Features of social, emotional and cultural intelligence and recognition of emotions by Russian and Asian students

N B Karabuschenko,T S Pilishvili,N L Sungurova,T V Chkhikvadze

doi:10.22363/2313-2272-2020-20-2-394-404

N B Karabuschenko, T S Pilishvili + Show 2 more

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https://doi.org/10.22363/2313-2272-2020-20-2-394-404

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Abstract

The article presents the results of the empirical testing of the authors model of the social-intellectual features of facial expressions recognition by the Russian and Asian students, and of the personal emotional, cultural and social intelligence. The importance of the research at the theoretical level is determined by the need for a cross-cultural social-psychological study of holistic constructs related to the personal social, cultural and emotional intelligence and recognition of emotions. At the practical level, the dynamics of Russian-Asian relations, in particular of the student mobility, explains the need for competent social-psychological support of foreign students in the internationally oriented university, which consists mainly of developing the intellectual potential and corresponding flexible skills. The authors empirically confirmed the hypothesis of the common grounds and specific features of the manifestation of structural, functional and substantial, dynamic and procedural components of the proposed model of intellectual personal manifestations in recognition of facial expressions. The hypothesis was empirically tested on the RUDN students (242 respondents) by the factor analysis: the study confirmed the common basis for the manifestation of structural components of the model (social-personal and active), presence of the substantial-regulatory factor in the substantial component, implementation of anticipation, adaptation and regulation in the functional component, reflective-evaluative manifestations in the substantial component, and manifestation of the dynamic and procedural components. Specific features of the model are determined by such differences as the unequal dynamics of each group of components (structural, functional, substantial) due to the cultural-social requirements and norms beyond the psychological domain, which require further research through the cultural-integrative and ethnic-specific conditions (theoretically also represented in the model).

Highlights

The article presents the results of the empirical testing of the authors' model
The importance of the research at the theoretical level is determined by the need for a cross-cultural social-psychological study
The authors empirically confirmed the hypothesis of the common grounds

Summary

Introduction

В статье представлены результаты эмпирической проверки разработанной авторами модели социально-интеллектуальных особенностей распознавания лицевой экспрессии студентами из России и стран Азии, а также эмоционального, культурного и социального интеллекта личности. Для тестирования новой модели социального, эмоционального и культурного интеллекта в 2013 году было проведено исследование, в котором приняли участие 467 студентов США [13]: были разработаны множественные модели связей между этими видами интеллекта, чтобы определить, является ли социальный интеллект конструкцией более высокого порядка, чем эмоциональный и культурный интеллекты. Что в рамках структурных, содержательных, функциональных компонентов модели, а также ее динамической и процессуальной составляющих могут быть выделены как общие, так и специфические для обеих культурных групп параметры, подтверждающие положения модели, прежде всего, с точки зрения интеллектуальных проявлений личности.

Results

Conclusion