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The purpose of this paper is to discuss the concept of cultural psychological capital, its impact on motivational cultural intelligence (CQ), the influence of motivational cultural intelligence on metacognitive awareness, and the moderating role of perspective taking on the relationship between motivational cultural intelligence and metacognition.

Collected data from international management program alumni to test the hypotheses.

The results show that cultural psychological capital has a positive relationship with motivational cultural intelligence, which in turn relates to metacognitive awareness, and perspective taking does not moderate the relationship between motivational cultural intelligence and metacognition.

The data were collected from a single source. The study supports broaden-and-build theory (Fredrickson, 2001) by demonstrating that cultural psychological capital has an important association with motivational cultural intelligence.

Cultural psychological capital can be improved. Therefore, organizations that desire to increase the motivation of employees may consider improving the cultural psychological capital of employees. Learning is an important outcome of motivational cultural intelligence, and it is an asset for today's organizations.

The study takes a positive perspective for cross-cultural experiences and identifies cultural psychological capital as an important resource for expatriates. Metacognitive awareness, as an outcome, provides support that cross-cultural experience results in higher learning for individuals who are motivated.

This study examines employees' metacognitive cultural intelligence as a moderator in the relationship between leader-member exchange (LMX) and employees' subjective well-being.

We tested the conceptual model using regression analysis from a sample of 462 migrant workers in Australia.

The results demonstrated that employees' metacognitive cultural intelligence moderated the relationship between LMX and employees' subjective well-being in such a way that the effect was stronger among those employees with lower levels of metacognitive cultural intelligence.

The cross-sectional design, with self-reporting at one point in time, could affect a causal relationship among variables, although each relationship was built on strong theoretical perspectives. However, prior research emphasizes that a single source is not considered to be an issue when interactions are examined.

One way to improve metacognitive cultural intelligence for global leadership effectiveness could be through the introduction of diversity and cross-cultural training, such as didactic programs provided either in-house or by external institutions.

Drawing on Conservation of Resources theory, this paper contributes to the literature by demonstrating that employees' metacognitive cultural intelligence is a boundary condition that alters the strengths of the LMX–subjective well-being relationship.

The purpose of this paper is to understand when, how, and why service employees adapt the service encounter to meet the values and expectations of culturally disparate customers.

The authors tested the hypothesized framework utilizing a scenario-based experimental study. In total, a sample of 296 prospective restaurant service employees were asked to evaluate their willingness to adapt their behavior when faced with cultural differences as well as out group status. Furthermore, respondents were asked to assess their level of metacognitive cultural intelligence.

The authors found that both perceived cultural differences and out group status positively affect the service employee’s willingness to adapt their behavior. Further, cultural intelligence (CQ) positively moderates one of those two direct relationships.

The authors extend the literature on the service-adjustment process, as well as the managerial implications of service adjustment. The study is among the first to introduce the role of the service employees’ CQ in adaptation to an intercultural service encounter.

The purpose of this paper is to explore the relationship between cultural intelligence (CQ) and adult demographic profiles in the workplace.

This cross-cultural study used a self-reported demographic and a 20-item CQ scale. The demographic and CQ level of 287 adults working in Oman from different countries was evaluated.

The mean total CQ score of adults working in Oman was 4.77 + 1.53. Out of the four dimensions, this study founds higher values relating to motivational CQ followed by metacognitive and behavioral CQ with mean scores 5.22 + 1.53, 5.13 + 1.57 and 4.59 + 1.54, respectively. Significance, between-group differences (gender, age, job level, sector type, education level, nationality and study abroad), were observed in metacognitive and motivational dimensions of CQ (p < 0.001). All the regression models are significant, indicating that they express a meaningful relationship between each of the dependent variables and the variables in the model. The total CQ model explains 10.7% of the variance.

The results of this study provide additional insight to researchers in identifying the demographic profiles which predict the level of total CQ. The use of a longitudinal design to further confirm the results of this study is proposed.

The study helps practicing managers to understand the implications of cultural Intelligence and how it influences employee behavior from the perspectives of demographic perspectives.

The CQ levels of adults working in Oman vary according to their demographic profiles and the demographic profiles predict the CQ levels.

Drawing on the resource-advantage theory, the authors examine the effect of import managers' cultural intelligence (CQ) on their foreign counterpart's psychic distance and relational performance.

Survey data collected from 228 Nigerian automobile import managers were analyzed using structural equation modelling (SEM) to examine the relationship among the study variables. The measure of CQ in this study comprises metacognitive and motivational CQs to examine the relations between metacognitive and motivational CQs on psychic distance and their ultimate effect on relational performance.

This study suggests that metacognitive CQ reduces the effect of psychic distance in buyer–seller exchange relationships, and in the presence of a low-level psychic distance, relational performance increases. Confirming the intervening role of CQ on performance relationship, the study highlights the role of CQ and its influence on psychic distance in facilitating (or impeding) relational exchanges in international buyer–seller transactions.

The authors present the concept of CQ as a human capital that has the potential to improve managerial relational performance. The authors go further to advance the potential significance and relevance of CQ in improving international buyer–seller exchanges.

The purpose of this research is to examine relationships between emotional intelligence and the four factor model of cultural intelligence – metacognitive CQ, cognitive CQ, motivational CQ, and behavioral CQ.

Confirmatory factor analyses and hierarchical regression analyses on data from 381 students in Korea are conducted.

