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Learning goal
Learning goal orientation and orientation
turnover intention: an interplay
between cultural intelligence and
organisational commitment
Hanan AlMazrouei Received 30 March 2023
Revised 23 July 2023
Leadership and Organizational Agility Department, 31 July 2023
UAE University, Al Ain, United Arab Emirates Accepted 31 July 2023

Virginia Bodolica
Department of Management and Marketing,
American University of Sharjah, Sharjah, United Arab Emirates, and
Robert Zacca
College of Business, Alfaisal University, Riyadh, Saudi Arabia

Abstract
Purpose – This study aims to examine the relationship between cultural intelligence and organisational
commitment and its effect on learning goal orientation and turnover intention within the expatriate society of
the United Arab Emirates (UAE).
Design/methodology/approach – A survey instrument was developed to collect data from 173 non-
management expatriates employed by multinational corporations located in Dubai, UAE. SmartPLS
bootstrap software was used to analyse the path coefficients and test the research hypotheses.
Findings – The results demonstrate that cultural intelligence enhances both learning goal orientation and
turnover intention of expatriates. Moreover, organisational commitment partially mediates the relationship
between cultural intelligence and turnover intention/learning goal orientation.
Originality/value – This study contributes by advancing extant knowledge with regard to cultural
intelligence and organisational commitment effects on turnover intention and learning goal orientation of
expatriates within a context of high cultural heterogeneity.
Keywords Cultural intelligence, Turnover intention, Learning goal orientation,
Organisational commitment, Expatriates, UAE
Paper type Research paper

Introduction
As the key drivers of corporate value creation and performance, employees constitute the
major source of an organisation’s competitive advantage (Spraggon and Bodolica, 2021). It is
critical for companies to cultivate long-lasting relationships with their employees to make
superior returns on investment possible. The annual cost of employee turnover, including

This study involved no funding.

International Journal of
Data availability statement: Due to privacy and ethical considerations, data from this research is Organizational Analysis
only available on request. Data supporting the findings emanating from this study are available from © Emerald Publishing Limited
1934-8835
the corresponding author, Hanan AlMazrouei. DOI 10.1108/IJOA-03-2023-3697
IJOA the hidden cost associated with the reduced morale among those who choose to stay, is over
US$11bn (Abbasi and Hollman, 2000). As individuals’ tenures differ due to lifestyle
preferences, family needs and career choices (Belete, 2018), turnover intention relates to
employees’ intent to resign from their job. Being a critical human resource concern, this
phenomenon affects the productivity and profitability of all organisations, regardless of size,
location or industrial sector (Kumar, 2011; Long et al., 2012), yet companies that encourage
strong affective commitment among their employees are more likely to retain their
workforce (Meyer and Allen, 1997; Murray and Holmes, 2021).
Another facet of corporate value creation and performance is learning goal orientation.
This refers to corporate members’ desire to develop new skills, acquire capabilities and gain
mastery over novel circumstances (Bodolica and Spraggon, 2021). Extant research
demonstrates that learning orientation enhances individual efforts, self-efficacy and
performance outcomes among firm members (Kang et al., 2019).
Organisations that support employee learning can help to maintain employees’ job
commitment and reduce turnover intention (Lin and Chen, 2009; Watkins and Marsick,
1997). Organisational environments that encourage the acquisition and transfer of
knowledge and support continuous improvement through this (Sidani and Reese, 2018) can
be perceived by employees to support their learning orientation, thus reducing the incidence
of employee intentions to separate from their organisation.
There is a paucity of studies examining other factors that affect turnover intention
and learning goal orientation, such as cultural intelligence and organisational
commitment, with most studies having been based on Western samples (Mosadeghrad
et al., 2014). Cultural intelligence concerns peoples’ ability to adjust and thrive when
placed in an environment different from that in which they were socialised (Brislin et al.,
2006; Gabel-Shemueli et al., 2019). Culturally intelligent managers make superior cross-
cultural decisions, are better positioned to communicate and negotiate with foreign
partners (Imai and Gelfand, 2010), and are more capable of motivating employees of
different cultures (Elenkov and Manev, 2009).
Organisational commitment refers to an employee’s innate identification with and
involvement in a specific company. In the extant literature, this concept is closely related to
employee commitment, affective commitment or affective organisational commitment
(Bashir et al., 2020; Foote et al., 2005; Karatepe and Uludag, 2007; Shaw et al., 2003).
Commitment is determined by how much employees accept the company’s culture and its
strategies, as well as the level to which they are willing to remain enthused to work for the
organisation and continue their employment there (Presbitero et al., 2019).
Cultural intelligence is critical to organisational success. There is a relationship
between cultural intelligence and organisational commitment (Okati, 2013). This study
examines the impact of cultural intelligence and organisational commitment on
employee turnover intention and learning goal orientation for a sample of expatriates in
organisations based in Dubai, United Arab Emirates (UAE). Due to its multicultural
character that ensues from the need to attract overseas talent to supplement its scarce
local workforce (Spraggon and Bodolica, 2014), UAE represents an ideal setting for
conducting expatriate-related research. In light of the increasingly ubiquitous nature of
globalisation, scholars and practitioners alike recognise the need for further research
into how multiculturalism affects firm performance and related outcomes (Maddux
et al., 2020).
Our research seeks to make a contribution to expatriate literature. Significant scholarly
interest has been garnered on how cultural intelligence is practised in relation to the expatriate
organisational environment (Chen et al., 2010. Despite prior efforts, more research in relation to
expatriates needs to be conducted with additional variables, contingency models and Learning goal
alternative theories (Ibrahim and Perez, 2014; Jiang et al., 2015) within a highly multicultural orientation
environment. In particular, we aim to contribute by assessing the mediating role of
organisational commitment in the relationship between cultural intelligence and learning goal
orientation for an expatriate community in Dubai. Staff with qualities such as cultural
intelligence are few and far between. Organisations can hardly afford the time and expense that
cultivating and developing expatriates takes if these employees are not sufficiently satisfied
with their organisation to remain. Expatriates need to be selected and developed based on their
higher levels of cultural intelligence. Organisations that provide an environment where
employees perceive that their learning orientation is supported are less likely to consider
leaving the organisation.
The results of this study will provide managers and organisations with the knowledge to
more accurately interpret their employees’ turnover intention and the effect this will have on
the employees’ learning goal orientation and organisational commitment. The next section
of this study will provide the theoretical basis upon which the proposed hypotheses are
constructed, the research method used, the results and an analysis of the data obtained. To
conclude, we discuss the implications of our findings and the limitations of the study.
This study contributes to knowledge in the field of organisational learning by emphasising
the importance of organisational support for employees’ learning goal orientation in reducing
expatriates’ turnover intention and the role that organisational commitment plays in their
learning goal orientation.

