mininuniverВестник Мининского университетаVestnik of Minin University2307-1281Minin Nizhny Novgorod State Pedagogical University10.26795/2307-1281-2021-9-2-7mininuniver-1231Research ArticleОБЩАЯ ПСИХОЛОГИЯ, ПСИХОЛОГИЯ ЛИЧНОСТИ, ИСТОРИЯ ПСИХОЛОГИИGENERAL PSYCHOLOGY, PERSONALITY PSYCHOLOGY, HISTORY OF PSYCHOLOGYСравнительный анализ интеллектуальных оснований распознавания эмоций у азиатских и российских студентовComparative analysis of the intellectual foundations of emotion recognition among asian and russian studentshttps://orcid.org/0000-0001-7726-3894КарабущенкоН. Б.KarabuschenkoN. B.

Карабущенко Наталья Борисовна - руководитель научного проекта; развитие методологии, дизайна теоретического и эмпирического исследования; разработка общей концепции исследования

ResearcherID: Y-2713-2018

Москва

Новосибирск

Karabuschenko Natalya B. – Doctor of psychology, Professor, Head of the Department of Psychology and Pedagogy; Professor of the Department of Military Pedagogy and Psychology

Researcher ID: Y-2713-2018

Moscow

Novosibirsk

karabushchenko-nb@rudn.ruhttps://orcid.org/0000-0002-5743-2627ПилишвилиТ. С.PilishviliT. S.

Пилишвили Татьяна Сергеевна - сбор данных и доказательств исследования; подготовка эмпирической части исследования

ResearcherID: P-4365-2017

Москва

Pilishvili Tatiana S. - Candidate of Psychological Sciences, Associate Professor of Psychology and Pedagogy Department

Moscow

pilishvili-ts@rudn.ruhttps://orcid.org/0000-0002-9784-3850ЧхиквадзеТ. В.ChkhikvadzT. V.

Чхиквадзе Тинатин Владимировна – подготовка диагностического материала; математический анализ данных; компьютернаяи статистическая обработка данных

ResearcherID: B-2860-2013

Москва

Chkhikvadze Tinatin V. - Candidate of Psychological Sciences, Associate Professor of Psychology and Pedagogy Department

Researcher ID: B-2860-2013

Moscow

chkhikvadze-tv@rudn.ruhttps://orcid.org/0000-0001-8339-6597СорокоумоваС. Н.SorokoumovaS. N.

Сорокоумова Светлана Николаевна - представление данных в тексте; критический анализ и доработка текста; развитие методологии; формализованный анализ данных

ResearcherID: J-9166-2017

Москва

Новосибирск

Sorokoumova Svetlana N. - doctor of psychological Sciences, Professor; professor of the Department of Humanities and Social Sciences

Novosibirsk

 

4013@bk.ruДюкареваЮ. А.DyukarevaYu. A.

Дюкарева Юлия Алексеевна - подготовка начального варианта текста; представление данных в тексте

Москва

Dyukareva Yuliya A. - 1st-year master’s student of Psychology and Pedagogy Department

Moscow

yuliya.dyukareva@mail.ruРоссийский университет дружбы народов; Новосибирский военный институт имени генерала армии И.К. Яковлева войск национальной гвардии Российской ФедерацииРоссияPeoples' Friendship University of Russia; Novosibirsk Military Institute named after General of the Army I. K. Yakovlev Army of the National Guard of the Russian FederationRussian FederationРоссийский университет дружбы народовРоссияPeoples' Friendship University of RussiaRussian FederationРоссийский государственный социальный университет; Новосибирский военный институт имени генерала армии И.К. Яковлева войск национальной гвардии Российской ФедерацииРоссияRussian State Social University Moscow; Novosibirsk Military Institute named after General of the Army I. K. Yakovlev Army of the National Guard of the Russian FederationRussian Federation202122062021921231Copyright © Карабущенко Н.Б., Пилишвили Т.С., Чхиквадзе Т.В., Сорокоумова С.Н., Дюкарева Ю.А., 20212021Карабущенко Н.Б., Пилишвили Т.С., Чхиквадзе Т.В., Сорокоумова С.Н., Дюкарева Ю.А.Karabuschenko N.B., Pilishvili T.S., Chkhikvadz T.V., Sorokoumova S.N., Dyukareva Y.A.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.minin-vestnik.ru/jour/article/view/1231