The results support discriminant validity of the four factor model of cultural intelligence scale (CQS) in relation to the emotional intelligence (EQ) construct. This study also demonstrates that the EQ factors related to social competence (social awareness and relationship management) explain CQ over and beyond the EQ factors related to self‐competence (self‐awareness, and relationship management). Finally, the results present that specific factors of EQ are related to specific factors of CQ.

The findings of this study demonstrate how CQ and EQ are distinct, but related constructs, which has not been conducted by prior research.

The study investigates the effects of core self-evaluations on project managers' competencies. The study further examines the moderating effect of cultural intelligence between core self-evaluations and competencies.

In this study, with a descriptive-survey approach, necessary data were collected from a sample of project managers of Iran's Ministry of Communication and Information Technology through questionnaires. The conceptual framework of the study was tested according to structural equation modeling by PLS software.

Findings show that core self-evaluations have positive and significant effects on project managers' competencies among which psychological stability has the greatest effect. Furthermore, the moderating role of cultural intelligence in the relationship between core self-evaluations and project managers' competencies was confirmed. According to the calculated coefficient, motivational cultural intelligence had the greatest role.

The data were collected using a questionnaire at a single point in time, and thus, not allowing cause–effect inferences. Also, the demographic variables were not controlled.

The results of this study provide some implications for HRM professionals and project managers interested in promoting a system of HR practices that contributes to enhancing project managers' competencies and effectiveness.

This study advances our understanding of the factors that have an effect on project managers' competencies, specifically on a list of main competencies necessary for project managers' performance. Moreover, it suggests that project managers' competencies will benefit from cultural intelligence, which will display a greater effect when embedded in highly diverse cultural contexts.

In today's global business environment, international assignments have become integral part of employee's job profile. Adaptation to a different cultural environment plays a role in affecting employee's performance. In such a situation, cultural intelligence plays an important role. In order to sustain in a diverse work setting, a global organization entails managers who are sensitive to different cultural requirements. Factors affecting cultural intelligence have been a major area of study. However, studies relating short-term foreign trips and their role on four aspect of cultural intelligence are lacking. Therefore, present study was undertaken to know role of foreign visits in affecting cultural intelligence among professionals of diverse background.

The present study is a primary study conducted for a sample of 120 respondents divided into two groups. One group comprised professionals having experience of foreign visits while other group comprised professionals who had not visited a foreign country. We use Levene’s Test for equality of variances was applied to assess the difference of variation of cultural intelligence between two different groups of respondents.

The results revealed that short-term trips play a significant role in affecting metacognitive, cognitive and motivational components of cultural intelligence. However, behavior cultural intelligence is not affected by short-term trips significantly.

Outcome of present research forms basis for future studies that can be conducted linking long-term trips and culture intelligence. This study is practically useful for improving cultural intelligence of professionals to enhance their success and effectiveness in international assignments.

The study adds novelty to the field of cultural intelligence as prior studies were lacking in relating role of short-term trips on four different components of cultural intelligence.

The purpose of this study is to examine if there is a relationship between the factors of cultural intelligence and transformational leadership in international school leaders.

This correlational research study examined 193 international school leaders, who participated in a survey that included the Cultural Intelligence Scale and the Multifactor Leadership Questionnaire 5X. A standard multiple regression analysis was used to determine if the factors of cultural intelligence predict transformational leadership. The individual contribution of each factor to the model was examined.

The results indicate that there is a significant positive relationship between cultural intelligence and transformational leadership in international school leaders. Leaders who have a higher level of cultural intelligence exhibit a higher level of transformational leadership style, which suggests that individuals with high-cultural intelligence are able to lead and to manage more effectively in multicultural environments. Behavioral cultural intelligence and cognitive cultural intelligence were found to be the best predictors of transformational leadership.

The results provide insight into the selection, training, and professional development of international school leaders. Practical implications are provided for integrating cultural intelligence into higher education curriculum.

This paper makes a unique contribution to the nomological network of cultural intelligence by identifying which factors of cultural intelligence best predict transformational leadership in international school leaders, a population to which this model had not been previously applied.

The purpose of this paper is to examine the cultural learning process (namely, the development, practice and enhancement of cultural intelligence (CQ)) of a successful entrepreneur – Harold Bixby, a Pan American Airways expatriate, as reflected in the memoir of his experiences in China during 1933–1938.

This study adopts a microhistory approach as a methodology for studying history and the past while ultimately requiring evaluations informed by the present. This paper first identifies the literature gap on CQ development and the need to study historical accounts of the past in assessing the CQ development process. This study then outlines the four key foci of microhistory as a heuristic for making sense of on-going and past accounts of selected phenomena.

This paper finds that specific personality traits (namely, openness to experience and self-efficacy), knowledge accumulation through deep cultural immersion (namely, extensive reading/study, visiting/observation and interacting/conversation), critical incident and metacognition all contributed to Bixby’s CQ development, which was a time-consuming process.

The study contributes to debates around cultural learning and historical organization studies by providing a rich, qualitative study of CQ assessment and CQ development through microhistory. This study highlights the importance of cognitive CQ and the function of extensive reading/studying in the process of knowledge accumulation. This paper draws attention to critical incidents as an underexplored way of learning tacit knowledge. Moreover, this study suggests metacognitive CQ can be enhanced through meditative and reflexive teaching and research practices. These findings have significant implications for cross-cultural training programs.