Theoretical framework
Cultural intelligence and organisational commitment
Cultural intelligence (CI) implies a “multifaceted competency consisting of cultural
knowledge, the practice of mindfulness, and the repertoire of behavioural skills” (Thomas
and Inkson, 2004, pp. 182–183). CI is multidimensional, comprising four dimensions,
metacognitive, cognitive, motivational and behavioural CI. Metacognitive CI relates to the
mental processes an individual uses to gain knowledge of and understand cultures.
Cognitive CI is concerned with knowledge relating to different cultures’ norms, practices and
conventions gained through formal education and the individuals’ own experiences.
Motivational CI describes an individual’s ability to focus their awareness on learning about
other cultures and the ability to function effectively in situations typified by differences in
culture. Behavioural CI relates to an individual’s ability to demonstrate appropriate actions
and voice responses appropriate when interacting with people in various cultural situations
(Ang et al., 2007; Dibble et al., 2019). In combination, CI involves developing a general
outlook and being able to use a range of thoughts, words and actions that enable individuals
to understand a range of cultural contexts and be able to suitably adjust their thoughts,
words and behaviours in response. This involves a deliberate effort to interpret behaviours
usually unfamiliar to the individual to allow them to ascertain whether those behaviours
have their bases universally or culturally or whether they are unique to the individual with
whom they are interacting (Ng et al., 2009; Van Dyne et al., 2010).
Various aspects of CQ, such as cultural adaptation, cultural judgement, decision-making
and task performance, are predictors of such behaviour (Ang et al., 2007; Zhao et al., 2020).
The cross-cultural motivation dimension of CQ was found to affect expatriates’ work
adjustment (Chen et al., 2010), their performance (Rose et al., 2010) and job satisfaction
(Dagher, 2010).
This study proposes that CQ be regarded as an important resource due to its ability to
assist individuals to effectively adapt to organisational situations characterised by cultural
IJOA diversity. Conservation of resources theory defines personal resources as involving
evaluations of the self that are positive in nature and are associated with and affect
individuals’ capacity to gain successful control of their environment and influence it (Hobfoll
et al., 2003; Bickerton and Miner, 2021). Based on this, those with a higher level of CQ may
possess more enthusiasm directed towards developing their own personal resources, and
those of their organisation, to assist in the conduct of their intercultural business dealings.
They may also use their high CQ level to better anticipate and plan for potential problems
and issues caused by cultural differences due to their greater knowledge of their cultural
environment. Individuals with high levels of CQ can also aid in averting the loss of cultural
resources by demonstrating their extensive knowledge of appropriate cultural behaviours
(Tay et al., 2008).
Personal resources share similarities with job resources in that they may precipitate a
process of motivation leading to increased employee engagement through fulfilling
employees’ psychological requirements of agency, relevance and proficiency (Van den
Broeck et al., 2010; Xanthopoulou et al., 2009). Although research has defined engagement
and applied it to practical situations in a variety of ways (Bailey et al., 2017), researchers
have, in the main, regarded it as a form of motivation that seizes individuals’ resources,
including physical, emotional and cognitive resources, and directing them towards the
successful attainment of desired outcomes (Christian et al., 2011; Kahn, 1992). Engagement
is a positive emotional condition of fulfilment distinguished by enthusiasm, devotion and
absorption. Employees who are engaged are energetic, completely involved in their task,
committed and enthusiastic (Macey and Schneider, 2008).
Research has revealed that high levels of CQ can help to satisfy the needs of employees,
leading to increased commitment in settings characterised by cultural diversity. It can also
assist employees to successfully overcome the possible challenges involved in working in a
culturally diverse setting, such as communication (Bücker et al., 2014), negotiation (Groves
et al., 2015) and collaboration (Imai and Gelfand, 2010). This can then provide employees
with increased feelings of proficiency, as those with high levels of CQ have greater
confidence in their capacity to successfully manage intercultural interactions with greater
comfort (Templer et al., 2006). Higher CQ levels can satisfy employees’ need to relate.
Individuals will have a greater propensity to overcome the negative responses and
misinterpretations they experience by expanding their perceptions of other organisational
members’ cultural backgrounds (Rockstuhl and Ng, 2008). This can leader to a greater
perception of assimilation in the organisation, with CQ helping them to overcome their
feelings of difference.
Culturally aware leadership is becoming an increasingly important factor in
organisational success (Rockstuhl et al., 2011). Leaders with high CQ levels can enhance their
employees’ performance and, through this, their levels of satisfaction by being mindful of
how differences in cultural values can affect the workplace. Possessing the ability to analyse
their style of leadership and adjust it to suit the cross-cultural situations in which they find
themselves increases leaders’ ability to recognise the possible complications caused by
working with culturally diverse employees (Stone-Romero et al., 2003). Furthermore,
managers with higher levels of CQ will positively impact the job performance of employees
with lower CQ than those with higher CQ. Given this, employees possessing higher levels of
CQ will need less managerial input to support their performance. Employees with lower CQ
levels will have less ability in this area and may, therefore, benefit from managerial support
to assist them in using suitable thought processes and behaviours to increase their
confidence, sense of control and positive interactions in cross-cultural situations, leading to
increased performance and organisational commitment. This study supports the concept
proposed by Anvari et al. (2013) that the relationship between workplace CQ and Learning goal
organisational outcomes is directly associated with employees’ positive attitudes. orientation
CQ consists of a number of components. The motivational component relates to an
individual’s willingness to learn about and engage in cross-cultural situations (Ang et al.,
2004, 2006). This includes the three principal motivational factors of enhancement, growth
and continuity. Enhancement relates to the desire to generate positive feelings regarding the
self, growth involves the desire for improvement through challenging oneself, while
continuity relates to predictability in one’s personal circumstances (Earley et al., 2006). This
component stimulates an individual to adapt to a new cultural situation in which they find
themselves and comprises effectiveness, consistency and enhancement (Earley and Ang,
2003; Ng and Earley, 2006). The final factor is behaviour, which relates to the application of
all the above aspects in a cross-cultural situation (Earley et al., 2006). It involves the ability
of an individual to demonstrate the appropriate behaviours, both verbal and non-verbal,
when interacting with those from other cultures (Ang et al., 2004, 2006; Ng and Earley, 2006)
and diverse backgrounds generally (Thomas, 2006). Importantly, this may also involve
suppressing certain behaviours (Earley and Ang, 2003) and the appreciation that some
reactions may be inappropriate (Thomas, 2006). Cognition relates to the use of knowledge
regarding oneself, one’s social environment and the ability to process information (Earley
and Ang, 2003). Specifically, in relation to CQ, cognition entails knowledge regarding a
culture’s structure (Ang et al., 2006; Ng and Earley, 2006). Understanding culturally diverse
experiences involves meta-cognition, where individuals form judgements regarding not just
themselves but also others (Livermore, 2011).
An individual with a high level of CQ has an understanding of what makes humans
human while simultaneously possessing the ability to appreciate the differences between
people. They are able to identify the features of a person’s or a group’s behaviours common
to all people and groups, specific to an individual or a group, as well as those that fit neither
of these categories. The territory in between the two extremes relates to culture (Earley and
Mosakowski, 2004).
Scholars in the organisational field have devised several definitions relating to
organisational commitment and many related measurement scales, such as the model by
Meyer and Allen based on the concept of commitment developed by and incorporating
several definitions of commitment that have since appeared in the literature. Recent research
has indicated that the commitment an employee has to an organisation can manifest in a
number of ways. Meyer and Allen (1997) identified three discrete psychological states that
influence an employee’s intention to remain with their organisation. These states are
affective commitment, normative commitment (NC) and continuance commitment. Affective
commitment relates to an employee’s emotional attachment to their organisation and the
strength of their identification with it. NC is concerned with whether the employee feels
obliged to remain with their employer, while continuance commitment relates to the
employee’s recognition of the costs associated with leaving their organisation. Meyer et al.
(1997) contended that each type of commitment results in different outcomes for the
organisation and that, while each type of commitment means that the employee will be
likely to remain with the organisation, each type may affect the employee’s work behaviour.
Normative commitment or NC, is where an individual commits to remaining with an
organisation because they feel obliged to do so. For example, the individual may feel
pressure to remain because the organisation may have invested significant resources in
training the employee, who then feels obliged to remain with the organisation for an amount
of time perceived to be commensurate with the organisation’s investment of time and money
in them. It may also relate to socialisation, stemming from a family association or other
IJOA aspects of socialisation requiring the employee’s loyalty. Meyer and Allen (1991) proposed
that the three components of an individual’s commitment to an organisation are not
necessarily mutually exclusive, with an employee choosing to remain with an organisation
due to a combination of two or even three of these components. Basing their argument on
this, Meyer and Herscovitch (2001) argued that an employee’s commitment levels can wax or
wane over time and that each commitment profile can affect employees’ workplace
behaviour in different ways over different aspects, such as performance, absenteeism and
intention to leave their organisation. While much work has been done to investigate the
relationship between emotional intelligence and organisational commitment, very little has
been done on the association between cultural intelligence and organisational commitment
(AlMazrouei and Zacca, 2020). Based on this, the following hypothesis is proposed:

H1. Cultural intelligence positively relates to organisational commitment.

Organisational commitment and learning goal orientation

Employees with an orientation towards learning are more likely to remain with their
organisation if they feel support in the form of tasks requiring them to learn new skills or
increase their competence (Lin and Chang, 2005). Employees with a learning orientation
derive greater satisfaction from their jobs when they perceive that their learning needs are
being met and are more likely to be committed to remaining with the organisation and,
therefore, less likely to leave, while those with an orientation towards learning who feel their
learning needs are not being met feel less organisational commitment and are more likely to
leave (Dysvik and Kuvaas, 2010).
Organisational commitment concerns the feelings an individual has in relation to the
entire organisation and is the psychological connection they have with their organisation. A
relationship has been found between this and the similarity between the employee’s values
and goals, their behavioural connection with it and their intention to remain with the
organisation (Mowday et al., 1982; Haque et al., 2019). Employees’ commitment to an
organisation is considered to represent their affective response deriving from how they
appraise their work situation and the connection they experience with their organisation.
This study is concerned with organisational commitment. Meyer and Allen (1991)
described this as how an employee experiences feelings of attachment to their organisation,
identifies with it, and how they are involved with it, stating that those employees
experiencing strong commitment will remain with the organisation by choice. A strong
correlation exists between employees’ organisational commitment and desired results for
the organisation. It is for this reason that organisations seek to develop such commitment
from their employees (Sharma et al., 2021).
Goal orientation relates to the objectives employees seek to attain. It is a type of
motivation that adjusts the amount of effort an employee expends while learning (Fisher
and Ford, 1998; Locke and Latham, 2019). Farr et al. (1993) divided goal orientation into two
categories: learning orientation, which relates to mastering a task, and a focus on
performance, which concerns the employee’s self-esteem and social needs. Learning goal
orientation relates to an individual’s need to improve their proficiency through gaining new
expertise and succeeding in novel circumstances. Those with a strong orientation towards
learning focus on enhancing their learning or ability in relation to tasks by looking for
challenges and persevering when confronted by a lack of success (Dweck and Leggett, 1988).
Such individuals adapt their behaviours to find alternatives that lead to success. There has
been a relative lack of research into the correlation between an individual’s drive to learn
and their commitment to their organisation (Egan et al., 2004; Godshalk and Sosik, 2003;
AlMazrouei and Zacca, 2020). Organisational commitment also facilitates learning Learning goal
throughout the organisation (Levitt and March, 1988). Organisations with committed orientation
employees have a stronger commitment to organisational learning.
Research has shown that problematic objectives elicit greater efforts from individuals
than easier objectives (Latham, 2007), whereas individuals with an orientation towards
successfully completing objectives focus on increasing their proficiency, those with an
orientation towards performance are more interested in establishing their competency
credentials to others to gain positive appraisal (Button et al., 1996; Philip, 2020). Individuals
interested in successfully completing objectives respond better to requests or instructions
indicating the possibility of gaining new knowledge or skills. These individuals approach
their tasks with this in mind. By contrast, individuals interested in positive performance
evaluations respond better where their instructions include reference to performance goals.
These individuals are more likely to view challenging objectives as threats that could reveal
their lack of competence rather than opportunities, resulting in the possibility that they may
not engage with the task (Elliot, 2005).
Those with lower levels of organisational commitment have a greater propensity for
absenteeism (Jacobsen and Fjeldbraaten, 2020). Those with higher levels of organisational
commitment are more likely to demonstrate a greater focus on learning (AlMazrouei and
Zacca, 2020) and other positive citizenship behaviours that can lead to an increased chance
of organisational success (Ridwan et al., 2020):

H2. Organisational commitment has a positive relationship with learning goal orientation.

