Asian Social Science; Vol. 10, No. 9; 2014
ISSN 1911-2017 E-ISSN 1911-2025
Published by Canadian Cen e o Science and Educa ion
162
Design and De elopmen o a Mul icul u al Compe ence Scale in
Helping-P o ession S uden s
Jakub Hladik1
1 Facul y o Humani ies, Tomas Ba a Uni e si y in Zlín, Czech Republic
Co espondence: Jakub Hladik, Facul y o Humani ies, Tomas Ba a Uni e si y in Zlín, nám. T. G. Masa yka
5555, 760 01 Zlín, Czech Republic. Tel: 420-7-2443-4560. E-mail: [email p o ec ed]
Recei ed: Janua y 21, 2014 Accep ed: Ma ch 14, 2014 Online Published: Ap il 29, 2014
doi:10.5539/ass. 10n9p162 URL: h p://dx.doi.o g/10.5539/ass. 10n9p162
Abs ac
The s udy ocuses on designing a Mul icul u al Compe ence Scale in Helping-P o ession S uden s. The aim was
o c ea e an assessmen ool o mul icul u al compe ence in s uden s o helping p o essions as such a ool has
been non-exis en so a in he Cen al Eu ope. The scale cons uc ion was inspi ed by he ou ollowing
ins umen s: CBMCS, MAKSS, MSPCCS and IIMCS. Th ough con en alida ion, explo a o y ac o analysis
and con i ma o y ac o analysis, he o iginal 58 scales we e educed o a 20-i em inal e sion o he MCSHPS,
which includes scales o he ollowing i e ac o s: Knowledge, Unde s anding o e ms, Ac i i y, Awa eness and
Communica ion skills.
Keywo ds: mul icul ual compe ence, helping p o ession, ac o analysis, scale de elopmen
1. In oduc ion
Helping p o essions a e hose aimed a helping clien s in di icul li e si ua ions (e.g. social wo k), aimed a
human de elopmen in he physical a ea (e.g. heal hca e deg ee cou ses) and in he men al a ea (e.g. psychology),
and he de elopmen o cogni i e aspec s o a pe sonali y (e.g. pedagogical deg ee cou ses). Unde g adua e
s uden s o helping p o essions a e o be p epa ed o wo k and in e ac ion wi h cul u al and e hnic mino i ies in
he cou se o hei s udies. In he Czech Republic, whe e he esea ch was done, s uden s o helping p o essions
a e almos exclusi ely membe s o he popula ion majo i y. Due o he ac ha such mul icul u al p epa a ion
has no been s anda dised, i di e s in eaching me hods, con en , and e en in goals. Educa o s in he ield o
mul icul u al educa ion a e in u gen need o a ool ha would allow de ec ion o he le el o mul icul u al
compe ence in s uden s a he beginning, du ing and a he end o he aining p ocess. We ha e he e o e decided
o de elop a ool ha would enable an assessmen o mul icul u al compe ence in s uden s. The aim o his s udy
is o desc ibe he de elopmen o Mul icul u al Compe ence Scale in Helping-P o ession S uden s (MCSHPS).
The need o a cul u ally sensi i e app oach in psychological counselling has been a ma e o discussion since
1970s (Gams , Linag & De -Ka abe ian, 2011). The e m mul icul u al compe ence en e s he ield in he ea ly
1980s. Sue, Be nie , Du an, Feinbe g, Pede sen, Smi h & Vazquez-Nu all (1982) desc ibed h ee componen s o
mul icul u al compe ence: awa eness, knowledge and skill. This e na y ( h ee-dimensional) model was used o
imp o e he quali y o p o ision o psychological counselling in mul icul u al se ings. The e a e many
de ini ions o mul icul u al compe ence (e.g., Sue, Be nie , Du an, Feinbe g, Pede sen, Smi h & Vazquez-Nu all,
1982; Pope & Reynolds, 1997; By am, 1997; Sue, Ca e , Casas, Fouad, I ey, Jensen, LaF omboise, …
Vazquez-Nu all, 1998; Dea do , 2006, 2009). Fo he pu pose o his pape we use he de ini ion o D. K.
