Abstract
In this paper, we explore associations among undergraduate students’ perceptions of professor cultural competence, students’ perceptions of professor growth mindset, and students’ motivation to engage in intercultural interactions. In two studies (Nstudy 1 = 351, Nstudy 2 = 277), we find that when students perceive their professor to be more culturally competent, they report higher self-efficacy, value, and mastery-approach orientation toward intercultural interactions. However, somewhat unexpectedly, students who perceive their professors to have higher cultural competence also report higher performance-avoidance orientation toward intercultural interactions. When students perceive their professors to have a stronger growth mindset, they report lower emotional costs toward intercultural interactions. Further, in Study 1 but not Study 2, we find interactions between perceived professor cultural competence and perceived professor mindset such that the combination of perceiving high cultural competence and high growth mindset led to the highest student-reported self-efficacy and the lowest emotional cost toward engaging in intercultural interactions. Although exploratory and preliminary in nature, these findings suggest that students in classes where professors demonstrate high cultural competence may be more motivated to engage in intercultural interactions; however, it may be important for professors to also communicate a growth mindset if they want to reduce potential threats associated with engaging in intercultural interactions.
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Data availability
Data and study materials are available at https://osf.io/8qfmj/?view_only=fd127cd2527645529ec5eada8884ad48.
Notes
In our measures, we used the term “cross-cultural” rather than “intercultural” and defined it for participants as stated above. However, throughout the rest of the paper, we used the term “intercultural” to be more consistent with the literature in this area. Since the term “cross-cultural” typically refers to interactions between people from two different countries (Matsumoto & Van de Vijver, 2011; Norenzayan & Heine, 2005), we use the term “intercultural interactions” in the rest of our paper to avoid confusion and to be more consistent with how we actually defined these interactions in our study.
See Supplemental Materials for all models without covariates (Table S1 and S2).
Because it is possible that the opportunities for intercultural interactions may vary by domain (e.g., a language course versus a biology course), we report a model in the Supplemental Materials (Table S3) that includes dummy codes for social sciences, hard sciences (which included human health sciences), and business courses, with humanities courses/exploratory study courses being the comparison group. Only one finding changed: perceived professor cultural competence no longer significantly predicted performance-avoidance goals toward intercultural interactions in this model.
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Acknowledgements
We would like to thank to members of the S-LAMB Lab for their useful comments.
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Yan, Y., Muenks, K., Mata, R.A. et al. How do undergraduate students’ perceptions of professor cultural competence and growth mindset relate to motivation to engage in intercultural interactions?. Soc Psychol Educ 27, 299–334 (2024). https://doi.org/10.1007/s11218-023-09840-9
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DOI: https://doi.org/10.1007/s11218-023-09840-9