Only two intercultural communication items (IC1, IC2) were removed from the global competence model, attributed to limited intercultural exposure¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the global competence model, only IC1 and IC2 fell below the 0.7 loading threshold and were removed; remaining constructs met CR > 0.7 and AVE > 0.5 standards. → Nguyen 2021 q2 i? The author attributes the IC1/IC2 removal to participants in a developing country having few opportunities to encounter foreign cultures, and recommends adjusting these items in future studies. → Nguyen 2021 (2)

Evidence¶

Nguyen 2021¶

Nguyen, M. T. (2021). Validating a Scale for Measuring Students' Perspectives toward Global Citizenship: A Case at a Private University in Vietnam. Education Quarterly Reviews, 4(3), 575-587. https://doi.org/10.31014/aior.1993.04.03.362

q2 · i? · the article prints no effect size for this finding · associational · r1

PLS-SEM assessment of the global competence model. After removal, SA (CR 0.840, AVE 0.568), IC (CR 0.824, AVE 0.547), and GK (CR 0.813, AVE 0.592) met requirements, and HTMT figures were below 0.85.

"from the result of Outer Factor Loadings, only two indicators with the factor loading smaller than 0.7 were removed, including IC1 and IC2."

Nguyen 2021 (2)¶

Nguyen, M. T. (2021). Validating a Scale for Measuring Students' Perspectives toward Global Citizenship: A Case at a Private University in Vietnam. Education Quarterly Reviews, 4(3), 575-587. https://doi.org/10.31014/aior.1993.04.03.362

q2 · i? · the article prints no effect size for this finding · associational · r2

Author's interpretation (type e) of why the intercultural adaptation items underperformed; the article notes this result shared similarity with Morais and Ogden (2011) and Roberts and Wilson (2016).

"It could propose that the participants of the current context, a developing country, did not have many opportunities exposing to other foreign cultures."

Discussion¶

Related Claims¶

• In the course's COIL component, the intercultural environment did not create significantly larger problems than those typically observed in standard group work — related
• The original global citizenship scale is employable in a developing-country university context after adjustments to social responsibility and global competence — a broader claim this one bears on
• The global civic activism measurement model was fully valid with no items removed, appearing valid across contexts — related
• The social responsibility measurement model required the most item removals, with global justice and personal responsibility items dropped in the Vietnamese context — related
• The measurement model showed adequate reliability and convergent validity, and BI and UB models showed substantial explanatory power — related
• Intercultural development progress occurred for students in intentionally designed courses regardless of whether study away was a component — related