Dea do (2006) ha a mul icul u al compe ence is " he abili y o communica e e ec i ely and app op ia ely in
in e cul u al si ua ions. Such abili y is based on in e cul u al knowledge, skills and a i udes.”
Mul icul u al compe ence is unde s ood in a holis ic concep as a global (holis ic, comp ehensi e) "abili y ". I is
a se o knowledge, skills, a i udes and ac ions allowing he indi idual o communica e e ec i ely in a
mul icul u al en i onmen . Mul icul u al compe ence is usually b oken down in o i s componen s, and is
concep ualized in he model o mul icul u al compe ence. The e a e a ious concep ions o mul icul u al
compe ence models which di e mainly in he componen s o which he models consis (see Gams , Linag &
De -Ka abe ian, 2011). Dea do (2006) desc ibes he Py amid model o in e cul u al compe ence consis ing o
he a i ude, knowledge, skills and beha iou al componen s ( he beha iou al componen being a he op o he
py amid). Fan ini (2000) iden i ies he ollowing componen s in his In e cul u al communica i e compe ence
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model (ICC): a i udes, knowledge, skills and awa eness. By am (1997), Sue, Ca e , Casas, Fouad, I ey, Jensen,
LaF omboise, …Vazquez-Nu all (1998), By am, Nichols and S e ens (2001) consis en ly ank knowledge, skills
and a i udes in he complex o mul icul u al compe ence. Pope, Reynolds, and Muelle (2004) ope a e wi h
hese componen s: mul icul u al awa eness, knowledge and skills. Lus ig and Koes e (2010) wo k wi h he
componen s o knowledge, mo i a ion and a beha iou al componen . The ela ions among he componen s o
mul icul u al compe ence models we e also a ma e o a ious s udies (e.g. Pope & Muelle , 2000; Gams , Dana,
De -Ka abe ian, A agon, A ellano, Mo ow & Ma enson, L., 2004; Cas elanos, Glo ia, Mayo ga, & Salas, 2007;
Hladik, 2011). We conside mul icul u al compe ence o be a signi ican pa o he p o essional compe ence o
s uden s in helping p o essions. I is he wo ke s in helping p o essions who a e in a equen con ac wi h
cul u ally di e en clien s. An e ec i e and app op ia e me hod o communica ion is hus necessa y in such
si ua ions.
Fou exis ing ools o assessmen o mul icul u al compe ence we e used when designing MCSHPS: The
Cali o nia B ie Mul icul u al Compe ence Scale (CBMCS) (Gams , Dana, De -Ka abe ian, A agon, A ellano,
Mo ow & Ma enson, 2004); The Mul icul u al Awa eness, Knowledge, and Skills Su ey (MAKSS) (Kim,
Ca w igh , Asay & D'And ea, 2003); Mul icul u al School Psychology Counseling Compe ency Scale
(MSPCCS) (Roge s & Pon e o o, 1997) and Indi idual Impo ance o Mul icul u al Compe ence Scale (IIMCS)
(Hladik, H backo a & Va o a, 2012). We also analysed o he ools, e.g. Mul icul u al Counseling Knowledge
and Awa eness Scale (MCKAS) (Pon e o o, G e chen, U sey, Riege & Aus in, 2002) o Mul icul u al
Counseling In en o y (MCI) (Sodowsky, Ta e, Gu kin, & Wise, 1994), howe e he i ems o hese scales we e
no used when cons uc ing MCSHPS.
The CBMCS is a mul idimensional sel - epo ins umen designed in 2004 ha pu po s o measu e he cul u al
compe encies o men al heal h p ac i ione s. CBMCS con ains 21 i ems. The answe s a e eco ded on a
Like - ype scale: 4 = s ongly disag ee, 3 = disag ee, 2 = ag ee, 1 = s ongly ag ee. This ool comp ises o ou
ac o s: 1) Socio-cul u al di e si ies, 2) Awa eness o cul u al ba ie s, 3) Mul icul u al knowledge, 4) Sensi i i y
o consume s (Gams , Dana, De -Ka abe ian, A agon, A ellano, Mo ow & Ma enson, 2004).