Cultural intelligence and learning goal orientation

Goal orientation implies an individual’s goal preferences in situations as determined by their
character or situation (Domurath et al., 2020; Payne et al., 2007). Learning goal orientation
refers to the desire to develop new skills and capabilities with a view to achieving tasks;
performance-prove goal orientation indicates an individual’s drive to demonstrate their
capability and attract positive regard as a result; and performance-avoid goal orientation
indicates the urge to avoid attracting negative regard based on one’s ability level
(VandeWalle, 1997; Zhao et al., 2020). Research has identified that goal orientation has acted
as a stable variable related to individual differences and also as a mental state assumed at
certain times (DeShon and Gillespie, 2005).
People with learning goal orientation perceive the challenges they encounter as
opportunities to learn, boosting their work engagement (Adriaenssens et al., 2015; Jones
et al., 2017), while those with a performance goal disposition view challenging situations as
risky, fearing they may demonstrate their lack of ability to others (Dragoni et al., 2009).
While some research has shown that orientations towards performance-prove and
performance-avoid can positively affect performance, the results derived have not been
conclusive (Janssen and Prins, 2007; Porter et al., 2010). This study focuses on the three
aspects of learning goal orientation, predicting that this may directly encourage employee
motivation and engagement with their work (Cerasoli and Ford, 2014).
Prior studies have shown that learning goal orientation is positively related to individual
engagement and creativity, while performance-approach goal orientation does not (Gong
and Fan, 2006; Jones et al., 2017). Individuals oriented towards learning possess a belief that
their ability is flexible and make efforts to cultivate the capacity to achieve future tasks
(Dweck, 1999). A learning goal orientation has been linked to engagement and perseverance
directed towards tasks, self-concept within academia and behaviour among students
focused on achievement (Kaplan et al., 2002; Pintrich and Schunk, 2002; Zakkariya et al.,
IJOA 2021). Students with a disposition towards learning are interested less in the demonstration
of their abilities and more in their development and learning (Elliot, 2005; Pintrich and
Schunk, 2002).
Studies on cultural intelligence seek to answer why some individuals are able to
function more effectively in cross-cultural situations than others (Gabel-Shemueli
et al., 2019). Earley (2002, p. 285) contended that cultural intelligence enables
individuals to “look beyond their own cultural lens” and that it should be
differentiated from other types of intelligence, such as emotional intelligence and
social intelligence. Being different from personality traits, cultural intelligence is a
critical requirement in cross-cultural settings, while emotional or social intelligence
are not (Fanga et al., 2018).
People with a strong learning goal orientation interpret (positive or negative)
feedback they receive as pertinent to their skills’ development and improvement,
allowing them to complete tasks with greater degrees of complexity (Dweck, 1999;
VandeWalle, 1997). Prior research found that employees with a strong learning goal
orientation demonstrate a greater propensity for proactive learning, are inclined to seek
feedback more frequently and display greater self-efficacy than those with a lower
learning goal orientation (Chughtai and Buckley, 2011; Parker and Collins, 2010;
Runhaar et al., 2010). Individuals with a higher learning goal orientation and
demonstrating greater confidence in their capabilities and lower levels of anxiety when
faced with new circumstances are more prone to proactively search for opportunities to
improve their skills, take on challenging tasks and place higher expectations on
themselves in circumstances such as these (Payne et al., 2007; Sujan et al., 1994).
Therefore:

H3. Cultural intelligence is positively related to learning goal orientation.

Mediating role of organisational commitment

Commitment relates to an individual’s loyalty to another individual, a job or an organisation
(Aranki et al., 2019; Tolentino, 2013), reflecting the individual’s intent to maintain their
workplace activities (Meyer and Allen, 1997; Michel et al., 2019). Viewed as the motivation
behind an individual’s success, commitment ensures that an individual completes the task
despite complications, impediments and challenges (Al-Jabari and Ghazzawi, 2019;
Tolentino, 2013).
Newstrom (2007) referred to organisational commitment as employee loyalty. An
organisation’s success is attributable to its employees’ commitment, resulting in a higher rate
of retention, lower operating expenses, increased employee performance and greater
efficiency (Liou, 2008). Strong organisational commitment motivates employees to increase
their efforts to achieve company goals while overcoming frustrations and other challenges
(Allen and Meyer, 2004). As organisational commitment is negatively related to absenteeism
and individuals’ intention to separate from the firm (Lin and Chen, 2004; Rabinowitz and
Hall, 1977), researchers have concluded that an employee’s degree of commitment to their
organisation is a better indicator of turnover than job satisfaction (Ahuja et al., 2007; Cave,
2013). Therefore:

H4. Organisational commitment mediates the relationship between cultural intelligence

and learning goal orientation.
Turnover intention as a moderator Learning goal
Turnover intention may be expressed as a ratio of employees who have separated from the orientation
organisation out of an average number of company employees over a certain time period
(Price, 1977). According to Carmeli and Weisberg (2006), an employee’s separation thought
process involves three discrete components:
(1) thinking of leaving the organisation;
(2) intending to seek employment elsewhere; and
(3) intending to leave.

When valuable employees are involved in personal deliberation and finally decide to leave
(Saleem et al., 2021), there are significant repercussions in terms of work disruptions and
replacement costs (Addae et al., 2006; Shah et al., 2020). Although there is a difference
between intending to leave and turnover, research has shown that merely having the intent
to leave significantly affects the decision to leave (Addae et al., 2006; Bedeian et al., 1991;
Kang et al., 2019).
Given the deleterious effects on both the employee and the organisation, understanding
the antecedents of turnover intention remains critical for damage-reduction purposes (Low
et al., 2001). An employee’s decision to leave may be triggered by factors such as their self-
opinion, level of experience within the organisation, job satisfaction, attitude to their job,
organisation, supervisor and colleagues and possibilities of securing employment elsewhere.
Additionally, family considerations, commitment (Cotton and Tuttle, 1986), job enrichment,
job security (Luna-Arocas and Camps, 2008), employment prospects (Munasinghe, 2006),
engagement (Macey and Schneider, 2008), compensation (Heckert and Farabee, 2006),
potential for advancement and personal development (Grawitch et al., 2007), positive spirits,
trust in the organisation (Maertz et al., 2007), supervisor support (Noe et al., 2005) and intra-
organisational politics (Byrne, 2005) may create an attitude of whether to remain or leave the
organisation to satisfy personal expectations (Rahman and Nas, 2013).
The probability of an employee leaving their job may occur on a voluntary or
involuntary basis (Long et al., 2012). Voluntary departures result in significant costs to an
organisation in terms of replacement costs, added pressure on the remaining employees and
loss of social capital (Perez, 2008; Staw, 1980). According to Taylor (1998), voluntary
departures are either functional or dysfunctional, referring to poorly performing or effective
employees, respectively. Further, dysfunctional departures could be avoidable when caused
by poor pay or working conditions or unavoidable when related to serious health issues or
family relocation needs over which the organisation has no control (Taylor, 1998).
Involuntary departures are instigated by top management decisions that require the
employee to leave the organisation (Belete, 2018).
Organisational commitment is an important determinant of employees’ attitudes towards
their employing organisation. Employees’ commitment to their organisation results in
increased loyalty, while reduced commitment to the organisation results in higher levels of
employee turnover (Gatling et al., 2016). While specifically studying the tourism and
hospitality sectors, Guzeller and Celiker (2020) found that employees unable to become
affectively invested in their organisation are more likely to leave. This is also true of any
industrial sector. If an organisation does not offer an employee continuing opportunities to
satisfy their learning orientation, the employee is likely to leave the organisation in pursuit
of other jobs that allow them to engage in opportunities to learn (Hee et al., 2018).
The causal factors related to turnover differ from one organisation to another (Shah et al.,
2020). Recognising the need for a holistic approach, Jha (2009) observed that no single factor
IJOA is usually attributable to employees’ intention to separate. It may fall within the high or low
continuum, which may moderate the mechanisms adopted for fostering turnover intention
among employees. Theoretical models can be found in the extensive literature investigating
the relationships between cultural intelligence, job satisfaction and turnover intention
(AlMazrouei and Zacca, 2021). This study’s model investigates whether the strength of the
relationship between organisational commitment and learning goal orientation depends on
turnover intention. Expressed in a different way, whether the relationship between
organisational commitment and learning goal orientation changes depending on the value of
turnover intention. Thus, the strength of the relationship between organisational
commitment and learning goal orientation may be substantially weaker for employees with
an intention to leave the organisation (Hair et al., 2021).
It will be insightful here to investigate the relationship between organisational
commitment and learning goal orientation and if turnover intention impacts this relationship
and; in light of this, we propose that turnover intention moderates the relationship between
organisational commitment and learning goal orientation (see Figure 1). Therefore:

H5. Turnover intention moderates the relationship between organisational commitment

and learning goal orientation.
The theoretical model used in our study is illustrated in Figure 1.

