INFLUENCE OF STUDENT ETHNOCENTRISM AND INTELLECTUAL COMPETENCE ON CAMPUS CLIMATE WITH DIVERSITY EXPOSURE AS A MODERATOR

Abstract

The present study investigates the influence of student ethnocentrism and intellectual competence on campus climate perception, with diversity exposure serving as a moderating variable. Drawing upon social identity and intercultural competence theories, the study examines how students’ cognitive and cultural orientations shape their understanding of inclusiveness and belonging within higher education environments. Using a purposive sampling method, data were collected from 273 students and analyzed through correlation and regression models, along with moderation analysis using SPSS Process Macro. The findings revealed that while student ethnocentrism had a higher impact on campus climate perception, intellectual competence significantly and positively influenced students’ perceptions of campus climate. Moreover, diversity exposure was found to moderate the relationship between intellectual competence and campus climate, indicating that exposure to diverse experiences enhances positive campus engagement. The study contributes to the growing literature on diversity management in educational settings by emphasizing the importance of cognitive openness and cross-cultural exposure in fostering inclusive learning environments. Practical recommendations highlight the need for universities to design intercultural programs and diversity initiatives that cultivate intellectual competence and reduce ethnocentric attitudes among students.