MAKSS is a ool o measu e mul icul u al compe ence based on a h ee-dimensional concep (see Sue, Be nie ,
Du an, Feinbe g, Pede sen, Smi h & Vazquez-Nu all, 1982; Pope & Reynolds, 1997; Pope, Reynolds & Muelle ,
2004). MAKSS is composed o 33 i ems belonging o h ee componen s: knowledge, awa eness and skills wi h
esponses eco ded on a Like - ype scale, based on hei na u e, using he ollowing bipola poin s: 1 = e y
limi ed, 4 = e y awa e; 1 = e y limi ed, 4 = e y good; 1 = s ongly disag ee, 4 = s ongly ag ee (Kim,
Ca w igh , Asay & D'And ea, 2003).
The MSPCCS is a uni-dimensional ins umen which assesses he aine ´s pe cep ions o he mul icul u al
school psychology counselling compe encies o g adua ing ainees. MSCPCCS consis s o 11 i ems. The
esponses a e eco ded on a Like - ype scale: 1 = no a all, 4 = e y much (Roge s & Pon e o o, 1997).
IIMCS was c ea ed o assess he impo ance o a ious mul icul u al subcompe encies o s uden s in helping
p o essions. IIMCS con ains 30 i ems di ided, as in MAKSS, in o h ee dimensions: 1) Mul icul u al knowledge,
2) Mul icul u al awa eness, 3) Mul icul u al skills. The esponses we e eco ded using a se en-poin Like - ype
scale (Hladik, H backo a & Va o a, 2012).
The i s h ee ools/ins umen s we e selec ed as hey ep esen al eady es ablished app oaches o assess
mul icul u al compe ence. Unlike he p e ious ools, he inal scale (IIMCS) comes di ec ly om a cul u al
en i onmen in which MCSHPS ool p esen ed in his s udy was also de eloped. I should be no ed ha he
con en o mul icul u al compe ence is cul u ally bound, i.e. i is dependen on he cul u e in which i is acqui ed.
The e o e in o de o achie e a mo e accu a e measu emen o mul icul u al compe ence, he cul u al con ex o
he gi en loca ion (coun y, egion) should be aken in o accoun . In o he wo ds, i p o ed bene icial o use
ce ain i ems om a scale used p e iously in he gi en cul u al con ex (Czech Republic, Cen al Eu ope) when
de eloping MCSHPS.
2. Scale De elopmen
The Me hod sec ion desc ibes in de ail how he s udy was conduc ed, including concep ual and ope a ional
de ini ions o he a iables used in he s udy, Di e en ypes o s udies will ely on di e en me hodologies;
howe e , a comple e desc ip ion o he me hods used enables he eade o e alua e he app op ia eness o you
me hods and he eliabili y and he alidi y o you esul s, I also pe mi s expe ienced in es iga o s o eplica e
he s udy, I you manusc ip is an upda e o an ongoing o ea lie s udy and he me hod has been published in
de ail elsewhe e, you may e e he eade o ha sou ce and simply gi e a b ie synopsis o he me hod in his
sec ion.
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Fi s , we wo ked wi h i ems o he ollowing scales: CBMCS, MAKSS and MSPCCS. The scale was designed
o dis ibu ion among Czech s uden s. Wi h ega d o maximum cla i y o he cons uc ed scale, he i ems we e
ansla ed in o he Czech language. F om each scale, i ems we e selec ed in o de o sui he use in uni e si y
s uden s, wi h special ega d o hei li le p ac ical expe ience conce ning pe o mance o a helping p o ession.
