INTERRELATIONSHIP BETWEEN INTELLECTUAL COMPETENCE, ETHNOCENTRISM, AND CAMPUS CLIMATE PERCEPTIONS: A STRUCTURAL MODEL APPROACH IN MULTICULTURAL UNIVERSITY SETTINGS

Abstract

This study explores the interrelationship between intellectual competence, ethnocentrism, and campus climate perceptions among university students within multicultural higher education settings, employing a structural equation modeling (SEM) framework. Grounded in Social Identity Theory, Need for Cognition Theory, and the Campus Climate for Diversity Model, the study investigates how students’ cognitive engagement and cultural attitudes interact to shape perceptions of inclusivity and belonging. Data were collected from 345 undergraduate students across engineering and arts institutions in South India using a structured questionnaire. Constructs included intellectual competence, ethnocentrism, diversity exposure, and campus climate perception. Analytical methods involved confirmatory factor analysis (CFA) and SEM using AMOS 28.0 to validate measurement models and test hypothesized relationships. Results revealed that intellectual competence exerted a strong positive effect on campus climate perception (β = 0.61, p < 0.001), while ethnocentrism demonstrated a negative and significant influence (β = −0.42, p < 0.01). Moreover, diversity exposure partially mediated and moderated the relationship between intellectual competence and campus climate, amplifying inclusivity perceptions. The model explained 56% of the variance in campus climate perceptions. Findings underscore the dual importance of cognitive openness and cultural tolerance in shaping equitable educational environments. Policy implications include embedding intercultural competence programs and cognitive development initiatives into university curricula to foster inclusive campus climates.