Method
Participants and procedure
Data were collected over a three-month period from 173 non-management expatriates
employed in multinationals based in Dubai. This location is deemed suitable because it
allows avoiding bias associated with an overly homogenous population. A survey
instrument was developed in English and given to five expatriate non-managers for design
validation purposes. Each of the five participants also took part in a face-to-face interview
conducted by a research assistant to ascertain their accurate understanding of all survey
questions. The interviews lasted 45 min, on average.
Survey respondents were selected from a list of organisations from various industries
that was supplied by a market research company based in Dubai. The respondents, who had

H4

H1
Cultural Organizaonal
intelligence commitment

H3 H2

H5
Learning goal
orientaon
Turnover
intenon
Figure 1.
Proposed model of
the research
Source: AlMazrouei, Bodolica and Zacca
tenures of at least six months with their employer, were initially contacted by telephone to Learning goal
solicit their participation in the study. Once confirmed, the market research company orientation
distributed 240 surveys in total and subsequently collected the completed surveys from
respondents. Due to the size of the organisations targeted, the authors considered that this
sample size would be a reasonable number to provide sufficiently solid survey results. This
personalised approach resulted in a high response rate of 72%. All the respondents were
informed that their participation was voluntary and that their answers would remain
confidential. The study participants represented a diverse range of nationalities from
different regions (see Table 1 for respondents’ demographic data).

Sample and procedure

This study was conducted across three multinational organisations situated in the UAE,
employing a total of 880 employees. Organisation types included two hotels and a hospital.
The organisations were medium to large in size. The participants were permitted to complete
their survey instruments in their own homes before they returned them in stamped, self-
addressed envelopes. Ten employees returned incomplete surveys. These were discarded.
For the final sample, responses from 173 employees, representing a response rate of 20%,
were accepted for analysis. In total, 49% of the respondents were male, and 51% were female.
The average organisational tenure for all respondents was 4.27 years.

Measures
Cultural intelligence – the instrument was adapted from Ang et al. (2007) and comprises 16
items related to behaviour, interaction, knowledge and motivation (these items showed
strong internal consistency of a ¼ 0.897, a ¼ 0.899, a ¼ 0.906 and a ¼ 0.998, respectively).

Industry category
Manufacturing 28%
Services 72%
Organisation category
Organisation age (%) Organisation size (%)
6–15 years 35 Small (0–49 employees) 11
Over 15 years 65 Medium (50–249 employees) 64
Large (over 250 employees) 25
Respondent category
Education completed (%) Age (%)
High School 2 Below 30 years 13
Bachelors 67 30–40 years 49
Masters 29 Over 40 years 37
PhD 2 Non-response 1
Nationality (%) Gender (%)
American 5 Male 58
Australian/NZ 3 Female 42
Asian 9
European 19
Indian 40
MENA 24 Table 1.
Characteristics of the
Source: AlMazrouei, Bodolica and Zacca survey sample
IJOA Respondents were required to indicate the extent to which each statement applied to them
on a five-point Likert scale (1 ¼ to a very small extent, and 5 ¼ to a very large extent).
Examples of “behaviour” items are: “I use pause and silence to suit different cross-cultural
situations”; and “I vary the rate of my speaking when a cross-cultural situation requires it”.
Examples of “interaction” items are: “I am conscious of the cultural knowledge I use when
interacting with people with different cultural backgrounds”; and “I am confident that I can
socialise with locals in a culture that is unfamiliar to me”. Examples of “knowledge” items
are: “I know cultural values and religious beliefs of other cultures”; and “I know the arts and
crafts of other cultures”. Examples of the “motivation” items are: “I enjoy interacting with
people from different cultures” and “I am confident that I can socialise with locals in a
culture that is unfamiliar to me”.
Organisational commitment – the instrument was adapted from Mowday et al. (1979) and
included 15 items, which demonstrated strong internal consistency (a ¼ 0.993). Respondents
were requested to indicate to what extent they agreed or disagreed with each statement on a
five-point Likert scale, ranging from a very small (1) to a very large (5) extent. Examples of
these items are: “I am willing to put in a great deal of effort beyond what is normally
expected to help this organisation be successful”; and “I feel a lot of loyalty to this
organisation”.
Turnover intention – the measurement instrument devised by Chen et al. (2010)
comprised two items, which showed strong internal consistency (a ¼ 0.908). These items
are: “I frequently think of quitting my job”; and “I am planning to search for a new job
during the next 12 months”. Respondents were asked to indicate the extent of their
agreement with each statement on a five-point Likert scale (1 ¼ “strongly disagree” and 5 ¼
“strongly agree”).
Learning goal orientation – was measured using the scale developed by VandeWalle
(1997), which include five items that showed strong internal consistency (a ¼ 0.912). Sample
items are: “I am willing to select a challenging work assignment that I can learn a lot from”;
and “I prefer to work in situations that require a high level of ability and talent”. Each item
was assessed on a five-point Likert scale, ranging from strongly disagree (1) to strongly
agree (5).

Control variables
Control variables used were age and gender.

Results
Table 2 reports the minimum, maximum, mean and standard deviations for all the study
variables. The average scores of respondents’ answers are spread between 2.72 and 4.32.
Since all the means are close to 4, respondents were mostly in agreement with the questions
asked. Standard deviation values for all the variables are less than 1, indicating strong
similarity among the data points.
The means, standard deviations and variables’ correlations are reported in Table 3. Both
learning goal orientation (r ¼ 0.85, p < 0.01) and turnover intention (r ¼ 0.72, p < 0.01) show
a positive correlation with cultural intelligence, which, in turn, is positively correlated with
organisational commitment (r ¼ 0.57, p < 0.01).

Measurement model
Reliability test. Cronbach’s alpha values were used to assess reliability, as shown in Table 4.
All the values for each study construct exceed 0.7, indicating that they fall within the
acceptable range (Hair et al., 2010). Regarding composite reliability (CR), the values for all
Variables Max Value Min Value Mean (M) SD
Learning goal
orientation
INT1 5 1 4.13 0.55
INT2 5 3 4.10 0.48
INT3 5 2 4.10 0.47
INT4 5 2 4.06 0.50
KDG1 5 1 3.35 0.86
KDG2 5 1 2.98 0.96
KDG3 5 1 3.25 0.90
KDG4 5 1 3.21 0.90
KDG5 5 1 2.21 0.81
KDG6 5 1 3.15 0.79
MOT1 5 3 4.10 0.52
MOT2 5 3 4.05 0.51
MOT3 5 3 4.09 0.48
MOT4 5 1 3.97 0.57
MOT5 5 3 3.98 0.51
BEH1 5 1 3.42 0.81
BEH2 5 1 3.45 0.89
BEH3 5 1 3.42 0.83
BEH4 5 1 3.39 0.80
BEH5 5 1 3.42 0.79
COM1 5 2 4.05 0.56
COM2 5 2 4.06 0.51
COM3 5 2 4.06 0.52
COM4 5 2 4.03 0.53
COM5 5 2 4.08 0.53
COM6 5 2 4.10 0.51
COM7 5 2 4.06 0.54
COM8 5 2 4.01 0.55
COM9 4 2 4.00 0.57
COM10 4 1 3.98 0.52
COM11 5 2 4.10 0.50
COM12 4 1 4.00 0.80
COM13 5 2 4.01 0.87
COM14 5 2 4.32 0.89
COM15 5 2 2.72 0.02
TUR1 5 1 2.73 0.01
TUR2 5 1 2.82 0.06
LGO1 5 1 3.90 0.66
LGO2 5 2 3.94 0.63
LGO3 5 2 3.90 0.62
LGO4 4 2 3.99 0.70
LGO5 5 2 4.02 0.76
LGO6 4 2 4.05 0.55 Table 2.
Descriptive statistics
Source: AlMazrouei, Bodolica and Zacca of variables

