More is not Always Better: The Curvilinear Relationship Between Intercultural Learning and Adolescents’ Global Competence

Being globally competent is significant for students to effectively navigate the complexities of the interconnected world and live a high quality of life. Yet little is known about how intercultural learning activities impact adolescents’ global competence. In this vein, this study aims to examine t...

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Bibliographic Details
Published in:Applied Research in Quality of Life 2024-04, Vol.19 (2), p.835-857
Main Authors: Huang, Qinhui, Cheung, Alan C. K.
Format: Article
Language:English
Subjects:
Adolescents
Attitudes
Climate change
Cognition & reasoning
Cognitive ability
College students
Colleges & universities
Competence
Cultural differences
Curricula
Datasets
Discrimination
Learning
Learning activities
Multiculturalism & pluralism
Political Science
Prejudice
Quality of life
Quality of Life Research
School environment
Schools
Social Sciences
Sociology
Students
Study abroad
Teenagers
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Summary:Being globally competent is significant for students to effectively navigate the complexities of the interconnected world and live a high quality of life. Yet little is known about how intercultural learning activities impact adolescents’ global competence. In this vein, this study aims to examine the impact of intercultural learning on adolescents’ global competence as well as the potential moderating effect of school discriminatory climate. Using a sample of 211,554 students representing 7,012 schools across 26 economies, this study reveals a noteworthy inverted U-shaped effect of intercultural learning. Specifically, as students’ participation in intercultural learning activities increases, their global competence initially grows and subsequently declines after reaching a critical turning point. Furthermore, the study demonstrates that the curvilinear effect of intercultural learning is significantly moderated by the prevailing climate of discrimination within schools. The curvilinear pattern is more pronounced when discrimination levels are low (-1SD) and becomes comparatively flatter under conditions of high school discrimination climate(+ 1SD). Further policy and practical implications are discussed.
ISSN:1871-2584
1871-2576
DOI:10.1007/s11482-023-10268-8