Swanson, 1990). 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Results from Study 2 were largely inconclusive due to low statistical power and methodological concerns with the performance-based measure of metacognition, however, post hoc analyses illuminated some potential relationships between cross-cultural adaptation and personality. Implications for the use of measures of cultural metacognition in future research and organizational contexts are discussed.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2012-05-02T18:29:22Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Klafehn_Jennifer.doc: 1561600 bytes, checksum: f22e0d186e3d875292059985a5414e68 (MD5) Klafehn_Jennifer.pdf: 1118459 bytes, checksum: 33a80ec760959bcac8f85449648eab8a (MD5)","Made available in DSpace on 2012-09-18T21:07:44Z (GMT). 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Results from Study 2 were largely inconclusive due to low statistical power and methodological concerns with the performance-based measure of metacognition, however, post hoc analyses illuminated some potential relationships between cross-cultural adaptation and personality. Implications for the use of measures of cultural metacognition in future research and organizational contexts are discussed.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2012-05-02T18:29:22Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Klafehn_Jennifer.doc: 1561600 bytes, checksum: f22e0d186e3d875292059985a5414e68 (MD5) Klafehn_Jennifer.pdf: 1118459 bytes, checksum: 33a80ec760959bcac8f85449648eab8a (MD5)","Made available in DSpace on 2012-09-18T21:07:44Z (GMT). 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