In many cases he selec ed i ems had o be e o mula ed so ha hey we e mos comp ehensible o he s uden s
(due o li le wo k expe ience o cul u al con ex ). Fo example i em 9 in CBMCS - "My communica ion skills
a e app op ia e o my clien s" was ewo ded o "I can communica e adequa ely wi h membe s o mino i ies."
Fu he mo e, i ems om IIMCS ha mos co ela e wi h helping p o essions we e selec ed. Also, based on
li e a u e and ou own expe ience wi h p o iding mul icul u al educa ion o s uden s, se e al i ems we e added o
he basic i em pool. Finally a 58-i em pool was c ea ed.
Two expe s om Tomas Ba a Uni e si y in Zlín on he issues o mul icul u al educa ion and mul icul u al
compe ence ensu ed con en alidi y by a ing independen ly all 58 i ems o MCSHPS ega ding sui abili y o
i em classi ica ion on a h ee-poin scale: 1 = absolu ely ag ee, 3 = absolu ely disag ee. Based on he con en
alida ion 7 i ems we e emo ed due o he lowes a e age sco e eco ded by he e alua o s (M = 2.5); 1 i em
emo ed a e a discussion wi h he e alua o s due o i s di icul y and 1 i em was emo ed as a duplica e. A e
he educ ion, MCSHPS con ained 49 i ems.
3. Me hod
The pa icipan s we e unde g adua e s uden s o he Facul y o Humani ies, Tomas Ba a Uni e si y in Zlín (n =
363). N = 361 aged unde 26 and n = 2 o e 26 yea s o age. Women n = 338 (93%) and males n = 25 (7%).
Mo e p ecisely, hey we e s uden s o pedagogical, heal hca e and social ields who a e being p epa ed o
helping p o essions. The pa icipan s comple ed a 49-i em MCSHPS using he pape and pencil me hod.
Responses we e eco ded on a 5-poin Like - ype scale: 1 = absolu ely disag ee, 5 = absolu ely ag ee. The
49-i em e sion o MCSHPS consis ed o modi ied i ems om CBMCS (n = 9), MAKSS (n = 10), MSPCCS (n
= 3), IIMCS (n = 15) and new i ems (n = 12).
4. Resul s
4.1 Explo a o y Fac o Analysis
We we e in e es ed in he ac o s uc u e o he 49-i em e sion o MCSHPS. The p oposed ac o solu ion was
u he subjec ed o a con i ma o y ac o analysis (CFA). The SPSS e sion 21 was used o explo a o y ac o
analysis and SPSS AMOS e sion 21 was used o CFA.
To de e mine he cons uc alidi y o MCSHPS, explo a o y ac o analysis was used. Co ec ed i em o al
co ela ion showed a alue o less han .20 in h ee i ems (3, 7 and 41). These i ems we e hus no included in he
explo a o y ac o analysis. No ex eme a iance was eco ded in any o he i ems, he e o e, he ac o analysis
o he 46-i em e sion o MCSHPS was ca ied ou . Based on he sc ee es analysis, a 5- ac o s uc u e o
MCSHPS was chosen, see Table 1. An analysis o he p incipal componen s, i.e. o hogonal ac o o a ion was
done, using he Va inmax no m. me hod. We concen a ed on i ems wi h ac o loading g ea e han o equal
o .55.
We ha e gene a ed i e ac o s wi h a o al common a iance = 45.63% and wi h C onbach coe icien α = .92.
The alue o o al common a iance as well as es ima e eliabili y was conside ed e y good.
