Social Intelligence and Psychological Adjustment as Predictors of University Students’ Intercultural Competence

The importance of intercultural competence has been steadily increasing. The need to developintercultural capabilities in multicultural countries has become even more pressing thanbefore. This study aimed to investigate the impact of social intelligence and psychologicaladjustment on the intercultural competence of university students. The study employed acorrelational survey design. Data were collected from 476 (Male=244 and Female= 232)randomly selected Ambo University students. The data were analysed using regression andmultivariate analysis of variance. The regression result showed that class year (β=.809,p<.001), the number of language students experience (β=.801, p<.001), social intelligence(β=.553, p<.001), and psychological adjustment (β=.206, p<.001) all had a substantialcontribution to intercultural competence. The finding indicated that 70.4% of the variance inintercultural competence was accounted for by the linear combination of student’s class year,the number of languages, social intelligence and psychological adjustment. The result havealso shown that students’ class year accounted for the highest (68.7%) variation inintercultural competence followed by the number of languages spoken, social intelligence andpsychological adjustment. Furthermore, significant differences in students’ interculturalcompetence were observed due to sex and cultural experiences before joining the university.However, there was no significant mean difference in students’ intercultural competence as afunction of their family structure. Generally, based on the findings of the study, somepractical implications, and future direction for further research are suggested.