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Cultural Intelligence in Adolescents: Initial Evidence From The Identity Project in Multiethnic Schools in Italy
Xiwei Zhang1, Chiara Ceccon1, Ughetta Moscardino1
1Department of Developmental Psychology and Socialisation, University of Padova, Padua, Italy.
Journal of Adolescence
|March 25, 2026
Summary
The Identity Project intervention improved adolescents' metacognitive cultural intelligence (CQ) and, for some, motivational CQ. This identity-focused program shows potential for enhancing intercultural competence in diverse schools.
Area of Science:
- Educational Psychology
- Intercultural Communication
- Adolescent Development
Background:
- Promoting youth connectedness in multiethnic schools requires skills for navigating cultural diversity.
- Cultural intelligence (CQ) is crucial for effective cross-cultural interaction.
- This study examines the Identity Project's impact on adolescents' CQ as a secondary outcome.
Purpose of the Study:
- To evaluate if an adapted Identity Project intervention enhances adolescents' cultural intelligence (CQ).
- To assess changes in motivational, cognitive, metacognitive, and behavioral CQ dimensions.
- To explore students' subjective experiences with the intervention.
Main Methods:
- A classroom-level randomized controlled trial involving 594 adolescents (mean age 14.2 years) in northeastern Italy.
- Pre- and post-intervention surveys measured four dimensions of CQ.
- Post-intervention focus groups gathered qualitative data on student experiences.
Main Results:
- Intervention group showed significantly higher metacognitive CQ post-intervention.
- Motivational CQ increased among adolescents without an immigrant background.
- No significant changes were observed in cognitive or behavioral CQ.
Conclusions:
- Identity-focused interventions may lead to modest improvements in metacognitive CQ.
- Motivational CQ benefits may vary based on immigrant background.
- Further research is needed to confirm CQ enhancement and its impact on intercultural competence.
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