An Analysis of the Relationships Between Attitudes Towards Multicultural Education and Cultural Intelligence Using the Structural Equation Model

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The aim of this research was to investigate the relationships between pre-service teachers’ cultural intelligence and their attitudes towards multicultural education. The study was held with the participation of 283 pre-service teachers’ who were enrolled at the Dicle University, Ziya Gökalp Faculty of Education of during March of 2015 academic year. The study data was collected through Cultural Intelligence Scale and Attitude Scale towards Multicultural Education for Pre-service Teachers. The relationships between pre-service teachers’ cultural intelligence and their attitude towards multi-cultural education were analyzed by means of Pearson Correlation Coefficient. The determination of common variance between cultural intelligence and attitude towards multicultural education was examined by using structural equation model. Findings demonstrated that there were significant, positive and mediumlevel relations between attitude towards multi-cultural education and metacognition, motivation and behavior dimensions of cultural intelligence. On the other hand, the relationship between attitude towards multi-cultural education and cognition dimension of cultural intelligence is not significant. According to structural equation model, attitude towards multi-cultural education was predicted positively and significantly by metacognition, motivation and behavior dimensions of cultural intelligence. In addition to attitude towards multi-cultural education was predicted cognition of cultural intelligence through behavior dimensions of cultural intelligence. The results of the research are discussed in accordance with the literature.

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Cultural Intelligence , Multicultural Education , Attitude toward Multicultural Education

eastern geographical review

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eastern geographical review