Investigating the impact of cultural intelligence with learning motivation and creativity on students

The present research was conducted with the aim of determining the effect between cultural intelligence and classroom learning with students' academic motivation. The current research was descriptive of the correlation type. The statistical population of this research was all the students of the research sample, including 150 subjects, who were selected by available sampling method. To collect data, questionnaires of academic motivation, cultural intelligence (Ang, 2004) and perception of the classroom environment (Gentry, 2002) were used. In the present study, Cronbach's alpha coefficient for the subscales of the academic motivation questionnaire (intrinsic, extrinsic, and lack of motivation) was obtained as 0.79, 0.80, and 0.70, respectively. Cronbach's alpha coefficient of cultural intelligence components, including metacognitive, cognitive, motivational, and behavioral components, and the total score of the questionnaire were 0.70, 0.71, 0.76, 0.70, and 0.83, respectively. Statistics were analyzed using Pearson's correlation test. The findings showed that cultural intelligence had a positive and significant relationship with creativity in internal and external learning. Also, cultural intelligence and its two components (metacognitive and motivational) and perception of classroom learning creativity had a negative and significant relationship with demotivation. Finally, it should be said that by strengthening the cultural intelligence and creativity of the classroom learning environment in students, it is possible to help increase their academic motivation.