The relationship between intercultural competence and prosocial and antisocial creativity in Russian students

Context and Relevance. Intercultural competence is one of the key competencies that modern universities cultivate in their students. Its high level is associated not only with more effective intercultural interaction but can also stimulate creativity. However, creativity should be considered not only in terms of originality but also in the context of its social orientation.
Objective. To identify the relationship between intercultural competence and prosocial and antisocial creativity in students at Russian universities.
Materials and methods. The study involved 214 undergraduate and graduate students from Russian universities (M = 21,99; SD = 3,47, 83,65% women). The study questionnaire included the Cultural Intelligence Scale (CQS), the Malevolent Creativity Behavior Scale (MCBS), and the Positive Creativity Engagement Scale. The representation of students from other cultures in the study group and the relationship between educational profile and intercultural communication were also recorded.
Results. The results showed that the motivational and behavioral components of intercultural competence were positively associated with prosocial creativity; the metacognitive component was negatively associated with antisocial creativity in the form of lying, and the behavioral component was negatively associated with antisocial creativity in the form of harm, but at the level of a statistical trend.
Conclusions. Specific relationships between the components of intercultural competence and student creativity were identified. While they can serve as a resource for supporting prosocial creativity, antisocial creativity is not reducible to a competency deficit and requires consideration of additional factors.

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