Álvarez-Valencia, J. A., & Michelson, K. (2023). A design perspective on intercultural communication in second/foreign language education. Journal of International and Intercultural Communication, 16(4), 399–418. https://doi.org/10.1080/17513057.2022.2066152
Bakker, A. B., & Demerouti, E. (2008). Towards a model of work engagement. Career Development International, 13(3), 209–223. https://doi.org/10.1108/13620430810870476
Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/10.1037/ocp0000056
Bardach, L., Bostwick, K. C. P., Fütterer, T., Kopatz, M., Hobbi, D. M., Klassen, R. M., & Pietschnig, J. (2024). A meta-analysis on teachers’ growth mindset. Educational Psychology Review, 36, Article 84. https://doi.org/10.1007/s10648-024-09925-7
Brennan, A., Garavan, T., Egan, T., O’Brien, F., & Ullah, I. (2024). A conservation of resources perspective on public sector employee work engagement. European Management Review, 21(2), 393–407. https://doi.org/10.1111/emre.12594
Burić, I., & Macuka, I. (2018). Self-efficacy, emotions and work engagement among teachers: A two-wave cross-lagged analysis. Journal of Happiness Studies, 19(7), 1917–1933. https://doi.org/10.1007/s10902-017-9903-9
Corbett, J. (2022). An intercultural approach to English language teaching. Multilingual Matters.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Davis, R. N., & Nolen-Hoeksema, S. (2000). Cognitive inflexibility among ruminators and nonruminators. Cognitive Therapy and Research, 24(6), 699–711. https://doi.org/10.1023/A:1005591412406
Deardorff, D. K. (2006). Identification and assessment of ICC as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241–266. https://doi.org/10.1177/1028315306287002
Del Villar, J. R. B., Chunsuwimol, B., Flores, L. A. B., Mando, D. A., Bayoging, R. B., Pada, W. J. V., ... & Leephetwongngam, W. (2025). Intercultural competence as a mediator between emotional intelligence and job satisfaction: Insights from teaching professionals in Thailand. Advances in Consumer Research, 2, 917-928.
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959–964. https://doi.org/10.1126/science.1204529
Drouin-Rousseau, S., Morin, A. J. S., Forest, J., Fernet, C., & Crevier-Braud, L. (2024). Teachers’ profiles of work engagement and burnout over the course of a school year. Applied Psychology, 73(2), 694–731. https://doi.org/10.1111/apps.12465
Erarslan, A. (2023). Cognitive flexibility and grit during times of crisis for Turkish EFL teachers. Psychology in the Schools, 60(7), 2296–2319. https://doi.org/10.1002/pits.22852
Eren, Ö. (2024). Towards multilingual turn in language classes: Plurilingual awareness as an indicator of intercultural communicative competence. International Journal of Multilingualism, 21(2), 783–801. https://doi.org/10.1080/14790718.2022.2090568
Feng, X., Zhang, N., Yang, D., Lin, W., & Maulana, R. (2025). From awareness to action: Multicultural attitudes and differentiated instruction of teachers in Chinese teacher education programmes. Learning Environments Research, 28, 345–386. https://doi.org/10.1007/s10984-024-09518-9
Gao, F. (2024). Taking innovative humanising pedagogy towards Thirdness: Sustaining the development of ICC. Language and Intercultural Communication, 24(2), 118–136. https://doi.org/10.1080/14708477.2024.2328157
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage.
Hernández-López, E. M., Núñez-Mercado, P., & Bórquez-Morales, L. S. (2024). Assessing ICC: The case of EFL pre-service teachers in the Mexican context. Journal of Intercultural Communication, 24(4), 84–96. https://doi.org/10.36923/jicc.v24i4.974
Hohl, K., & Dolcos, S. (2024). Measuring cognitive flexibility: A brief review of neuropsychological, self-report, and neuroscientific approaches. Frontiers in Human Neuroscience, 18, Article 1331960. https://doi.org/10.3389/fnhum.2024.1331960
Li, W., Coelen, R., & Otten, S. (2025). Enhancing interaction quality in interdisciplinary group work: The impact of student motivation and teacher-initiated diversity climate. Social Psychology of Education, 28, Article 41. https://doi.org/10.1007/s11218-024-10004-6
Liddicoat, A. J., & Scarino, A. (2013). Intercultural language teaching and learning. Wiley-Blackwell.