the constructs exceed 0.7, indicating that their internal consistency is considered acceptable
(Hair et al., 2010). (Table 5)
Discriminant validity. Discriminant validity was tested by using PLS-M2.0 software.
Discriminant validity is established when the average variance extracted (AVE) square root
value for each construct is greater than the correlations estimated for each of the pairs of
constructs (Compeau, 1999). Data reported in Table 6 indicate that the AVE square root values
for each construct are higher for that diagonal, thus demonstrating discriminant validity.
IJOA Convergent validity test. Convergent validity was assessed by calculating item loading
values and the AVE. An item loading value and AVE of 0.50 is considered acceptable (Hair
et al., 2010). Since all the reported values are positioned above the minimum threshold, it
appears that both the AVE values and item loadings are sufficiently robust to establish
convergent validity for the data.
Hypothesis testing. To test the hypotheses, multilevel hierarchical linear modelling
(HLM) analysis was conducted, beginning with an analysis of the data to establish if
between-group variance in employee creativity was present and to test the significance of
the level 2 residual variance. Based on testing of the null model, the results indicated that the
s2
between-group variance is significant ( u0 ¼ 0.390, p < 0.0001). Variance for employee
creativity occurring between the groups was demonstrated by the 28% variance in the
intraclass correlation coefficient 1 (ICC1) value, thus satisfying the conditions relating to the
multilevel analysis (see Figure 2).
Table 7 presents the results of the HLM analysis. H1 proposed that there is a positive
correlation between cultural intelligence and organisational commitment, and the evidence
presented in Table 7 shows this to be the case (g ¼ 0.36, standard errors (SE) ¼ 0.079, p < 0.0001,
Step 1), thus supporting H1. This supports a previous study by Zare et al. (2014) that found a
positive relationship between organisational commitment and cultural intelligence. The data in
Table 7 reveals that there is a positive correlation between organisational commitment and
learning goal orientation (g ¼ 0.22, SE ¼ 0.069, p < 0.0001, Step 3), thus supporting H2.
H3 suggested a positive correlation between cultural intelligence and learning goal orientation.
The results indicate that there is a positive relationship between cultural intelligence and a learning
goal orientation (g ¼ 0.35, SE ¼ 0.080, p < 0.001, Step 2); therefore, H3 is supported.
H4 was that the association between cultural intelligence and learning goal orientation is
mediated by organisational commitment. The results of this study show that the positive
relationship between cultural intelligence and learning goal orientation was mediated by
organisational commitment (g ¼ 0.27, SE ¼ 0.088, p < 0.0001, Step 2). The result indicates that the
indirect effect of cultural intelligence on learning goal orientation (0.22  0.27) was 0.06 with 95%
confidence. This was between the lower and upper confidence levels of 0.012 and 0.17, respectively.
The result, therefore, support mediation. The result also shows that the direct effect that cultural
intelligence has on learning goal orientation was not significant. This indicates full mediation.
H5 proposed that turnover intention moderates the impact of organisational commitment
on learning goal orientation in a way that the association is supported when turnover
intention is higher. A term related to interaction was incorporated in Step 4 to test H5. The
results show that there is a significant relationship (g ¼ 0.22, SE ¼ 0.049, p < 0.001). This
indicates that turnover intention moderates the relationship between organisational
commitment and learning goal orientation, thus supporting H5.
The unique nature of the models was founded on chi-squared statistics and the fit indices of
RMSEA and CFI. The results of confirmatory factor analysis (CFA) testing on the alternative

Variables M SD 1 2 3 4

1 Cultural intelligence (CI) 4.50 1.43 0.70*

Table 3. 2 Organisational commitment (COM) 3.58 0.99 0.57* 0.38*
3 Learning goal orientation (LGO) 4.22 0.86 0.38* 0.60* 0.85*
Mean, standard
4 Turnover intention (TUR) 3.86 0.79 0.67* 0.44* 0.72* 0.67*
deviations,
correlations among Notes: n ¼173; Cronbach’s coefficient on the diagonal; *p < 0.01
a

variables Source: AlMazrouei, Bodolica and Zacca

Construct and indicators AVE Cronbach’s a/CR Loading t-value
Learning goal
orientation
Cultural intelligence 0.679 0.86/0.803
I gain enjoyment when I interact with those from other cultures 0.708 8.067***
I have confidence that I am able to socialise with locals from an unfamiliar culture 0.699 7.089***
I am confident that I am able to cope with any stress caused by adjusting to a new culture 0.693 7.986***
I love living in unfamiliar cultures 0.767 8.906***
I am confident that I will be able to become accustomed to shopping in an unfamiliar culture 0.678 7.003***
I can adjust easily to a new culture 0.590 6.554***
I am happy to work with people from different cultures 0.675 8.289***
I am sure I can master the language in a new culture 0.904 11.995***
I am confident that I will be able to communicate in a new culture 0.790 5.870***
I will be able to get used to the customs in a new culture 0.761 7.908***
I am sure I will be able to adapt to the new organisation’s culture 0.803 8.018***
I would not need much assistance to adapt to the new culture 0.502 6.004***
My family and I can adjust to the new culture 0.850 9.668***
I can easily adjust to the new lifestyle 0.514 4.990***
I know where to get help if I have any difficulties adjusting to the culture 0.602 7.883***
I will be able to adjust to working with a manager from the new culture 0.529 6.978***
Organisational commitment 0.576 0.77/0.754
I am willing to put in a great deal of effort beyond that normally expected to help this 0.899 11.097***
organisation be successful
I talk up this organisation to my friends as a great organisation to work for. OC3I feel a 0.798 9.809***
lot of loyalty to this organisation
I would accept almost any type of job assignment to keep working for this organisation. 0.799 9.125***
OC5I find that my values and the organisation’s values are very similar.
I am proud to tell others that I am part of this organisation
I would not work for a different organisation even if the type of work was similar 0.796 10.879***
This organisation really inspires the very best in me in the way of job performance 0.892 12.002***
It would take a lot of change in my present circumstances to cause me to leave this 0.699 10.961***
organisation.
I am extremely glad that I chose this organisation to work for over others I was
considering at the time I joined
I am willing to put in a great deal of effort beyond that normally expected to help this 0.784 9.127***
organisation be successful
I talk up this organisation to my friends as a great organisation to work for. 0.790 10.678***
I feel a lot of loyalty to this organisation
I would accept almost any type of job assignment to keep working for this organisation. 0.701 9.670***
OC5I find that my values and the organisation’s values are very similar.
I am proud to tell others that I am part of this organisation
There is a lot to be gained by sticking with this organisation indefinitely 0.802 11.345***
Often. I find it easy to agree with this organisation’s policies on important matters 0.792 9.909***
relating to its employees
I really care about the fate of this organisation 0.902 11.127***
For me, this is the best of all possible organisations for which to work 0.801 9.882***
Turnover intention 0.708 0.71/0.767
I frequently think of quitting my job 0.967 12.082***
I am planning to search for a new job during the next 12 months 0.809 11.001***
Learning goal orientation 0.902 0.89/0.894
I am willing to select a challenging work assignment that I can learn a lot from 0.696 8.128*** Table 4.
I prefer to work in situations that require a high level of ability and talent 0.799 10.019*** Overall reliability of
Notes: AVE represents the average variance extracted. CR represents construct or composite reliability; the constructs and
***p < 0.001 factor loadings of
Source: AlMazrouei, Bodolica and Zacca indicators
IJOA Cronbach Composite Average variance
Variable Items Loadings alpha reliability extracted (AVE)

Behaviour BEH1 0.707 0.897 0.860 0.799

BEH2 0.953
BEH3 0.959
BEH4 0.904
BEH5 0.819
Interaction INT1 0.808 0.899 0.902 0.856
INT2 0.809
INT3 0.875
INT34 0.689
Knowledge KDG1 0.863 0.906 0.987 0.889
KDG2 0.877
KDG3 0.808
KDG4 0.954
KDG5 0.973
KDG6 0.961
Motivation MOT1 0.986 0.998 0.988 0.954
MOT2
MOT3 0.863
MOT4 0.823
MOT5 0.890
Organisational COM1 0.852 0.993 0.989 0.720
commitment COM2 0.956
COM3 0.890
COM4 0.763
COM5 0.651
COM6 0.789
COM7 0.975
COM8 0.678
COM9 0.723
COM10 0.703
COM11 0.702
COM12 0.711
COM13 0.892
COM14 0.812
COM15 0.911
Learning goal orientation LGO1 0.998 0.912 0.967 0.856
LGO2 0.965
LGO3 0.963
LGO4 0.912
LGO5 0.915
LGO6 0.917
Turnover intention TUR1 0.994 0.908 0.965 0.943
Table 5. TUR2 0.963
Measurement model
output Source: AlMazrouei, Bodolica and Zacca
models are shown in Table 8. These reveal a looser fit than the four-factor model suggested Learning goal
proposed. As well as this, Harman’s one-factor test was conducted to check for any effects of orientation
common method bias. The 16 items for CQ, the 17 relating to organizational commitment
(OC) and the two items for learning goal orientation (LG) were included in a principal
component factor analysis. The results revealed that the first factors of the model provided
an explanation for 31.63% of the variance. Because of this, common method bias was not a
concern. A variance inflation factors (VIF) test was also conducted to test for any presence of
multi-collinearity (Neter et al., 1996). The results of this test were between 1.153 and 1.329,
indicating that multi-collinearity was also not an issue. The mean, standard deviation and
correlation data for the study’s variables are presented in Table 3.

Convergent and discriminant validity

A CFA was undertaken prior to hypothesis testing to examine the model’s fit, including each
of the four factors of cultural intelligence, organisational commitment, turnover intention
and learning goal orientation. The proposed model returned an acceptable fit [x2 (607) ¼
1,192.72, p ¼ 0.000, goodness of fit index (GFI) ¼ 0.804, CFI ¼ 0.780, normed fit index (NFI)
¼ 0.698, RMSEA¼ 0.037), and with each of the factor loadings revealing significance at the
0.001 level (Table 8). This result confirms convergent validity. This four-factor model was
compared with four three-factor models, two two-factor models and one one-factor model to
confirm discriminant validity.

