Cultural and Emotional Intelligence among Asian Students in Russia

Autor/inn/en	Chkhikvadze, Tinatin; Pilishvili, Tatyana; Karabuschenko, Natalya; Magomedova, Ekaterina
Titel	Cultural and Emotional Intelligence among Asian Students in Russia
Quelle	(2019), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cultural Awareness; Emotional Intelligence; Asians; Foreign Students; Student Adjustment; College Students; Foreign Countries; Metacognition; Self Control; Comparative Analysis; Student Motivation; Correlation; Measures (Individuals); Russia; China; Mongolia; Vietnam; South Korea + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Emotionale Intelligenz; Asian; Asiat; Asiatin; Asiaten; Asiate; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Collegestudent; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstbeherrschung; Schulische Motivation; Korrelation; Messdaten; Russland; Mongolei; Korea; Republik
Abstract	Emotional and cultural intelligence are very important for foreign students during cross-cultural adjustment. Asian students from China, Vietnam, South Korea and Mongolia face different problems during their stay in People's Friendship University of Russia (RUDN University). In this intercultural context of living and studying they learn to communicate and interpret facial expressions not only of Russian people, but also students from all over the world. The main purpose of this study was to investigate differences in Emotional and cultural intelligence among Asian students from China, Vietnam, South Korea and Mongolia, who study in Russia. We used two questionnaires: Emotional Intelligence Test developed by D.V. Lusin and Cultural Intelligence Scale developed by S.Ang et al. We conducted Kruskal-Wallis H-test, Mann-Whitney U-test and Spearman's rho test. Results indicate the following. Vietnamese students have the highest level of cultural intelligence and its metacognitive, cognitive and behavioral dimensions and lowest level of emotional intelligence namely expression and emotion control, managing their own emotions and intrapersonal emotional intelligence. Chinese students have the highest level of emotional intelligence and all its aspects. Mongolian and Chinese students have the highest level of emotion control. Mongolian students have lowest level of cultural intelligence namely in its metacognitive, and behavioral dimensions. South Korean students have the lowest level of cultural intelligence motivation dimension. Emotional intelligence has negative weak correlation with cognitive dimension of cultural intelligence. Cultural intelligence correlates positively with understanding others emotions, emotion control, interpersonal emotional intelligence and negatively with expression control, intrapersonal emotional intelligence, emotion control. [For "NORDSCI International Conference Proceedings: Education and Language Edition (Athens, Greece, August 19, 2019). Book 1. Volume 2," see ED603411.] (As Provided).
Anmerkungen	NORDSCI. e-mail: info@nordsci.org; Web site: http://www.nordsci.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01