Martin, M. M., & Rubin, R. B. (1995). A new measure of cognitive flexibility. Psychological Reports, 76(2), 623–626. https://doi.org/10.2466/pr0.1995.76.2.623
Matveev, A. V. (2002). The perception of intercultural communication competence by American and Russian managers with experience on multicultural teams [Doctoral dissertation, Ohio University].
Nigar, N., & Kostogriz, A. (2024). Navigating affective and sensory fluidity in plurilingual and intercultural pedagogies in English language and literacy classrooms. The Australian Journal of Language and Literacy, 47(3), 379–401. https://doi.org/10.1007/s44020-024-00068-4
Orakcı, Ş., & Khalili, T. (2024). The impact of cognitive flexibility on prospective EFL teachers’ critical thinking disposition: The mediating role of self-efficacy. Cognitive Processing, 26, 59–73. https://doi.org/10.1007/s10339-024-01227-8
Peng, T., & Gao, J. (2025). Temporal dynamics of work engagement, job crafting, and job satisfaction in a Chinese educational context: A time-lagged study with primary school teachers. BMC Psychology, 13, Article 1408. https://doi.org/10.1186/s40359-025-03636-6
Rissanen, I., Kuusisto, E., & McMullen, J. (2023). Identifying core beliefs of an intercultural educator: How polyculturalism and group malleability beliefs shape teachers’ pedagogical thinking and practice. Social Psychology of Education, 26, 1201–1225. https://doi.org/10.1007/s11218-023-09785-z
Saffarin, M. (2015). On the relationship between Iranian EFL teachers’ cognitive flexibility and Iranian EFL learners’ attitudes towards English language learning. Mediterranean Journal of Social Sciences, 6(6 S1), 34–42. https://doi.org/10.5901/mjss.2015.v6n6s1p34
Schaufeli, W. B., & Bakker, A. B. (2003). Utrecht Work Engagement Scale (UWES): Preliminary manual. Utrecht University.
Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A cross-national study. Educational and Psychological Measurement, 66(4), 701–716. https://doi.org/10.1177/0013164405282471
Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71–92. https://doi.org/10.1023/A:1015630930326
Setia, M. S. (2016). Methodology series module 3: Cross-sectional studies. Indian Journal of Dermatology, 61(3), 261–264. https://doi.org/10.4103/0019-5154.182410
Spitzberg, B. H., & Changnon, G. (2009). Spitzberg, B. H., & Changnon, G. (2009). Conceptualizing intercultural competence. In D. K. Deardorff (Ed.), The SAGE Handbook of Intercultural Competence (pp. 2–52). SAGE Publications.
Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Pearson.
Uslukaya, A., & Demirtas, Z. (2024). The relationships between supervisor and colleague support interaction with teacher presenteeism and work engagement: A multilevel moderated mediated analysis. Current Psychology, 43, 20948–20963. https://doi.org/10.1007/s12144-024-05918-5
Wartenberg, G., Aldrup, K., Grund, S., & Klusmann, U. (2023). Satisfied and high performing? A meta-analysis and systematic review of the correlates of teachers’ job satisfaction. Educational Psychology Review, 35, Article 114. https://doi.org/10.1007/s10648-023-09831-4
Zhang, J., Li, L., & Liao, Q. (2024). The facilitating role of English as a foreign language teachers’ positive psychological capital and cognitive flexibility in their professional success. International Journal of Applied Linguistics, 34(7), 1–14. https://doi.org/10.1111/ijal.12612
Zhang, K., & He, W.-J. (2024). Perceived school climate support moderates the relationship between teachers’ growth mindset and work engagement. Education Sciences, 14(12), Article 1283. https://doi.org/10.3390/educsci14121283
Zhou, S., Slemp, G. R., & Vella-Brodrick, D. A. (2024). Factors associated with teacher wellbeing: A meta-analysis. Educational Psychology Review, 36, Article 63. https://doi.org/10.1007/s10648-024-09886-x