Variables BEH MOT INT COM KDG LGO TUR

BEH 0.975
MOT 0.163 0.864
INT 0.189 0.787 0.871
COM 0.161 0.387 0.298 0.707 0.223
KDG 0.478 0.398 0.424 0.098 0.901 0.427
LGO 0.189 0.239 0.302 0.399 0.301 0.798 0.187
TUR 0.233 0.381 0.055 0.762 0.201 0.299 0.981 Table 6.
Discriminant
Source: AlMazrouei, Bodolica and Zacca validity output

0.19

0.28
Cultural Organizaonal
intelligence commitment

0.26 0.31

0.19
Learning goal
orientaon
Turnover
intenon
Figure 2.
Path results of
hypothesised model
Source: AlMazrouei, Bodolica and Zacca
IJOA Variable Ґ SE t Within groups R2

Step 1 ! DV ¼ organisational commitment (intercept ¼ 0.18**)

Level 1 variables (n ¼ 173)
Age 0.056 0.069 0.75 0.15
Gender 0.037 0.116 0.20
Education 0.027 0.069 0.78
Experience 0.151 0.037 0.23
Cultural intelligence 0.675 0.339 3.76***
Step 2 ! DV ¼ learning goal orientation (intercept ¼ 0.21**)
Level 1 variables (n ¼ 173)
Age 0.060 0.060 2.43 0.07
Gender 0.339 0.503 1.09
Education 0.390 0.064 2.15**
Experience 0.059 0.085 0.71
Cultural intelligence 0.055 0.904 3.78**
Step 3 ! DV ¼ learning goal orientation (intercept ¼ 0.15**)
Level 1 variables (n ¼ 173)
Age 0.033 0.065 0.55 0.06
Gender 0.280 0.398 0.84
Education 0.291 0.040 2.37
Experience 0.057 0.080 0.64
Cultural intelligence 0.332 0.087 1.67
Table 7.
Organisational commitment 0.334 0.078 5.11**
Results of
hierarchical linear Notes: **p < 0.001; ***p < 0.0001; DV = dependent variable
modelling Source: AlMazrouei, Bodolica and Zacca

Model x2 df CFI RMSEA

Four-factor model 2,981.09 481 0.698 0.032

Three-factor model 3,081.70 599 0.887 0.090
Cultural intelligence and organisational commitment were combined
Three-factor model 4,903.89 578 0.818 0.080
Organisational commitment and turnover intention were combined
Three-factor model 3,073.89 574 0.805 0.079
Learning goal orientation and turnover intention were combined
Three-factor model 3,057.89 596 0.702 0.077
Cultural intelligence and learning goal orientation were combined
Two-factor model 2,884.75 534 0.799 0.075
Organisational commitment, learning goal orientation and turnover
intention were combined
Two-factor model 3,895.43 599 0.889 0.060
Cultural intelligence, organisational commitment and turnover
intention were combined
One-factor model 4,349.81 556 0.999 0.086
Cultural intelligence, organisational commitment, learning goal
Table 8. orientation and turnover intention were combined
Results of Notes: df ¼ degree of freedom; CFI ¼ confirmatory fit indices; RMSEA ¼ root mean square error of
confirmatory factor approximation
analysis Source: AlMazrouei, Bodolica and Zacca
Based on the chi-squared analysis and the RMSEA and CFI fit indices, the results of the CFA Learning goal
testing for the alternative models described suggested a fit inferior to that suggested for the four- orientation
factor model (Table 8). To test for common method bias, Harman’s one-factor test was also
conducted. Principal factor analysis was conducted on the confidence level (CL), COM and LGO
items. Furthermore, we also conducted a VIF test to detect the presence of multi-collinearity (Neter
et al., 1996). With values ranging from 1.199 to 1.345, the model’s first factors explained 35.89% of
the variance, demonstrating that there was no common method bias or multi-collinearity.

Coefficient of determination
The coefficient of determination (R2) establishes the amount of variation in the endogenous
variable caused by exogenous variables. R2 values for “behaviour”, “interaction”, “knowledge”
and “motivation” were 0.326, 0.569, 0.438 and 0.598, respectively. This shows that the
independent variables affected the dependent variable between 33% and 60%. Table 9 reports
construct reliability (CR) and convergent validity values for this study. Since all Cronbach’s
alpha and CR values are above 0.07, all the variables are reliable. Moreover, because AVE
values exceed 0.05, all the variables in the study are valid.
The function of the model shown in Figure 2 is to present a structure to facilitate
hypotheses’ testing. The model includes the path coefficients and t-statistics, as well as the
average estimates and errors. Table 10 reports structural model outputs used to test the
study hypotheses. With a path coefficient of 0.337 (t ¼ 3.748; p < 0.05), cultural intelligence
is positively correlated with organisational commitment, confirming H1. This finding is
consistent with the results reported by Zimmermann et al. (2020).
With a path coefficient of 0.569 (t ¼ 7.720; p < 0.1), organisational commitment appears
to positively influence learning goal orientation. This outcome supports the previous
findings of AlMazrouei and Zacca (2020) and Lee et al. (2010), who suggested that those

Cronbach’s Composite Average variance

Variables alpha reliability extracted (AVE)

Behaviour 0.897 0.860 0.799

Learning goal orientation 0.912 0.967 0.867
Interaction 0.899 0.902 0.856
Organisational commitment 0.993 0.989 0.720
Knowledge 0.906 0.987 0.889
Motivation 0.998 0.988 0.954
Table 9.
Turnover intention 0.908 0.965 0.943 Construct reliability
and convergent
Source: AlMazrouei, Bodolica and Zacca validity

Hypotheses Variables Path coefficient t-value p-value Comments

H1 CQ ! COM 0.337 3.748 0.037** Supported

H2 COM ! LGO 0.569 7.720 0.090** Supported
H3 CQ ! LGO 0.599 6.754 0.002** Supported
H4 COM ! CQ ! TUR 0.455 9.889 0.006** Supported
H5 TUR ! COM ! LGO 0.501 3.672 0.001*** Supported
Table 10.
Notes: **p < 0.05; ***p < 0.01 Structural model
Source: AlMazrouei, Bodolica and Zacca output
IJOA employees who are more committed to their job are more likely to exhibit a learning goal
orientation. This result corroborates H2.
H3 is also supported, as cultural intelligence is positively correlated with learning goal
orientation (path coefficient of 0.599; t ¼ 6.754; p < 0.01), similar to what was reported by Amato
and Baruch (2020). With a path coefficient value of 0.455 (t ¼ 9.889; p < 0.01), organisational
commitment appears to mediate the association between cultural intelligence and learning goal
orientation, corroborating H4. This finding is consistent with Payne et al. (2007).
H5 is also supported, with a path coefficient of 0.501 (t ¼ 3.672; p < 0.01). Turnover
intention moderated the association between organisational commitment and learning goal
orientation. This supports Newman et al. (2011), whose research found that a strong inverse
association between employees’ commitment to the organisation and their turnover
intention resulted from strong organisational support for training and development.

Structural model results

SmartPLS bootstrap software was used to analyse the path coefficients, which are reported in
Table 10. The proposed research model hypothesises relationships between cultural
intelligence (relating to behaviour, interaction, knowledge and motivation), organisational
commitment and learning goal orientation, and also between cultural intelligence (relating to
behaviour, interaction, knowledge and motivation), organisational commitment and turnover
intention. It was proposed that a level of interaction affects organisational commitment (H2)
and that knowledge increases learning goal orientation (H3). The results obtained support
both hypotheses, and there is a positive relationship between interaction and organisational
commitment (b ¼ 0.337, p < 0.001, t ¼ 3.748). The results also support a positive association
between knowledge and learning goal orientation (b ¼ 0.599, p < 0.001, t ¼ 6.754).
Figure 2 shows the model’s path coefficients, t-values and variance. Testing of the model
showed that it has acceptable R2 statistics (Chin, 1998), with the R2 for organisational
commitment being 0.453, the R2 for learning goal orientation being 0.347 and the R2 for
turnover intention being 0.462. Specifically, the research model’s constructs represented
45% of the variance in organisational commitment, 35% of the variance in learning goal
orientation and 46% of the variance in turnover intention.
A potential regression model was also tested. This included learning goal orientation and
turnover intention as predictors of organisational commitment, being the dependent variable.
The results reveal that both learning goal orientation (b ¼ 0.039, p > 0.05) and turnover
intention (b ¼ 0.054, p > 0.05) are significantly related to the dependent variable (see Figure 2).
Table 3 shows that the correlation coefficients relating to learning goal orientation and the
moderating variable (0.85) and turnover intention and the moderating variable (0.72) are
significant. This reveals that turnover intention, as a moderator, shows a significant correlation
with the outcome variables of organisational commitment and learning goal orientation.
An examination was conducted into the mediating role of organisational commitment in the
relationship between cultural intelligence and learning goal orientation. The results show support
for H4, revealing that organisational commitment partially mediates the relationship between
cultural intelligence and learning goal orientation. The analysis also shows that cultural
intelligence indirectly affects turnover intention through organisational commitment (Table 11).

