The analysis of foreign empirical models of intercultural competence and methods for its evaluation (Part 2) 98
Doctor of Psychology, Proffesor of the Department of Ethnopsychology and Psychological Problems of Multicultural Education, Faculty of Social Psychology, Moscow State University of Psychology and Education, Moscow, Russia
PhD in Education, chair of ethnopsychology and psychological problems in multicultural education, associate professor, chair of pedagogical psychology, Moscow State University of Psychology and Education, Moscow, Moscow, Russia
PhD in Education, Department of Ethnopsychology and Psychological Issues of Multicultural Education, Associate Professor, Moscow State University of Psychology & Education, Moscow, Russia
UMR Specialist of the International Relations Department of MSPPU, Moscow State University of Psychology & Education, Moscow, Russia
PhD in Psychology, Professor, Head of the Chair of Ethnopsychology and Psychological Problems in Multicultural Education, Moscow State University of Psychology & Education, Moscow, Russia
Senior Lecturer, Department of Cross-Cultural Psychology and Multicultural Education, Faculty of Social Psychology, Moscow State University of Psychology & Education, Moscow, Russia
The article is the second analytical review about foreign empirical models of intercultural competence and psychodiagnostic methods developed on their basis, which have been tested for reliability and validity in foreign psychology. Here the analysis is presented of five approaches to intercultural competence and the results of its research. This article also describes the structure of subject-oriented, i.e. focused dominantly on the assessment of intercultural traits, or intercultural relations and worldviews, or intercultural possibilities, and mixed models, i.e. combined character traits, worldviews and possibilities. It is emphasized that the complexity of mixed models makes it possible to consider individual components of cross-cultural competence not as independent predictors of the effectiveness of cross-cultural efficiency, but in their relationship. This raises the question of the ratio of these components, their mutual conditionality and impact on each other and on intercultural competence in general, which has not yet been properly answered in science and whose resolution represents a promising direction for future research in this area.
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