Table1. Fac o s uc u e o 46-i em MCSHPS
Fac o
I em 1 2 3 4 5 h2 M SD
I_1 .11 -.19 .05 .45 .06 .38 3.69 0.91
I_2 -.07 .05 -.15 .36 .11 .34 4.10 0.91
I_4 .05 .06 .02 -.02 -.13 .37 3.60 0.95
I_5 .01 .30 -.06 .02 .27 .36 3.99 0.86
I_6 .09 .16 .00 .31 .15 .47 4.16 0.85
I_8 -.08 .11 .17 -.08 -.11 .38 3.64 1.02
I_9 .04 .09 .24 -.09 .17 .27 3.86 1.04
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I_10 .23 .19 .25 .36 .19 .43 3.80 0.86
I_11 .24 .28 .14
.55 .00 .48 3.73 1.04
I_12 -.04 .28 .11
.58 .03 .48 4.19 0.86
I_13 .16 .23 -.01 .13 -.07 .40 3.75 0.92
I_14 .06 .11 .18 .19 .67 .54 3.56 0.92
I_15 .18 .29 .01 .15 .19 .30 3.64 0.85
I_16 .23 .31 .22 .02 .31 .38 3.84 0.99
I_17 .13 .27 -.03 .18 .45 .33 3.68 0.87
I_18 .20 .32 .05 .09 .44 .41 3.76 0.91
I_19 .09 .15 .01 .45 .54 .53 3.55 0.94
I_20 -.13 .09 .17
.62 .44 .59 4.08 0.91
I_21 .16 .07 .32 -.18
.69 .62 3.11 0.97
I_22 .14 .05 .18 .11 .68 .53 3.33 0.94
I_23 .18 .14 .22 .38 .43 .42 3.51 0.82
I_24 .51 .11 .05 .02 .32 .47 2.90 1.00
I_25 .53 -.07 .09 .04 .37 .43 2.83 0.97
I_26 .24 .18 .15 .53 -.03 .38 3.52 1.01
I_27 .77 .07 .03 .06 .05 .61 2.63 1.08
I_28 .68 .05 .08 .06 -.06 .48 2.31 1.05
I_29 .64 .10 .43 .15 .01 .58 2.58 1.04
I_30 .62 .11 .27 .09 .13 .50 2.94 0.97
I_31 .58 .18 .23 .07 .12 .48 3.18 1.04
I_32 .56 .22 .27 .07 .06 .50 2.93 1.06
I_33 .16
.75 .14 .05 .09 .64 3.92 0.88
I_34 .34
.59 .06 .09 .11 .50 3.52 1.03
I_35 -.02
.80 .07 .07 .06 .67 4.36 0.77
I_36 -.02
.81 .06 .16 .06 .70 4.27 0.87
I_37 .04
.77 .08 .15 .12 .65 4.03 0.98
I_38 .34 .51 .03 .16 .15 .46 3.41 1.17
I_39 .17 .44 .21 .28 .12 .44 3.89 0.91
I_40 -.08 .11 .24
.65 .39 .61 4.07 0.97
I_42 .16 .06 .36 .35 .29 .33 3.25 0.95
I_43 .30 .01 .49 .26 .15 .43 2.80 1.13
I_44 .06 .11
.72 .32 .04 .64 3.41 1.09
I_45 .23 .10
.77 .08 .20 .71 3.04 1.01
I_46 .12 .05
.63 .34 .24 .58 3.39 0.92
I_47 .48 .15 .51 -.02 .10 .58 3.01 0.99
I_48 .29 .06
.65 .02 .12 .53 2.76 1.06
I_49 .48 .13 .41 -.10 .25 .51 2.99 0.96
Eigen alue 10.94 3.67 2.78 1.82 1.68
% o a iance 23.78 7.99 6.05 3.97 3.84
Coe icien α .82 .85 .81 .68 .72
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1. The Knowledge ac o (n = 6 i ems). Fac o loadings a y in he ange om .56 o .77. The ac o explains
23.78% (eigen alue = 10.94) o he o al common a iance. Coe icien α = .82. 2. The Unde s anding o e ms
ac o (n = 5 i ems). Fac o loadings ange om .59 o .81. The ac o explains 7.99% o he o al common
a iance (eigen alue = 3.67). Coe icien α = .85. 3. The Ac i i y ac o (n = 4 i ems). Fac o loadings we e
obse ed in he ange om .63 o .77. The alue o a iance is 6.05% (eigen alue = 2.78) and he coe icien α
= .81. 4. The Awa eness ac o (n = 4 i ems) exhibi s ac o loadings in he ange om .55 o .65. This ac o
explains 3.97% o he o al common a iance (eigen alue = 1.82). Coe icien α = .68, which is he lowes alue
o all he ac o s, bu gi en he numbe o i ems (n = 4) his is conside ed o be an accep able alue. 5. The
Communica ion skills ac o (n = 3 i ems). Fac o loadings ange om .67 o .69. The alue o a iance is 3.84%
(eigen alue = 1.68). The eliabili y es ima e is e y good (α = .72) due o he low numbe o i ems.
