本研究將探討個體在跨文化情境下，跨國工作者的學習目標導向(learning goal orientation)、文化智力(cultural intelligence)與跨文化敏感度(intercultural sensitivity)之間的兩兩關係，並探討文化智力在學習目標導向與跨文化敏感度間的中介效果。而本研究之研究對象為在台灣工作之菲律賓外籍勞工，透過紙本問卷方式進行發放，總計回收250筆資料，剔除無效問卷之後，有效問卷為249份，有效問卷回收率為99%。
本研究利用結構方程模型進行資料分析後，研究結果顯示：(1)學習目標導向對於文化智力有正向影響；(2)學習目標導向對跨文化敏感度有正向影響；(3)文化智力對於跨文化敏感度有正向影響；(4)文化智力在學習目標導向到跨文化敏感度間具有部分中介的效果。從研究結果中可以發現，學習目標導向的特質與文化智力的能力對於跨文化敏感度具有重要的影響，且學習目標導向會透過文化智力作為中介的機制影響跨文化敏感度，根據研究結果，本研究提出理論與實務貢獻、研究限制與建議以提供未來學術與實務管理之參考。

The purpose of the current study was to investigate the effects of learning goal orientation (LGO) on individuals’ intercultural sensitivity with the mediating effect of cultural intelligence. We collected data from Philippine workers currently living and working in Taiwan. A pilot test was completed by 50 expatriates to ensure the reliability of the instrument, and the result was acceptable. The total amount of valid paper questionnaires were 249 copies and the percentage for valid return questionnaire was 99.6%. We adopted SEM to analyze the data and to test both direct effects and indirect effects among research variables by Mplus 7.0. In addition, we examined the mediation effect of CQ on the relationship between LGO and intercultural sensitivity. The results showed that LGO was an antecedent of an individual’s CQ and CQ had a positive effect on individual’s intercultural sensitivity. Our findings added new knowledge to the field of cross-cultural studies. The findings indicated that learning goal orientation may be the predictor of one’s CQ. Furthermore, the present study discovered that if an individual with a strong learning motivation to live and work in an intercultural environment, his/her cultural learning ability would be enhanced and take effect in generating more positive responses toward cultural differences. Furthermore, with higher sensitivity to respect different cultures would facilitate a harmonious international working and living experience.

CHAPTER I INTRODUCTION 1
1.1 Background and Motivation of the Study 1
1.2 Significance of the Study 4
1.3 Study Purposes and Research Questions 6
1.4 Definition of Terms 6
CHAPTER II LITERATURE REVIEW 8
2.1 Learning Goal Orientation (LGO) 8
2.2 Cultural Intelligence (CQ) 10
2.3 Learning Goal Orientation (LGO) and CQ 11
2.4 Intercultural Sensitivity 13
2.5. CQ and Intercultural Sensitivity 14
2.6. LGO and Intercultural Sensitivity 16
2.7. CQ as a Mediator of Learning Goal Orientation (LGO) and Intercultural Sensitivity 17
CHAPTER III METHOD 18
3.1 Research Framework and Research Hypotheses 18
3.2 Research Procedure 19
3.3 Samples 20
3.4 Measures 22
3.4.1 Learning Goal Orientation (LGO) 23
3.4.2 Cultural Intelligence (CQ) 23
3.4.3 Intercultural Sensitivity 24
3.5 Control Variables 24
3.5.1 Age 25
3.5.2 Education Level 25
3.5.3 Duration in Taiwan 25
3.5.4 Language Ability 25
3.6 Other Demographic Factors 26
3.6.1 Gender 26
3.6.2 Marital Status 26
3.6.3 International Experience 26
3.7 Questionnaire Design and Distribution 26
3.7.1 Common Method Variance (CMV) 27
3.7.2 Validity and Reliability 27
3.7.3 Content Validity 31
3.7.4 Construct Validity 31
3.7.5 Confirmatory Factor Analysis (CFA) 35
3.7.6 Data Collection 37
3.8 Data Analysis 37
3.8.1 Descriptive Statistics 37
3.8.2 Pearson Correlation Analysis 37
3.8.3 Structure Equation Model (SEM) 38
CHAPTER IV RESULTS 40
4.1 Descriptive Analysis 40
4.2 Correlation and Reliability Analysis 43
4.3 Hypothesis Tests 45
CHAPTER V DISCUSSION AND CONCLUSION 48
5.1 Discussion 48
5.2 Theoretical Implications 49
5.3 Managerial Implications 50
5.4 Limitations and Recommendations 51
5.5 Conclusions 52
REFERENCE 53
Appendix 1 Questionnaire 63

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