Perceptions of Professor Cultural Competence and Mindset Predict Students' Belonging and Motivation for Cross-Cultural Interactions

• In Event: Teachers' Motivation Matters: Exploring the Influence of Teacher Motivation for Teacher, Student, and Classroom Outcomes

Abstract

In this study, we examine how students’ perceptions of professor cultural competence and growth mindset relate to student belonging and motivation to engage in cross-cultural interactions. Correlational (Study 1; N = 441) and experimental data (Study 2; N = 272) were collected. In Study 1, we found that students’ perceptions of their professors’ cultural competence were positively associated with their sense of belonging, but not with their motivation to engage in cross-cultural interactions. In Study 2, we found that students’ perceptions of professor cultural competence negatively influenced students’ performance-avoidance orientation toward cross-cultural interactions. Moreover, students’ perceptions of professor growth mindset positively influenced belonging, intrinsic value, and utility value, and negatively influenced mastery-avoidance orientation and emotional cost toward cross-cultural interactions.

Authors

• Yiqiu Yan, University of Texas at Austin

• Ryan A. Mata, University of Texas at Austin

• Katherine M. Muenks, University of Texas at Austin