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You searched for subject:( cultural metacognition). Showing records 1 – 11 of 11 total matches.

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Linnaeus University

1. Petersén, Kajsa. "Aha, nu fattar jag!" : En fenomenografisk undersökning av åtta niondeklassares uppfattningar av personligt utvecklande lärande..

Degree: pedagogy, 2015, Linnaeus University

  We aim in this study, which is based on a special educational perspective, to examin how ninth grade students perceive their own developmental learning,… (more)

Subjects/Keywords: learning; meaningfulness; metacognition; motivation; aim; socio-cultural; development.

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APA (6th Edition):

Petersén, K. (2015). "Aha, nu fattar jag!" : En fenomenografisk undersökning av åtta niondeklassares uppfattningar av personligt utvecklande lärande.. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-46966

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Petersén, Kajsa. “"Aha, nu fattar jag!" : En fenomenografisk undersökning av åtta niondeklassares uppfattningar av personligt utvecklande lärande..” 2015. Thesis, Linnaeus University. Accessed November 15, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-46966.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Petersén, Kajsa. “"Aha, nu fattar jag!" : En fenomenografisk undersökning av åtta niondeklassares uppfattningar av personligt utvecklande lärande..” 2015. Web. 15 Nov 2019.

Vancouver:

Petersén K. "Aha, nu fattar jag!" : En fenomenografisk undersökning av åtta niondeklassares uppfattningar av personligt utvecklande lärande.. [Internet] [Thesis]. Linnaeus University; 2015. [cited 2019 Nov 15]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-46966.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Petersén K. "Aha, nu fattar jag!" : En fenomenografisk undersökning av åtta niondeklassares uppfattningar av personligt utvecklande lärande.. [Thesis]. Linnaeus University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-46966

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Kartoshkina, Yuliya. Exploring Pedagogical Decision Making And Metacognition Of Faculty Teaching Abroad.

Degree: PhD, Educational Foundations & Research, 2016, University of North Dakota

  The number of faculty-led short-term study abroad programs is growing rapidly. However, the literature on pedagogical design of such programs is very limited. This… (more)

Subjects/Keywords: cultural awareness; faculty-led study abroad; metacognition; pedagogical decision making; teaching abroad

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APA (6th Edition):

Kartoshkina, Y. (2016). Exploring Pedagogical Decision Making And Metacognition Of Faculty Teaching Abroad. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2035

Chicago Manual of Style (16th Edition):

Kartoshkina, Yuliya. “Exploring Pedagogical Decision Making And Metacognition Of Faculty Teaching Abroad.” 2016. Doctoral Dissertation, University of North Dakota. Accessed November 15, 2019. https://commons.und.edu/theses/2035.

MLA Handbook (7th Edition):

Kartoshkina, Yuliya. “Exploring Pedagogical Decision Making And Metacognition Of Faculty Teaching Abroad.” 2016. Web. 15 Nov 2019.

Vancouver:

Kartoshkina Y. Exploring Pedagogical Decision Making And Metacognition Of Faculty Teaching Abroad. [Internet] [Doctoral dissertation]. University of North Dakota; 2016. [cited 2019 Nov 15]. Available from: https://commons.und.edu/theses/2035.

Council of Science Editors:

Kartoshkina Y. Exploring Pedagogical Decision Making And Metacognition Of Faculty Teaching Abroad. [Doctoral Dissertation]. University of North Dakota; 2016. Available from: https://commons.und.edu/theses/2035


RMIT University

3. Zhou, J. Culture and international trade credit risk management: a qualitative exploration of Chinese small and medium-sized enterprises.

Degree: 2015, RMIT University

 The research adopts integrated, triangulated, multiple qualitative methods: focus groups, semi-structured interviews, field observation and document analysis. Informants include local suppliers of small to medium-sized… (more)

Subjects/Keywords: Fields of Research; Intra-cultural variation; Culture Change; Credit risk management; International Trade; Small and Medium-sized enterprises; Cultural Priming; Cultural metacognition; China

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APA (6th Edition):

Zhou, J. (2015). Culture and international trade credit risk management: a qualitative exploration of Chinese small and medium-sized enterprises. (Thesis). RMIT University. Retrieved from http://researchbank.rmit.edu.au/view/rmit:161570

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Zhou, J. “Culture and international trade credit risk management: a qualitative exploration of Chinese small and medium-sized enterprises.” 2015. Thesis, RMIT University. Accessed November 15, 2019. http://researchbank.rmit.edu.au/view/rmit:161570.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Zhou, J. “Culture and international trade credit risk management: a qualitative exploration of Chinese small and medium-sized enterprises.” 2015. Web. 15 Nov 2019.

