رابطه میان بهره هوشی با هوش فرهنگی و خودنظارتی در دانشجویان دانشگاه علوم پزشکی بیرجند

Background and Aim: Intelligence quotient (IQ), cultural intelligence, and self-monitoring are among important and influential parameters in learning-teaching process of students. Thus, the current study examined the relationship between these parameters in the students of Birjand University of Medical Science. Materials and Methods: The present study was a descriptive-analytic, cross-sectional type. The study population included all the students at Birjand University of Medical Sciences, selected through stratified randomized sampling method. In order to study IQ, cultural intelligence, and self-monitoring parameters R & B Cattell scale (Scale III), Erli&rsquo;s Cultural Intelligence Inventory, and Snyder&rsquo;s Self-monitoring Test were applied, respectively. The obtained data was fed into SPSS (V:21) software using Pearson correlation test, ANOVA, and t-test at the significant level of P&le;0.05. Results: From a total of 171 subjects participating in the study, 53.2% were female. The average age of the participants was 21.3&plusmn;2.7 years. The average IQ, cultural intelligence, and self-monitoring scores were 106&plusmn;10.44, 85.73&plusmn;17.31, and 12.35&plusmn;3.20, respectively. There was a significant correlation between cultural intelligence and self-monitoring (P<0.000; r=0/37). However, there were no significant associations between cultural intelligence and IQ scores as well as between self-monitoring and IQ scores. Conclusion: Regarding the unfavorable cultural intelligence&rsquo; skills and abilities ;and their acquirable nature, it is suggested that University consider a significant position for educational and cultural programs in order to enhance cultural intelligence.