By emo ing 24 i ems wi h ac o loading below .55, he 46-i em ision was educed o a 22-i em 5- ac o
e sion o MCSHPS.
4.2 Con i ma o y Fac o Analysis
A con i ma o y ac o analysis (CFA) was conduc ed in o de o es he s uc u e o a 5- ac o MCSHPS model.
CFA can be used o examine he la en (i.e. he unobse ed unde lying cons uc ) s uc u e o an ins umen
du ing scale de elopmen (Ha ing on, 2009). In he CFA, we in es iga ed he ollowing pa ame e s: chi-squa e,
p alue, oo mean squa e e o o app oxima ion (RMSE), goodness o i index (GFI), adjus ed goodness o i
index (AGFI), compa a i e i index (CFI), s anda dized oo mean squa e esidual (SPDC). These a e s anda d
pa ame e s used o es ing ia CFA (Ha ing on, 2009; Alb igh & Pa k, 2009; B own, 2006; Kaplan, 2004).
Table 2. Con i ma o y analysis esul s
Chi2 p alue RMSEA GFI AGFI CFI SRMR
20 i ems
5 ac o model
MCSHPS
2.457 .001 .063 .910 .880 .918 .063
Table 2 shows he esul s o modelling h ough CFA. We emo ed 2 i ems wi h high esidual alue (i ems 11 and
34). The inal 20-i em model o MCSHPS was p oduced. The alues o chi-squa e, p alue and RMSE a e
conside ed accep able due o he low numbe o pa icipan s (n = 363). We expec ha he esul s o CFA o ou
sample do no di e om he expec ed esul s o he whole popula ion. O he pa ame e s (GFI, AGFI, CFI)
indica e good i o he 20-i em model.
The inal MCSHPS model con ains 20 i ems and 5 ac o s (Tab 3.). 1. The Knowledge ac o con ains six i ems
wi h ac o loading om .56 o .77, α = .82. 2. The Unde s anding o e ms ac o con ains 4 i ems wi h ac o
loading in he ange om .75 o .81; α = .85. 3. The Ac i i y ac o is composed o 4 i ems wi h ac o loading
om .63 o .77, α = .81. 4. The Awa eness ac o con ains h ee i ems wi h ac o loading anging om .60 o .65,
α = .68. 5. The Communica ion skills ac o consis s o 3 i ems wi h ac o loading in he ange om .67 o .69, α
= 72.
