Self-regulated learning and intercultural competence: examining the role of self-regulation in supporting preservice teachers’ intercultural learning outcomes

ABSTRACT

This mixed-methods study examines how 15 preservice teachers’ self-regulated learning (SRL) skills relate to their ICC development in a teacher education course. ICC was assessed using a standardised exam and an open-ended cultural dilemma. Participants’ SRL was assessed along 7 dimensions: planning, goal orientation, task strategies, self-efficacy, self-monitoring, self-evaluation, and adaptiveness. Quantitative analyses demonstrate that participants’ SRL abilities were significantly associated with higher ICC outcomes on the exam (r = .69, p < .01) and dilemma assignment (r = .87, p < .01). Higher performance on the exam was associated with the planning, self-monitoring, and self-evaluation processes, whereas higher performance on the cultural dilemma was associated with planning, goal orientation, strategy use, self-monitoring, self-evaluation, and adaptiveness. To compare ICC development across participants at varying levels of SRL abilities, we conducted a content analysis of participants’ dilemma responses. Only participants with the highest self-regulation skills demonstrated proficiency in all four cognitive intercultural competencies. Participants who were less adept at self-regulation were more likely to make ethnocentric statements in their responses, suggesting minimal evidence of ICC development. Overall, the findings supported our hypothesis that more skilled self-regulators would be further developed along the cognitive dimension of ICC.

KEYWORDS:

• Intercultural competence
• self-regulated learning
• preservice teachers
• teacher education
• inclusive education

Acknowledgments

We thank our colleagues, Dr. Kathryn Rich, Sukanya Moudgalya, and Sarah Galvin for their assistance in the data analysis process. We would like to acknowledge Dr. Kathryn Rich’s useful feedback during the initial rounds of coding, which helped us refine our scoring rubrics. This work was supported by the Michigan State University Research Development Fellowship.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Marissa M. Zhu

Marissa M. Zhu serves as a Curriculum Specialist at Wayne State University's School of Medicine, focusing on nurturing medical students' intercultural competence and teaching abilities. Her work revolves around creating tailored courses that encourage medical students to develop their teaching and learning skills. Notably, she has contributed to the design and implementation of micro-credentialing tracks within students as teachers programs, aiming to recognize and certify students' teaching skills. Dr. Zhu's work focuses on developing a competency-based approach to student-as-teachers (SAT) program, aiming to shape competent physicians ready to take on the challenges of modern medicine while also providing mentorship within their professional circles.

Kimberly M. Alberts

Kimberly M. Alberts is an Academic Specialist and PhD candidate in educational psychology and technology in the College of Education at Michigan State University. She develops curriculum and oversees the teaching of a multi-section undergraduate educational psychology course. Her research is focused on student motivation and engagement broadly with specific interests in students’ affective experiences in class, promoting relevance, and teacher preparation. Her recent projects include developing profiles of student engagement in STEM, examining the effectiveness of relevance interventions, and facilitating a professional learning community of GSIs.

William N. Bork

William N. Bork Rodriguez is a researcher and educator interested in data science, international education, and teacher professional practice. William is currently a doctoral student at Michigan State University and a former K-12 teacher in the USA, Taiwan, and Mexico.

David Wong

David Wong is an associate professor of educational psychology and educational technology. He is especially interested in the potential for learning that comes when students from different cultures interact. He is the leader of several study abroad programs and conducts research related to students' experiences in those programs. His areas of interest also include: intercultural experience and learning, global education, science education and educational philosophy.