Shows that motivational CQ is positively related to general, interactional, and work adjustment of self-initiated expatriates in Japan (controlling for Big Five personality traits, cultural distance, Japanese language ability, length of stay in Japan, and demographic characteristics).

Compares students in a cultural psychology course to a control group and shows increases in metacognitive CQ for the cultural psychology course, but recommend caution because there was more inaccurate stereotyping of low-performers in the cultural psychology course (compared to…

Confirms the fit of the four factor model of CQ in a Turkish cultural context and shows discriminant validity of the scale. Shows CQ predicts intercultural task performance above and beyond controls.

Shows that manipulative mediation tactics facilitate higher quality outcomes for intercultural dyads with lower motivational CQ, but manipulative tactics detract from outcomes for dyads with higher motivational CQ (in an experimental study).

Describes a 7-stage intervention with an unfamiliar cultural group (based on optimal contact theory and experiential learning) Shows expectancy disconfirmation and perceptions of optimal cross-cultural conflict are positively related to development of the four CQ factors.

Shows that international experience was positively related to the four factors of CQ and that metacognitive and motivational CQ were positively related to satisfaction with studying international business.

Shows that cultural perspective taking mediates the relationship between metacognitive CQ and cooperation in international MBA teams. Metacognitive CQ predicts cooperation in international teams, as mediated by cultural perspective taking.

Demonstrates metacognitive CQ positively moderates the relationship between marketing-mix adaptations and export performance, and motivational CQ moderates the relationship of perceived environmental differences between U.S. market and export market with marketing-mix adaptations.

Shows cultural intelligence positively predicts three types of adjustment, with implications for task and contextual performance in a sample of expatriates from a Malaysian MNC.

Reports a moderating effect of divergent learning style—which emphasizes concrete experience and reflective observation—that strengthens the positive relationship between length of overseas experience and CQ for international executives and graduate business students. Assimilative, convergent, and accommodative learning styles, however, showed…