張媁雯Wei-Wen Chang, Ph.DAndrea Pineda Raquel2019-08-282011-8-22019-08-282011http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0698860141%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/85028In this study, the major purpose was to investigate the effects that previous international experience, pre-departure cross-cultural preparation, personality (extraversion, agreeableness, conscientiousness, neuroticism, and openness) and social support had on multicultural competence. A total of 108 English as a Second Language (ESL) teachers, living in either Taiwan or China, participated in the study. For the purpose of this study a quantitative approach was adopted. Results from the correlation analysis were used to show that the two variables of personality and pre-departure cross-cultural preparation have a positive effect on multicultural competence. The regression analysis showed the personality trait of openness and pre-departure cross-cultural preparation affected an ESL teacher‟s multicultural competence. Familial support was found to have a negative effect on multicultural competence while support from significant others was found to have a positive effect on multicultural competence.社會支持感知離國前跨文化準備人格多元文化能力Perceived social supportpre-departure cross-cultural preparationpersonalitymulticultural competence