Table 3. Fac o s uc u e o 20-i em MCSHPS
Fac o *
I em K UoT Ac Aw C h2 M SD
1.I am amilia wi h he immig an
in eg a ion p ocess in my coun y.c .77 .61 2.63 1.08
2. I know he numbe o o eigne s
in my coun y and hei
na ionali ies.c
.68 .48 2.31 1.05
3. I am awa e o he possibili ies o
implemen ing mul icul u al
educa ion in o p ac ice.c
.64 .58 2.58 1.04

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4. I know he speci ics o wo king
wi h mino i ies.c .62 .50 2.94 0.97
5. I know he cul u al speci ics o
Roma, Vie namese and Uk ainians
li ing in my coun y .e **
.58 .48 3.18 1.04
6. I unde s and li e a u e dealing
wi h mul icul u al issues.a .56 .50 2.93 1.06
7. I unde s and he concep o
acism e y well.b .80 .67 4.36 0.77
8. I unde s and he concep o
p ejudice e y well.b .81 .70 4.27 0.87
9. I unde s and he concep o
egocen ism e y well.b .77 .65 4.03 0.98
10. I unde s and he concep o
cul u e e y well .b .75 .64 3.92 0.88
11. I wo k on my mul icul u al
knowledge, compe ences and
skills.e
.77
.71 3.04 1.01
12. I am in e es ed in mul icul u al
educa ion.e .72
.64 3.41 1.09
13.I hink abou mul icul u al
educa ion.c .65
.53 2.76 1.06
14. I obse e and con ol my
beha iou owa ds membe s o
mino i ies.e
.63
.58 3.39 0.92
15. I espec and accep o he
cul u es.d .65
.61 4.07 0.97
16. I am awa e ha coope a ion o
all pa ies is necessa y in o de o
achie e a con lic - ee cul u al
con ac .c
.58
.48 4.19 0.86
17. I espec socio-cul u al
di e ences.c .62
.59 4.08 0.91
18. I can apply a ious
communica i e s a egies in
communica ion wi h mino i y
g oup membe s.c
.69
.62 3.11 0.97
19. I am able o con ibu e o a
con lic - ee and cons uc i e
mino i y p oblem solu ion.c
.68
.53 3.33 0.94
20. I can communica e adequa ely
wi h membe s o mino i ies. a .67 .54 3.56 0.92
Coe icien α .82 .85 .81 .68 .72
No e 1: * Fac o s: K = Knowledge; UoT = Unde s anding o e ms; Ac = Ac i i y; Aw = Awa eness; C =
Communica ion skills. ** Roma, Uk ainian and Vie namese a e he mos p ominen mino i ies in he Czech
Republic, whe e he esea ch was done. a I em inspi ed by CBMCS. b I em inspi ed by MAKSS. c I em om
IIMCS. d I em inspi ed by MSPCCS. e Newly c ea ed i em.
Table 4 lis s co ela ion among ac o s. The lowes co ela ion was eco ded be ween he ac o s o Knowledge
and Awa eness ( = .196). The highes co ela ion was seen be ween he ac o s o Knowledge and Ac i i y (
= .479).
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Table 4. Co ela ion among he i e ac o s
No e 2: * Co ela ion is signi ican a he .01 le el (2 – ailed).
5. Discussion
The esul s abo e desc ibe he de elopmen o a scale designed o de ec he le el o mul icul u al compe ence in
uni e si y s uden s p epa ing o helping p o essions. The inal solu ion is a 20-i em scale con aining i e ac o s.
The Knowledge ac o displayed high ac o loadings. I is a ac o ha is o en encoun e ed in models o
mul icul u al compe ence and i s measu emen (see Sue, Be nie , Du an, Feinbe g, Pede sen, Smi h &
Vazquez-Nu all, 1982; Pope & Reynolds, 1997; Pon e o o, G e chen, U sey, Riege & Aus in, 2002; Kim,
Ca w igh , Asay & D'And ea, 2003; Gams , Dana, De -Ka abe ian, A agon, A ellano, Mo ow & Ma enson, L.,
2004; Dea do , 2006). I e e s o knowledge o mul icul u al p ope ies associa ed wi h a gi en egion o
coun y, knowledge ela ed o cul u al and e hnic mino i ies, o eigne s and mig an s.The acquisi ion o such
knowledge occu s wi hin he amily, a school and h ough he media. This ac o closely co ela es ( = .48) wi h
he ac o o Ac i i y, which se es as a e lec ion o a pe sonal app oach o he mul icul u al eali y. The Ac i i y
ac o comp ises o i ems ha a e o a sel - egula ing cha ac e (mo i a ion, planning, con ol) and is ela ed o
