Abstract
Introduction. This paper presents a comparative analysis of intellectual development and civil identity. Students studying at different socio-cultural environments demonstrate intellectual variability in relation to different levels of civil identity. The study provides new data on the relationship among the level of acceptance, personal traits characterizing social capital, and the structure and level of intelligence in individuals with different socio-cultural conditions.
 Methods. The level of intelligence was measured using the Test of Adults’ Mental Development (TAMD), which relied on the concept of a socio-psychological standard (SPS). The Diagnosis of Civil Identity projective technique was employed for studying civil identity. The technique included the following scales: (a) attitude towards the rights of ethnic minorities; (b) attitude towards the rights of sexual minorities; (c) attitude towards liberal values; (d) attitude towards political rights; (e) attitude towards the rights of the underprivileged; (f) attitude towards the rights of disabled persons; (g) attitude towards Russia in terms of patriotism (citizens’ attitude towards the state they live in).
 Results. A higher level of intellectual development determined students’ reflexive and critical attitude towards events in the country. Students with a high level of intellectual development (a) appreciated personal responsibility and freedom, (b) had a positive attitude towards the rights of ethnic minorities and legal protection of honor and dignity, and (c) evaluated the world on the basis of information from different sources.
 Discussion. In Moscow social medium intelligence contributes to students’ positive attitude towards liberal values and enhances their participation in democratic transformations in Russia. A higher level of intellectual development determines students’ recognition of the rights of national and ethnic minorities in a regional social medium.
Highlights
This paper presents a comparative analysis of intellectual development and civil identity
Students studying at different socio-cultural environments demonstrate intellectual variability in relation to different levels of civil identity
The level of intelligence was measured using the Test of Adults’ Mental Development (TAMD), which relied on the concept of a socio-psychological standard (SPS)
Summary
Представлен сравнительный анализ показателей интеллектуального развития и гражданской идентичности. Описана вариативность интеллектуального развития в соотношении с различными уровнями гражданской идентичности у студентов, обучающихся в разных социокультурных средовых условиях. Новизна исследования: получены новые данные – о взаимосвязи между уровнем принятия и спецификой иерархии личностных черт, характеризующих социальный капитал, и уровнем и структурой интеллекта индивидов, различающихся социокультурными условиями. В разделе описываются методики: 1) для диагностики уровня интеллекта «Тест умственного развития взрослых» (ТУРВ), разработанный на основе концепции социально-психологического норматива (СПН); 2) для изучения гражданской идентичности – проективная методика «Диагностика гражданской идентичности». Что чем выше уровень интеллектуального развития, тем более рефлексивно критическое отношение студентов к происходящим событиям в стране. Высокоинтеллектуальные студенты ценят личную ответственность и свободу, позитивно относятся к правам меньшинств, к правовым формам защиты чести и достоинства, стремятся формировать оценочную позицию в отношении к миру, используя разнообразную информацию, полученную из разных источников
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