Vancouver:

Zhou J. Culture and international trade credit risk management: a qualitative exploration of Chinese small and medium-sized enterprises. [Internet] [Thesis]. RMIT University; 2015. [cited 2019 Nov 15]. Available from: http://researchbank.rmit.edu.au/view/rmit:161570.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zhou J. Culture and international trade credit risk management: a qualitative exploration of Chinese small and medium-sized enterprises. [Thesis]. RMIT University; 2015. Available from: http://researchbank.rmit.edu.au/view/rmit:161570

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Kent State University

4. Hung, Hui-Lin. Linking the domains of cross-culture, cognition, and language to an understanding of Asian international students’ academic challenges.

Degree: PhD, College of Education, Health, and Human Services / Department of Teaching, Leadership and Curriculum Studies, 2008, Kent State University

  This case study investigated the perspectives of East Asian international students and U.S. mainstream faculty members to gain an understanding of how the two… (more)

Subjects/Keywords: Multicultural Education; international/multicultural education; cross-cultural cognition/metacognition; English for academic purposes; inclusive curriculum and pedagogy

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APA (6th Edition):

Hung, H. (2008). Linking the domains of cross-culture, cognition, and language to an understanding of Asian international students’ academic challenges. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1226779218

Chicago Manual of Style (16th Edition):

Hung, Hui-Lin. “Linking the domains of cross-culture, cognition, and language to an understanding of Asian international students’ academic challenges.” 2008. Doctoral Dissertation, Kent State University. Accessed November 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1226779218.

MLA Handbook (7th Edition):

Hung, Hui-Lin. “Linking the domains of cross-culture, cognition, and language to an understanding of Asian international students’ academic challenges.” 2008. Web. 15 Nov 2019.

Vancouver:

Hung H. Linking the domains of cross-culture, cognition, and language to an understanding of Asian international students’ academic challenges. [Internet] [Doctoral dissertation]. Kent State University; 2008. [cited 2019 Nov 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1226779218.

Council of Science Editors:

Hung H. Linking the domains of cross-culture, cognition, and language to an understanding of Asian international students’ academic challenges. [Doctoral Dissertation]. Kent State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1226779218


University of Illinois – Urbana-Champaign

5. Zhou, Lin. Impacts of cross-cultural contrastive rhetoric of academic writing in English and academic writing in students' L1s.

Degree: MA, Teaching of English Sec Lang, 2015, University of Illinois – Urbana-Champaign

 This is a primary study investigating the pedagogical approach of employing cross-cultural contrastive rhetoric (CCCR) comparisons in graduate-level ESL Writing Service Courses at University of… (more)

Subjects/Keywords: cross-cultural contrastive rhetoric; English academic writing; academic writing in students' L1s; metacognition; use of connectives; use of dependent clauses

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APA (6th Edition):

Zhou, L. (2015). Impacts of cross-cultural contrastive rhetoric of academic writing in English and academic writing in students' L1s. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78414

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Zhou, Lin. “Impacts of cross-cultural contrastive rhetoric of academic writing in English and academic writing in students' L1s.” 2015. Thesis, University of Illinois – Urbana-Champaign. Accessed November 15, 2019. http://hdl.handle.net/2142/78414.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Zhou, Lin. “Impacts of cross-cultural contrastive rhetoric of academic writing in English and academic writing in students' L1s.” 2015. Web. 15 Nov 2019.