Введение. В статье представлены результаты исследования и эмпирической проверки разработанной Н.Б. Карабущенко с соавторами теоретической модели интеллектуального проявления личности в аспекте раскрытия социально-интеллектуальных особенностей распознавания лицевой экспрессии студентами из России и стран Азии, а также эмоционального, культурного и социального интеллекта личности.Материалы и методы. Эмпирическая проверка гипотезы проведена на российских и азиатских студентах Российского университета дружбы народов (РУДН) (всего 242 человека) методом сравнительного анализа посредством SPSS Statistics.Результаты исследования. В статье подтверждена гипотеза об общих основаниях и специфических особенностях проявления структурных, функциональных, содержательных компонентов, динамической и процессуальной составляющих предложенной модели интеллектуального проявления личности в аспекте раскрытия социально-интеллектуальных особенностей распознавания лицевой экспрессии студентами. В содержательном компоненте монгольские и южнокорейские студенты отличаются ориентацией на монокультурность диалога; китайские студенты – ориентацией на регламентированный характер диалога; российские студенты – ориентацией на поликультурность диалога. В структурном компоненте у монгольских студентов деятельность в общении направлена на себя в диалоге; у российских и китайских студентов – на отношения с партнером при нерегламентированности чувств и удовольствии от диалога у российских студентов; у вьетнамских студентов – на ограничение эмоциональной деятельности. С точки зрения функции коммуникации и антиципации монгольские студенты ориентированы на интровертированный характер взаимодействия; российские студенты – на экстравертированный характер взаимодействия; южнокорейские студенты – на высокую эмоциональную сонастройку с партнером по общению; вьетнамские студенты – на непроявленный эмоциональный характер взаимодействия. В динамической и процессуальной составляющих модели монгольские студенты ориентированы на актуальную ситуацию общения; российские, китайские и вьетнамские студенты – на предвосхищение дальнейшего развития диалога; южнокорейские студенты – на отражающе-предвосхищающую ситуацию общения.Обсуждение и заключения. Результаты исследования используются при работе с российскими и азиатскими студентами для консультационной практики на базе Кабинета психологической поддержки РУДН.

Introduction

Introduction. The article presents the results of the study on empirical verification of the theoretical model developed by Karabushchenko N.B. with co-authors of the intellectual manifestation of personality in the aspect of revealing the social-intellectual features of facial expression recognition by students from Russia and Asian countries, as well as the emotional, cultural and social intelligence of personality.

Materials and Methods

Materials and Methods. The empirical test of the hypothesis was carried out with Russian and Asian students of Peoples' Friendship University of Russia (242 people in total) by employing method of comparative analysis through SPSS Statistics.

Results

Results. The hypothesis about general grounds and specific features of the manifestation of structural, functional, content components, dynamic and procedural components of the proposed model of intellectual manifestation of personality in the aspect of revealing the social-intellectual features of facial expression recognition by students is confirmed. In the content component, Mongolian and South Korean students are oriented at the monocultural dialog; Chinese students are aimed at the regulated character of the dialog; Russian students are oriented at the multiculturalism of the dialog. In the structural component,the activity in communication of Mongolian students is aimed at themselves in dialog; the activity of Russian and Chinese students is oriented atrelationship with the partner, with unrestrained feelings and pleasures from dialog for Russian students; Vietnamese students’ activity is aimed atthe limited emotional activity.From the point of view of the function of communication and anticipation, Mongolian students are oriented toward the introverted nature of interaction;Russian students areoriented toward the extraverted nature of interaction; South Korean students are oriented toward high emotional alignment with a communication partner; Vietnamese students are oriented toward the unmanifested emotional nature of interaction. In the dynamic and procedural components of the model, Mongolian students are oriented to the current situation of communication; Russian, Chinese and Vietnamese students - to anticipation of the further promotion of dialog; South Korean students - to the reflecting-anticipating situation of communication.

Discussion and Conclusions. The results of the study are used in the practice of psychological consultation with Russian and Asian students based on the psychological support room.

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The authors declare that there are no conflicts of interest present.