Discussion
Learning goal orientation among employees is increasingly being recognised as an important
element in gaining competitive advantage. As a result, researchers ought to better understand
the factors driving employee learning. A significant gap in the literature exists regarding the
mediating and moderating effects on the ability to predict learning goal orientation through its
antecedents. This study investigates how organisations can encourage learning goal Learning goal
orientation resulting from organisational commitment and cultural intelligence and how orientation
employees’ turnover intention affects the association. This study found support for how an
employee perceives their own cultural intelligence, the support of their organisation and their
own self-belief in their ability to learn are all factors affecting their learning.
The study examined whether cultural intelligence is associated with learning goal
orientation and if this association is mediated by organisational commitment. The results
showed support for the mediating role of organisational commitment, highlighting the need
to remain mindful of the importance of cultural intelligence and organisational commitment
in increasing learning goal orientation. Expatriate managers’ learning goal orientation can
help boost productivity if they are provided with opportunities that encourage their
commitment to the organisation. This result is consistent with AlMazrouei (2021), who
found that learning orientation enhances employees’ cultural intelligence and commitment.
Individuals with higher levels of organisational commitment may impart this to their
colleagues, increasing the possibility of more widespread learning goal orientation, leading
to greater work efficiencies.
Our research also reveals a positive relationship between cultural intelligence,
organisational commitment and turnover intention. Thus, organisational commitment and
cultural intelligence may both be predictors of an increase in employees’ intention to remain
with the organisation. Individuals imbued with commitment to their firm and those with
higher cultural intelligence are not as likely to separate from their organisation. Our results
are not consistent with those of Adil and Awais (2016), who showed that high job satisfaction
and its relationship with commitment should not be leveraged against an expatriate
manager’s intention to separate from the organisation. This is, therefore, consistent with
Hollingworth and Valentine (2014), who argued that organisational commitment and
turnover intention share a solid negative relationship. Studies by Santoso et al. (2018) and
Schwepker (1999) found that employees with less organisational commitment display greater
turnover intention.
The partial mediation effect identified in our study indicates that the effects of turnover
intention may not only be a function of a preceding increase in organisational commitment. It
suggests that additional factors relating to turnover intention, such as stress or working
conditions, may be present. These may not have been captured in our model. Moreover, the
identified partial mediation suggests that the effect on learning goal orientation may not be
related only to a preceding increase in organisational commitment. Other factors beyond those
captured in our model, such as empowerment or participative decision-making, may be present.
Organisational commitment is apparently a significant enabler for expatriate employees
who wish to improve the results of the exchanges they have with those from other cultures.
For expatriate employees working internationally, a positive relationship exists between
cultural intelligence and learning goal orientation. Expatriate employees who are cognisant

Association Indirect effect t-value# Mediation type

Cultural intelligence ! Organisational 0.201 3.891** Partial

commitment ! Turnover intention
Cultural intelligence ! Organisational 0.399 2.678** Partial
commitment ! Learning goal orientation

Note: #Based on 1,000 bootstrapping samples; significant at **p < 0.01 (two-tailed) Table 11.
Source: AlMazrouei, Bodolica and Zacca Indirect effects
IJOA of this and who are able to adapt their behaviour to match their cultural situation are better
placed to develop a better approach to their situation and, in so doing, develop a better
commitment to the organisation. The results of this study may benefit expatriate employees
by increasing their awareness of the importance of cultural intelligence in enabling
improved learning goal orientation and strengthened commitment to the organisation. This
is consistent with Kurpis and Hunter (2017), who showed that an individual who spends a
substantial amount of time in a culture different from their own and interacting with those
within that culture are more likely to develop cultural intelligence across all dimensions.
Several studies have shown that various aspects of experience gathered during time spent in
a different culture, such as learning another language and gaining work experience in that
culture, are positively related to cultural intelligence and learning goal orientation (Ang and
Van Dyne, 2008; Li et al., 2013).
The results of this study also support the notion that organisational commitment is a
determining factor for employees’ learning goal orientation. In accordance with the
results obtained by AlMazrouei and Zacca (2020), this study found that there is a positive
association between organisational commitment and employees’ learning goal
orientation. This study also found that organisational commitment was a significant
mediator of the association between cultural intelligence and employee’s learning goal
orientation. This was dependent on an employee perception of support from their
organisation. The results demonstrate that employee learning performance is enhanced
when they perceive that their organisation supports their efforts in terms of resources,
encouragement and appreciation. The results also provide support for the notion that
common patterns of behaviour and an organisational culture of learning create a certain
amount of pressure on employees to create and maintain harmonious working
relationships (Tett and Meyer, 1993), as well as increasing mutual support for each
other’s learning efforts. More research is needed, however, to gain a better appreciation of
the mutual effects of learning goal orientation and organisational commitment
(AlMazrouei and Zacca, 2020; Lin and Chang, 2005; Porter, 2005).
Given that turnover intention is a moderator of the association between organisational
commitment and learning goal orientation, the results of this study show that individuals’
perception of their cultural intelligence and their commitment to their organisation are
predictors of a significant enhancement in their learning goal orientation; however, this is
only when the individual possesses a belief in their ability to learn. This study shows that
individuals with no intention to leave their organisation persevere in their goal-oriented
efforts. Building on the results of work by Lee et al. (2001) and Meyer et al. (2002), this study
confirms that organisational commitment is mainly motivated by its positive association
with factors such as job satisfaction, productivity and reduced rates of employee intention to
leave (Cohen, 2003). There has been insufficient research conducted in this field in other than
a Western context.
Despite recent research identifying that intention to leave an organisation mediates
employees’ learning goal orientation (AlMazrouei and Zacca, 2020; Egan et al., 2004),
there has been little focus on how intention to leave an organisation affects employees’
learning goal orientation. This study seeks to address that by adding to existing theory
relating to turnover intention (Egan et al., 2004; Trevor, 2001) while, at the same time,
establishing turnover as a significant moderator of predicting employee learning goal
orientation. The results of this study support those of Sta. Maria (2003) which found
that the costs to an organisation associated with employee separation may be decreased
by an organisational culture that supports learning.
Theoretical implications Learning goal
This study has implications for both theory and managerial practice. It is the first to orientation
examine how turnover intention moderates learning goal orientation resulting from cultural
intelligence and organisational commitment. In doing so, it strengthens the knowledge base
relating to cultural intelligence and its role in affecting organisational commitment and
turnover intention. This is important as it provides a basis for the further development of
theory in this field in support of cross-cultural management and expatriation. This also has
implications for employees when repatriated at the end of their overseas assignment. This is
a critical juncture as many employees intend to leave their organisation at this point. This
study also advances the existing body of knowledge by integrating theories relating to
cultural intelligence and organisational commitment. In particular, it emphasises the
important role played by cultural intelligence. This is of great significance, particularly for
Dubai-based multinational organisations, given the high proportion of expatriates employed
there. These employees need a solid understanding of the association of theory and practice
with cultural intelligence and learning goal orientation. By acting as exemplars of cultural
intelligence, employees will be better able to gain knowledge from their colleagues, leading
to better organisational outcomes.
The evidence provided by this study in relation to the moderating role that turnover
intention plays is significant for two reasons. The first of these is that approaches that
organisations take to encourage a learning goal orientation among their employees may not
continue to be successful if employees have a weak commitment to their organisation. The
second is that, to decrease employees’ turnover intention, organisations would be advised to
promote a learning culture. To this end, this study offers a fundamental theory that managers
can use to reduce employees’ turnover intention while also developing an organisational
culture that supports learning through the provision of regular training and coaching.

Practical implications
Being aware of the basic principles that influence commitment to the organisation and
learning goal orientation is vital for multinational corporations. Human resource
practitioners charged with selecting expatriate managers need to select those possessing
robust cultural intelligence, adaptability, openness to new cultural experiences and the
enthusiasm to engage with the experience while offering appropriate ongoing training
centring on cross-cultural competencies, such as language, social and cultural customs, and
religious practices, and use a variety of delivery methods to accommodate different
individual learning styles. It would be advantageous to have a local mentor to guide the new
expatriate in unfamiliar situations and assist them to interpret the language, including local
idioms and customs. This should be regarded more as an investment than an impost on
resources, especially if the potential opportunities in the new setting are attractive enough.
A newly returned colleague could also be a source of support if they have recently
completed a posting in the same location, with their experience being invaluable as they would
be better attuned to the difficulties a prospective expatriate might experience. Such individuals
are more likely to help a new expatriate gain the confidence and collaborative support of the
local staff, form better working relationships and improve their chances of successful outcomes.
If the above suggestions are adopted, human resources (HR) practitioners could develop
a more accurate understanding of the most suitable training methodologies to develop
individuals’ cultural intelligence. Higher levels of organisational commitment displayed
while on an overseas posting have an influence on the effects of learning goal orientation.
Our study offers suggestions as to how HR practitioners can assist in developing awareness
of the importance played by cultural intelligence in sponsoring learning goal orientation and
IJOA increased organisational commitment. This may offer opportunities for the tailoring of specific
training to enhance employees’ cross-cultural abilities and their employability.
Further, the strategies used by firms to promote organisational commitment may not be
enduring if employees lack strong commitment to their company. Organisational
commitment can be facilitated by multiple precursors of commitment at both the individual
and group levels, such as opportunities for development. Our study offers managers a viable
approach if they wish to pursue the aim of maximising their employees’ commitment while
also developing a culture that supports organisational commitment through regular training.