Vancouver:

Zhou L. Impacts of cross-cultural contrastive rhetoric of academic writing in English and academic writing in students' L1s. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/2142/78414.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zhou L. Impacts of cross-cultural contrastive rhetoric of academic writing in English and academic writing in students' L1s. [Thesis]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78414

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

6. Klafehn, Jennifer. Cultural competence: implications for validity, measurement, and performance.

Degree: PhD, 0338, 2012, University of Illinois – Urbana-Champaign

 Findings from research in educational and cognitive psychology have shown that metacognition, defined as the monitoring and regulation of one’s knowledge and learning processes (Flavell,… (more)

Subjects/Keywords: cross-cultural performance; cultural competence; metacognition; metacognitive skill; personality; assessment

metacognition in cross-cultural contexts. The purpose of Study 1 was to examine the… …construct validity of a popular self-report measure of cultural metacognition with respect to a… …upon the findings of Study 1 by proposing an alternative measure of cultural metacognition… …Compensatory Role of Metacognition In cross-cultural contexts, having high levels of metacognitive… …2.2 The Role of Metacognition in Cross-Cultural Performance It has been widely accepted that… 

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APA (6th Edition):

Klafehn, J. (2012). Cultural competence: implications for validity, measurement, and performance. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34246

Chicago Manual of Style (16th Edition):

Klafehn, Jennifer. “Cultural competence: implications for validity, measurement, and performance.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed November 15, 2019. http://hdl.handle.net/2142/34246.

MLA Handbook (7th Edition):

Klafehn, Jennifer. “Cultural competence: implications for validity, measurement, and performance.” 2012. Web. 15 Nov 2019.

Vancouver:

Klafehn J. Cultural competence: implications for validity, measurement, and performance. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/2142/34246.

Council of Science Editors:

Klafehn J. Cultural competence: implications for validity, measurement, and performance. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34246


Erasmus University Rotterdam

7. Khattab, Jasmien. Make Minorities Great Again: a contribution to workplace equity by identifying and addressing constraints and privileges.

Degree: Department of Organisation and Personnel Management, 2017, Erasmus University Rotterdam

 markdownabstractThe underrepresentation of minorities in management signals that the road to leadership is more complex for minorities than for majorities. The career advancement of women… (more)

Subjects/Keywords: Underrepresented social groups; leadership; career; barriers; privilege; vertical career advancement; social categorization; social networks; authenticity; cultural metacognition

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APA (6th Edition):

Khattab, J. (2017). Make Minorities Great Again: a contribution to workplace equity by identifying and addressing constraints and privileges. (Doctoral Dissertation). Erasmus University Rotterdam. Retrieved from http://hdl.handle.net/1765/99311

Chicago Manual of Style (16th Edition):

Khattab, Jasmien. “Make Minorities Great Again: a contribution to workplace equity by identifying and addressing constraints and privileges.” 2017. Doctoral Dissertation, Erasmus University Rotterdam. Accessed November 15, 2019. http://hdl.handle.net/1765/99311.

MLA Handbook (7th Edition):

Khattab, Jasmien. “Make Minorities Great Again: a contribution to workplace equity by identifying and addressing constraints and privileges.” 2017. Web. 15 Nov 2019.

Vancouver:

Khattab J. Make Minorities Great Again: a contribution to workplace equity by identifying and addressing constraints and privileges. [Internet] [Doctoral dissertation]. Erasmus University Rotterdam; 2017. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/1765/99311.

Council of Science Editors:

Khattab J. Make Minorities Great Again: a contribution to workplace equity by identifying and addressing constraints and privileges. [Doctoral Dissertation]. Erasmus University Rotterdam; 2017. Available from: http://hdl.handle.net/1765/99311


Università Cattolica del Sacro Cuore

8. GIORDANELLI, CINZIA. La concezione dell'apprendimento in differenti livelli scolastici: uno studio interculturale.

Degree: 2007, Università Cattolica del Sacro Cuore

Le concezioni sull'apprendimento vengono intese come insiemi di opinioni riguardo alla natura e ai processi dell'apprendimento. Ricerche recenti condotte su tali concezioni indicano che le… (more)

Subjects/Keywords: M-PSI/04: PSICOLOGIA DELLO SVILUPPO E PSICOLOGIA DELL'EDUCAZIONE; apprendimento, intercultura, metacognizione, learning, cross-cultural studies, metacognition

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APA (6th Edition):

GIORDANELLI, C. (2007). La concezione dell'apprendimento in differenti livelli scolastici: uno studio interculturale. (Doctoral Dissertation). Università Cattolica del Sacro Cuore. Retrieved from http://hdl.handle.net/10280/148

Chicago Manual of Style (16th Edition):

GIORDANELLI, CINZIA. “La concezione dell'apprendimento in differenti livelli scolastici: uno studio interculturale.” 2007. Doctoral Dissertation, Università Cattolica del Sacro Cuore. Accessed November 15, 2019. http://hdl.handle.net/10280/148.

