Bekere Tessema A, Teketel Seleshi Z
MA in Counseling Psyhcology and PhD Candidate in Applied Developmental Psychology, Department of Psychology, Institute of Education and Behavioural Science, Ambo University, Ambo, Ethiopia.
PhD, Associate Professor in Developmental Psychology, School of Psychology, College of Education and Behavioural Studies, Addis Ababa University, Addis Ababa, Ethiopia.
J Educ Health Promot. 2024 Feb 26;13:50. doi: 10.4103/jehp.jehp_838_23. eCollection 2024.
Although intercultural competence is a crucial factor for university students' academic achievement and inter-ethnic conflict resolution, psychometrically sound intercultural competence scale is not available in the Ethiopian context. The aim of the present study was to translate the original English version of intercultural competence into Amharic language and validate the scale in the Ethiopian context.
In the processes of retaining culturally equivalent translated measure symmetrical approach was used. Data were collected from 476 (Male = 244 and Female = 232) arbitrarily selected university students with an age mean of 22.35 enrolled in undergraduate degree programs at Ambo University. The total sample was randomly split into two equal-sized group to execute exploratory factor analysis (EFA, N = 238) and confirmatory factor analysis (CFA, N = 238).
The result of the study showed that both EFA and CFA supported a significantly correlated four-factor model of intercultural competence (Attitude, Awareness, Knowledge, and Skills). Moreover, the Amharic version of the intercultural competence scale showed good psychometric properties in terms of content validity, construct validity, internal consistency, and good fit indices to the data.
This generally justifies the use of the Amharic version intercultural competence scale in the Ethiopian context. To satisfy the needs of the labor market, universities in Ethiopia should promote intercultural dialogues that improve the intercultural competence of university students.
尽管跨文化能力是大学生学业成就和族际冲突解决的关键因素，但在埃塞俄比亚的背景下，缺乏心理测量学上可靠的跨文化能力量表。本研究的目的是将跨文化能力的原始英文版本翻译成阿姆哈拉语，并在埃塞俄比亚的背景下验证该量表。
在保留文化等效翻译测量的过程中，使用了对称方法。数据收集自476名（男性 = 244名，女性 = 232名）随机挑选的大学生，他们就读于安博大学的本科学位课程，平均年龄为22.35岁。总样本被随机分成两个大小相等的组，以进行探索性因子分析（EFA，N = 238）和验证性因子分析（CFA，N = 238）。
研究结果表明，探索性因子分析和验证性因子分析均支持跨文化能力的一个显著相关的四因子模型（态度、意识、知识和技能）。此外，跨文化能力量表的阿姆哈拉语版本在内容效度、结构效度、内部一致性以及与数据的良好拟合指数方面显示出良好的心理测量学特性。
这总体上证明了在埃塞俄比亚背景下使用阿姆哈拉语版本的跨文化能力量表的合理性。为了满足劳动力市场的需求，埃塞俄比亚的大学应该促进跨文化对话，以提高大学生的跨文化能力。
