A Study On Relationship Among University Students’ Cultural Intelligence, Personality And School Adaption

School adaption played a crucial role in the development of universitystudents’ physical and mental health. Nowadays, as the form and content ofeducation becomes more diversified and globalized, cultural intelligence as anew ability to adapt to a variety of cultural situation has been introduced to theresearch of school adaption. Combining the literature method, questionnaireand interviewing method, it studied the relationship among CQ, personality,and school adaption of the university students. The data of the present studywas gathered from721students in three universities and the main results areas follows:(1)For cultural intelligence, it showed no significant gender difference inthe four dimensions of cultural intelligence. Art students’ score of cognitivecultural intelligence is significantly higher than that of science students. Hanstudents’ score of cognitive and behavioral cultural intelligence aresignificantly higher than minority college students. Cross-cultural experienceshave positively related to all four facets of cultural intelligence, and there issignificant difference of cultural intelligence between the most experienced andinexperienced.(2)For school adaption, it showed significant gender difference in thelearning adaptability and self-adaptation, girls’ learning adaptability arehigher than boys, but boys’ self-adaptation are higher than girls; Han students’career adaptation and self-adaptation are higher than minority students; as aclass cadres, their school adaptations are all higher than non-student leaders inthe seven dimensions; scores of freshman and junior students’ interpersonal adaptation, career adaptation, emotional adjustment and self-adaptation arehigher than sophomores; scores of higher cultural intelligence group are higherthan the low cultural intelligence group.(3)Girls are much better in the agreeableness and sense of responsibilitythan boys, but there is no significant difference in other dimensions ofpersonality.(4)There are significantly positive correlations between all thedimensionalities of the cultural intelligence and all the dimensionalities ofstudents’ school adjustment. There are significantly negative correlationsbetween neuroticism and all the dimensionalities of the cultural intelligenceand school adaptation, but significantly positive correlations betweenextraversion, openness to experience, sense of responsibility and all thedimensionalities of the cultural intelligence; except for the openness toexperience, all the other dimensions of the big five are positively related to allthe dimensionalities of students’ school adjustment.(5)Cultural intelligence is a partial mediator between the relation ofextraversion and interpersonal adaptation; cultural intelligence is a partialmediator between the relation of extraversion and school adaptation; culturalintelligence is a partial mediator between the relation of sense of responsibilityand learning adaptability; cultural intelligence is a partial mediator betweenthe relation of sense of responsibility and career adaptation; culturalintelligence is a partial mediator between the relation of sense of responsibilityand self-adaptation.