MLA Handbook (7th Edition):

GIORDANELLI, CINZIA. “La concezione dell'apprendimento in differenti livelli scolastici: uno studio interculturale.” 2007. Web. 15 Nov 2019.

Vancouver:

GIORDANELLI C. La concezione dell'apprendimento in differenti livelli scolastici: uno studio interculturale. [Internet] [Doctoral dissertation]. Università Cattolica del Sacro Cuore; 2007. [cited 2019 Nov 15]. Available from: http://hdl.handle.net/10280/148.

Council of Science Editors:

GIORDANELLI C. La concezione dell'apprendimento in differenti livelli scolastici: uno studio interculturale. [Doctoral Dissertation]. Università Cattolica del Sacro Cuore; 2007. Available from: http://hdl.handle.net/10280/148


University of Cambridge

9. Torres Núñez, Pablo Enrique. The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes.

Degree: PhD, 2017, University of Cambridge

 The present study aimed to explore the culture specificity of student self-regulation and its supporting motivational attitudes. Specifically, it enquired about similarities and differences between… (more)

Subjects/Keywords: Culture; Self-regulation; Motivational attitudes; Achievement goal orientations; Children; Teacher discourse; Teacher talk; Teaching; Chile; England; UK; Culture of education; Scaffolding; Directiveness; Internalization; Cultural affordances; Culturally adaptive functionality; Regulatory talk; Socio-motivational talk; Metacognition; Help-seeking; Collaboration; Teacher-to-student communication; Classroom observation; Experimental tasks; Children's interviews; Mixed methods; Planning; Monitoring; Control; Evaluation; Strategic behaviour

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APA (6th Edition):

Torres Núñez, P. E. (2017). The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/275666 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745045

Chicago Manual of Style (16th Edition):

Torres Núñez, Pablo Enrique. “The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes.” 2017. Doctoral Dissertation, University of Cambridge. Accessed November 15, 2019. https://www.repository.cam.ac.uk/handle/1810/275666 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745045.

MLA Handbook (7th Edition):

Torres Núñez, Pablo Enrique. “The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes.” 2017. Web. 15 Nov 2019.

Vancouver:

Torres Núñez PE. The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes. [Internet] [Doctoral dissertation]. University of Cambridge; 2017. [cited 2019 Nov 15]. Available from: https://www.repository.cam.ac.uk/handle/1810/275666 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745045.

Council of Science Editors:

Torres Núñez PE. The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes. [Doctoral Dissertation]. University of Cambridge; 2017. Available from: https://www.repository.cam.ac.uk/handle/1810/275666 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.745045


University of Queensland

10. Fynes-Clinton, Elizabeth Jean. Deep reflective thinking through collaborative philosophical inquiry.

Degree: School of Education, 2018, University of Queensland

Subjects/Keywords: Philosophy; Thinking; Reflection; Collaborative philosophical inquiry; Metacognition; Reconstruction; Pragmatist philosophy; Socio-cultural learning; Genuine doubt; Experience; 1302 Curriculum and Pedagogy; 2203 Philosophy

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APA (6th Edition):

Fynes-Clinton, E. J. (2018). Deep reflective thinking through collaborative philosophical inquiry. (Thesis). University of Queensland. Retrieved from http://espace.library.uq.edu.au/view/UQ:eb6f71a/s4271170_final_thesis.pdf ; http://espace.library.uq.edu.au/view/UQ:eb6f71a

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fynes-Clinton, Elizabeth Jean. “Deep reflective thinking through collaborative philosophical inquiry.” 2018. Thesis, University of Queensland. Accessed November 15, 2019. http://espace.library.uq.edu.au/view/UQ:eb6f71a/s4271170_final_thesis.pdf ; http://espace.library.uq.edu.au/view/UQ:eb6f71a.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fynes-Clinton, Elizabeth Jean. “Deep reflective thinking through collaborative philosophical inquiry.” 2018. Web. 15 Nov 2019.

