الذكاء الثقافي والاتزان الانفعالي لدى طلاب الجامعة دارسي اللغات الأجنبية وأقرانهم من التخصصات الأخرى
The present research aimed to examine the relationships between Cultural intelligence and emotional stability, and determine the extent of predictability of students performance on the emotional stability scale through their degrees on Cultural intelligence scale for Foreign Language students in the university and their peers of other specializations. and as well as revealing the differences according to specialization (foreign language students – their peers of other specializations), gender (male - female), place of residence (rural – urban), and the study grade (first grade – fourth grade) in the research variables (cultural intelligence – emotional stability). The main sample of research consisted of (980) participants students (male – female) from the faculty of education, Helwan university. Cultural intelligence scale and emotional stability scale were used in this study (prepared by the researcher). The results of the research revealed that there is a positive correlation statistically significant between cultural intelligence and emotional stability (at the level of factors and total score) for foreign language students in the university and their peers of other specializations except (the cultural awareness factor wasn’t related to the factors of) empathy and Autonomy). And there is a positive correlation statistically significant between cultural intelligence and emotional stability (at the level of all factors and the total score) for the total sample of research. the results also indicated that emotional stability can be predicted by the scores of the students on the Cultural intelligence scale. and there is statistically significant differences between mean of scores for Foreign Language students in the university and their peers of other specializations in the total score of cultural intelligence and the factors of cultural motivation and cultural awareness for foreign language students in the university, while there were no statistically significant differences in the cultural planning factor. the results also revealed that there were no statistically significant differences between the mean of scores of Foreign Language students in the university and their peers of other specializations in the total score of emotional stability and some of it’s factors (Autonomy and empathy) while that there were statistically significant differences in other factors (optimism, Logic and tolerance) for foreign language students in the university. Finally the results revealed that there were no statistically significant differences according to gender, place residence, and the research grade for Foreign Language students in the university in cultural intelligence and emotional stability (at the level of factors and the total score) except some factors in both variables. (Published abstract)