mul icul u al lea ning. The ela ionship be ween he componen s o sel - egula ed lea ning and mul icul u al
knowledge was con i med and published in ou esea ch (Hladik, H backo a & Va o a, 2012). Unde s anding
o e ms is ano he ac o in he p oposed 5- ac o solu ion. All ou i ems o his ac o we e inspi ed by
MAKSS (Kim, Ca w igh , Asay & D'And ea, 2003). I is a ac o wi h high ac o loading due o a low numbe
o i ems wi h high eliabili y (α = .85 ). This ac o was p o ed o be o an impo an ole when measu ing
mul icul u al compe ence in s uden s o helping p o essions. These i ems a e closely ela ed wi h li e in a
cul u ally plu alis ic socie y. The Unde s anding o e ms ac o closely co ela es wi h he Awa eness ac o ,
which is ep esen ed by h ee i ems in MCSHPS. These i ems a e ela ed o espec and ole ance o di e en
cul u al and e hnic g oups. The Awa eness ac o , like he Knowledge ac o , is o en a pa o mul icul u al
compe ence models and measu emen ools (c . Sue, Be nie , Du an, Feinbe g, Pede sen, Smi h &
Vazquez-Nu all, 1982; By am, 1997; Fan ini, 2000; Pon e o o, G e chen, U sey, Riege & Aus in, 2002; Pope,
Reynolds, and Muelle , 2004). The Communica ion skills ac o is he i h and inal ac o . I consis s o h ee
elemen s, comp ising a sepa a e g oup in he i e- ac o solu ion. These a e i ems aimed a es ima ing one´s own
skills ela ed o communica ion wi h mino i ies. Communica ion skills become inc easingly impo an in a
si ua ion when i is necessa y o one o he communica ing pa ies o communica e in a o eign (i.e. non-na i e)
language, which is o en he case when dealing wi h mig a ion in Eu ope. The linguis ic aspec s o mul icul u al
compe ence play an impo an ole in Fan ini´s (2000) ICC model.
A a he small sample size (n = 363) was ecognised as a limi ing esea ch ac o . The esea ch eam ealises he
need o u he esea ch and es ing o he unc ionali y o he model. We p opose he ollowing in o de o
u he es he i e ex ac ed ac o s: e.g. hei educ ion in o ou dimensions o mul icul u al compe ence:
cogni i e ( he Knowledge ac o and Unde s anding o e ms), a ec i e ( he Awa eness .), beha iou al ( he
Communica ion skills .) and non-cogni i e ( he Ac i i y .).
6. Conclusion
The s udy ocused on he de elopmen o sel -assessmen scale designed o measu e he le el o mul icul u al
compe ence in s uden s o helping p o essions, namely uni e si y s uden s o pedagogical, social and heal hca e
ields who a e mo e likely o encoun e people o di e en cul u es and na ionali ies in hei u u e p o essions.
To ensu e ha uni e si y p epa a ion conce ning mul icul u al educa ion is he mos e ec i e, we need a ool o
assess mul icul u al compe ence. Fo his pu pose A Mul icul u al Compe ence Scale in Helping-P o ession
S uden s con aining 20 sel - epo scales in i e a eas: Knowledge, Unde s anding o e ms, Awa eness,
Communica ion Skills and Ac i i y was c ea ed.
1. 2. 3. 4. 5.
1. Knowledge
2. Unde s anding o e ms .303*
3. Ac i i y .479* .251*
4. Awa eness .196* .385* .429*
5. Communica ion skills .305* .256* .384* .349*
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169
We belie e ha i is impo an o subjec he scale o u he examina ion: in o de o es i s unc ionali y in a
la ge sample and o subjec i o a s uc u al modelling wi h he aim o cla i y he ela ionships among di e en
a eas. Howe e ou ocus on a a he neglec ed g oup, namely uni e si y s uden s o helping p o essions, is also
ega ded as signi ican . The esea ch is hus closely linked wi h he p ocess e ec i eness o educa ional
p epa a ion.
Acknowledgemen
The a icle was c ea ed wi hin a g an p ojec GA CR P407/12/P196 De elopmen o De e minan s o
Mul icul u al Compe ence in S uden s o Helping P o essions.
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