Vancouver:

Fynes-Clinton EJ. Deep reflective thinking through collaborative philosophical inquiry. [Internet] [Thesis]. University of Queensland; 2018. [cited 2019 Nov 15]. Available from: http://espace.library.uq.edu.au/view/UQ:eb6f71a/s4271170_final_thesis.pdf ; http://espace.library.uq.edu.au/view/UQ:eb6f71a.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fynes-Clinton EJ. Deep reflective thinking through collaborative philosophical inquiry. [Thesis]. University of Queensland; 2018. Available from: http://espace.library.uq.edu.au/view/UQ:eb6f71a/s4271170_final_thesis.pdf ; http://espace.library.uq.edu.au/view/UQ:eb6f71a

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Guelph

11. Houde, Sebastien. The Application of the Mindfulness Framework to the Study of Intercultural Competence .

Degree: 2014, University of Guelph

 Although a growing body of evidence has looked at the beneficial impact of mindfulness practice in a number of domains (e.g., improvement of mental health… (more)

Subjects/Keywords: mindfulness; culture; cultural competence; intercultural competence; intercultural skills; mindful; mindfulness practice; mindless; cultural intelligence; mechanism of action; mechanism; intercultural training; cross-cultural training; cultural sensitivity; learning culture; mindful leadership; expatriation; intercultural adaptation; cultural adaptation; international assignment; cross-cultural expertise; workforce diversity; international management; global business management; cross-cultural interaction; cultural empathy; universality; diversity; universal attitude; intercultural effectiveness; cross-cultural effectiveness; foreign assignment; personel selection; training; training and development; cultural sense-making; multicultural attitude; multicultural values; pluralistic values; pluralistic attitudes; intercultural adjustment; cross-cultural adjustment; awareness; cultural awareness; mindful awareness; FFMQ; five-factor mindfulness questionnaire; theoretical framework; mediation; structural equation modeling; relative weight analysis; relative importance analysis; present-focused; orientation to experience; exposure; psychological flexibility; cognitive flexibility; decentering; reperceiving; phenomenological attitude; shift in perspective; mechanisms of mindfulness; emotional flexibility; behavioral flexibility; rigidity; cultural flexibility; self-regulation; self-management; behavioral regulation; emotional regulation; self-compassion; authenticity; ethnocultural empathy; perspective-taking; stereotyping; stereotype; acceptance; value clarification; benefits of mindfulness; multicultural competence; multicultural skills; multicultural abilities; dispositional mindfulness; non-judgment; non-reactivity; reactivity; global worldview; cross-cultural adaptation; ethnocentric; cultural tolerance; ethnorelative; openness to experience; openness; universality-diversity orientation; relativistic appreciation; acceptance of cultural differences; cultural differences; cultural frame switching; non-judgmental; non-evaluative; cultural metacognition; metacognitive skill; cultural skills; cultural knowledge; acting with awareness; AAQ; frustration intolerance; discomfort intolerance; experiential avoidance; comfort with differences; emotion regulation; common humanity; unbiased; unbiased processing; positive psychology; five facet mindfulness questionnaire; experience questionnaire; frustration discomfort scale; universality-diversity scale; acceptance and action questionnaire; international compence; mindful organization; organizing framework; adaptive performance; cross-cultural performance

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APA (6th Edition):

Houde, S. (2014). The Application of the Mindfulness Framework to the Study of Intercultural Competence . (Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8251

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Houde, Sebastien. “The Application of the Mindfulness Framework to the Study of Intercultural Competence .” 2014. Thesis, University of Guelph. Accessed November 15, 2019. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8251.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Houde, Sebastien. “The Application of the Mindfulness Framework to the Study of Intercultural Competence .” 2014. Web. 15 Nov 2019.

Vancouver:

Houde S. The Application of the Mindfulness Framework to the Study of Intercultural Competence . [Internet] [Thesis]. University of Guelph; 2014. [cited 2019 Nov 15]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8251.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Houde S. The Application of the Mindfulness Framework to the Study of Intercultural Competence . [Thesis]. University of Guelph; 2014. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8251

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.