CCAI (Cross-Cultural Adaptability Inventory)
Enhancing cross cultural interactions
CCAI Research Bibliography
Goldstein, D.L., (1992). A comparison of the effects of experimental training on sojourners’ cross-cultural adaptability. Unpublished doctoral dissertation,
The cross-cultural adaptability of international student sojourners who received cross-cultural training was compared with those who received no training. Statistical analysis concluded that the week-long training program was successful in increasing the cross-cultural adaptability, as measured by the CCAI.
Kraemer, T.J., and Beckstead, J. (2003). Establishing the reliability of using the Cross Cultural Adaptability Inventory with physical therapist students. Journal of Physical Therapy Education, Spring.
The purpose of this study was to establish the reliability of using the Cross-Cultural Adaptability Inventory (CCAI). The sample consisted of 288 entry-level master’s degree PT students. Data were analyzed and the reliability was estimated using the Cronbach alpha coefficient of internal consistency. The total score had an estimated reliability of .90. The data supported the hypothesis that the CCAI is a reliable instrument for use with PT students.
Majumdar, B., Keystone, J.S., and Cuttress,
Residency trainees were to participate in a 15-hour course on cultural sensitivity. Both groups completed The Cross-Cultural Adaptability Inventory at the beginning and then again at the end of the study. The experimental group demonstrated significantly higher scores along three dimensions of the CCAI (openness/flexibility, emotional resilience, and perceptual acuity) as compared to the control group, indicating that cultural sensitivity training was beneficial to foreign trained medical students.
Montagliani, A., and Giacalone, R.A., (1998). Impression management and cross-cultural adaption. Journal of Social Psychology, v138, n 5(598).
The researchers wanted to determine whether “impression management tendencies may be related to the ability to adapt cross-culturally.” Results indicate that the two are related. The researchers used a sample of 112 people: 77 students and 35 employees of a U.S.-based corporation. Each study member was required to take the Self-Monitoring Scale (Synder 1974), The Balanced Inventory of Desirable Responding (Pallhus 1988), The Cross-Cultural Adaptability Inventory (Kelley and Meyers 1992) and The Cross-Cultural Interaction Inventory (Yellen and Mumfor 1975). Results indicated that the scores on the two impression management measures were significantly correlated with the responses on the two cross-cultural adaptability measures, affirming the researchers’ hypothesis. This also indicates the concurrent validity of the CCAI.
Tang, J.M., (2001). Towards Understanding the Role of Emotional Intelligence in Cross-Cultural Adaptability In Adults. Unpublished doctoral dissertation,
Emotional intelligence is the level of development and sophistication in social interaction, particularly regulation of emotions, expression of emotions, and empathy. It was hypothesized that emotional intelligence was an important factor in cross-cultural interactions. The CCAI was used as the measure for cross-cultural adaptability, the dependant variable. The predictor variables were measures of emotional intelligence (empathy, emotional expression, and emotional regulation). The study confirmed a correlation between emotional intelligence skills and cross-cultural adaptability.
This study confirmed the test retest reliability of the CCAI. The CCAI was administered to 96 students twice over a one month interval. The results indicated a significant positive correlation (r = .77, p > .001), suggesting that it is fairly stable over an intermediate period.
Ward, C., Berno, T., and
This paper includes the results of two studies, each of which “explore(s) the concurrent and predictive validity of the CCAI with international students.” his first study revealed that emotional resilience and flexibility were related to fewer psychological and sociocultural adaptation problems; perceptual acuity and personal autonomy were associated with fewer sociocultural difficulties. Study 2 demonstrated that all four dimensions of the CCAI were found to be significantly related to the students’ psychological and sociocultural distress overseas; emotional resilience was found to be the strongest predictor of psychological wellbeing and perceptual acuity was the key factor in sociocultural adaptation. The authors concluded that the CCAI is a reliable and valid instrument “for assessing personality, behavior, and skills required for cross-cultural adaptation.”
Wells, K.H. (2004). Emotional intelligence as an ability and its relationship with openness to difference. Unpublished doctoral dissertation,
This study posited a correlation between Emotional Intelligence (EI) and openness to difference as indicated by self-perceived flexibility to difference and self-reported receptiveness to difference. The Mayer/Salovey/Caruso Emotional Intelligence Test was used to assess EI. The Flexibility/Openness Scale of the CCAI assessed self-perceived flexibility to difference. The RTD Scale was a self-report measure. The total score of the MSCEIT correlated positively and significantly with the scores on the Flexibility/Openness Scale of the CCAI (r = .39, p = .01), as well as with the scores on the RTD Scale (r = .37, p = .01). Additionally, the CCAI correlated with the scores from the RTD Scale (r = .51, p = .01).