Limitations and future research

This study is not without limitations. The wide scope of the literature devoted to employees’
organisational commitment and turnover intention is a testament to the importance with
which the topic is regarded. At the same time, this makes it impossible to address all the
aspects and variables involved in a single study, calling for additional research on other
underexplored facets and relationships. Our sample size is rather small, while the survey
data we used in our analysis are derived from self-reporting that may contain personal bias
rather than true objectivity. Organisational commitment and employee turnover intention
have been widely researched in prior studies. Yet, our quantitative research could not
consider all the possible facets, while the obtained results are not universally applicable.
The results may be made more robust by conducting similar research in alternative
organisational settings, such as banks, hotels, small to medium enterprises or educational
establishments. As factors affecting turnover intention may vary from one entity to another,
future studies could test the uncovered relationships in other contexts and environments
with the purpose of boosting generalisation. Because different variables may become
predictors, mediators or moderators of the main relationship, researchers could consider
including other factors beyond those used in our study to uncover novel associations.
Qualitative or mixed methods, as well as alternative research instruments, may also prove
useful to arrive at the most robust and defendable conclusions.
The field may also benefit greatly from analysing cultural intelligence at the aggregate
level by examining its group distribution, such as the specific type that most effectively
predicts performance in a dyad or a group. Team composition may also be a useful factor to
consider in this regard. Future research efforts could be deployed to extend the outcomes of
this study by assessing the effect of the various facets relating to organisational
commitment and validating its outcomes in various empirical settings.
Future studies may also consider other factors that may encourage employees to engage
in learning behaviour. Building on work already conducted in relation to the factors
affecting organisationalonal commitment and cultural intelligence, future researchers in this
field may wish to investigate the causes and effects of particular behaviours relating to
cultural intelligence on organisational commitment, turnover intention and learning goal
orientation in multinational organisations.

Conclusion
In finishing, the aim of this study was to investigate cultural intelligence as a predictor of
organisational commitment for employees in multinational organisations. The results of this
study reveal support for the mediating role that organisational commitment plays in this
process, stressing the importance of being aware of the significance of the roles that cultural
intelligence and organisational commitment have in increasing learning goal orientation.
A learning goal orientation shown by expatriates can assist in the enhancement of
organisational productivity, providing they are presented with opportunities that encourage
their organisational commitment. Organisational commitment and cultural intelligence may Learning goal
both predict employees’ intention to stay with their organisation. Employees instilled with orientation
organisational commitment, as well as those with elevated levels of cultural intelligence are
less likely to consider separating from their employer. Organisational commitment is an
important facilitator supporting those expatriates who seek to improve the quality of the
resultant exchanges they experience with those from different cultures. For those
expatriates on international assignment, cultural intelligence shares a positive relationship
with learning goal orientation.

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Appendix. Measurement list

Cultural intelligence (Ang et al., 2007)
CQ-Strategy:
MC1 I am conscious of the cultural knowledge I use when interacting with people with different
cultural backgrounds.
MC2 I adjust my cultural knowledge as I interact with people from a culture that is unfamiliar to me.
MC3 I am conscious of the cultural knowledge I apply to cross-cultural interactions.
MC4 I check the accuracy of my cultural knowledge as I interact with people from different cultures.

CQ-Knowledge:
COG1 I know the legal and economic systems of other cultures.
COG2 I know the rules (e.g. vocabulary, grammar) of other languages.
COG3 I know the cultural values and religious beliefs of other cultures.
COG4 I know the marriage systems of other cultures.
COG5 I know the arts and crafts of other cultures.
COG6 I know the rules for expressing non-verbal behaviours in other cultures.

CQ-Motivation:
MOT1 I enjoy interacting with people from different cultures.
MOT2 I am confident that I can socialise with locals in a culture that is unfamiliar to me.
MOT3 I am sure I can deal with the stresses of adjusting to a culture that is new to me.
MOT4 I enjoy living in cultures that are unfamiliar to me.
MOT5 I am confident that I can get accustomed to the shopping conditions in a different culture.

CQ-Behaviour:
BEH1 I change my verbal behaviour (e.g. accent, tone) when a cross-cultural interaction requires it.
BEH2 I use pause and silence differently to suit different cross-cultural situations.
BEH3 I vary the rate of my speaking when a cross-cultural situation requires it.
BEH4 I change my non-verbal behaviour when a cross-cultural interaction requires it.
BEH5 I alter my facial expressions when a cross-cultural interaction requires it.

Organisational commitment (Mowday et al., 1979)

OC1 I am willing to put in a great deal of effort beyond that normally expected to help this
organisation be successful.
OC2 I talk up this organisation to my friends as a great organisation to work for. Learning goal
OC3 I feel a lot of loyalty to this organisation. orientation
OC4 I would accept almost any type of job assignment to keep working for this organisation.
OC5 I find that my values and the organisation’s values are very similar.
OC6 I am proud to tell others that I am part of this organisation.
OC7 I would not work for a different organisation even if the type of work was similar.
OC8 This organisation really inspires the very best in me in the way of job performance.
OC9 It would take a lot of change in my present circumstances to cause me to leave this organisation.
OC10 I am extremely glad that I chose this organisation to work for over others I was considering at
the time I joined.
OC11 There’s a lot to be gained by sticking with this organisation indefinitely.
OC12 Often. I find it easy to agree with this organisation’s policies on important matters relating to
its employees.
OC13 I really care about the fate of this organisation.
OC14 For me, this is the best of all possible organisations for which to work.
OC15 Deciding to work for this organisation was a very good decision on my part.

Learning goal orientation (Hirst et al., 2011)

LGO1 I often read materials related to my work to improve my ability.
LGO2 I am willing to select a challenging work assignment that I can learn a lot from.
LGO3 I often look for opportunities to develop new skills and knowledge.
LGO4 I enjoy challenging and different tasks at work where I will learn new skills.
LGO5 For me, development of my work ability is important enough to take risks.
LGO6 I prefer to work in situations that require a high level of ability and talent.

Turnover intention (Chen et al., 2011)

Indicate on a five-point Likert scale 1 (strongly disagree) to 5 (strongly agree).
I frequently think of quitting my job.
I am planning to search for a new job during the next 12 months.

About the authors

Hanan AlMazrouei is an Associate Professor at the United Arab Emirates University (UAEU), UAE.
She received her master’s degree in human resources management from Swinburne University in
Melbourne, Australia, and her PhD degree in business from Latrobe University in Melbourne,
Australia. She has a strong record of research and teaching, as well as administrative experience as the
Assistant Dean for Student Affairs at UAEU. Her current research areas are cross-cultural management
and leadership. She publishes in the leading international journals, including the Journal of Global
Mobility, Journal of Strategic Management, International Journal of Organizational Analysis,
Sustainability and Industrial Marketing Management. Hanan AlMazrouei is the corresponding author
and can be contacted at: h.almazrouei@uaeu.ac.ae
Virginia Bodolica is The Said T. Khoury Chair of Leadership Studies and a Professor of
Management in the School of Business Administration at the American University of Sharjah in the
UAE. She is a passionate academic, an advocate of cross-disciplinary research and practice and an
award-winning case studies’ writer. Her research interests are related to corporate leadership
dynamics and governance issues in for-profit settings, family-owned enterprises and health-care
institutions. Among other journals, Virginia has published in the Academy of Management Annals,
Strategic Management Journal, Strategic Organization, Journal of Business Research, Journal of
Business Ethics, Business Ethics: A European Review, Journal of Management and Organization and
Management Decision. Virginia serves on the editorial board of many academic journals, consults
with local and global businesses, facilitates strategic retreats and delivers executive education
IJOA sessions and customised programmes, and is regularly invited as a guest speaker at conferences,
workshops and events.
Robert Zacca is an Assistant Professor of Strategic Management and Entrepreneurship at Alfaisal
University, Saudi Arabia. Prior to this, he held an Assistant Professor position at the United Arab
Emirates University. He earned his Bachelor of Science degree in Engineering from Tulane
University, New Orleans, his MBA from Plymouth State University, New Hampshire, and his PhD in
Entrepreneurship from Cracow University of Economics, Poland. His current research investigates
the drivers and enablers of innovative enterprises and corporate entrepreneurship. He has won a
National Research Foundation grant from UAE and his work has been published in Management
Decision, Journal of Business and Industrial Marketing, International Journal of Entrepreneurship and
Innovation, Creativity and Innovation Management, Journal of Small Business and Enterprise
Development, International Journal of Entrepreneurship and Innovation Management, Journal of
Global Mobility, International Journal of Organizational Analysis, IEEE International Technology
Management Conferences and elsewhere. He was awarded the Alfaisal University Research
Excellence Reward for 2016–2017, the College of Business, Shell Saudi Arabia outstanding research
award for 2015–2016 and has been recognised with an outstanding research award for a paper
acceptance in a top ranked journal in 2014. Additionally, his coauthored paper was nominated for the
best paper award in the Creativity and Innovation Management Journal for the year 2013. He is a
research team leader and capable mentor able to transmit his passion and talent for research to
young scientists. Furthermore, he has extensive industry experience managing and operating
organisations as well as in business consulting. His teaching interests include entrepreneurship,
management of innovation and strategic management.

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