Emotional Intelligence, Patterns for coping with decisional conflict and Academic Achievement in Cross-cultural prospective (evidence from selective Russian and Azerbajani student populations)статья Исследовательская статья

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1. Полный текст psych_in_Russia_2_2018_Kornilova_Chumak_Krasavzeva.pdf 401,8 КБ 16 июля 2018 [tvkornilova@mail.ru]

[1] Kornilova T. V., Chumakova M. A., Krasavtseva Y. V. Emotional intelligence, patterns for coping with decisional conflict and academic achievement in cross-cultural prospective (evidence from selective russian and azerbajani student populations) // Psychology in Russia: State of the Art. — 2018. — Vol. 11, no. 2. — P. 134–147. This article presents the results of a cross-cultural comparison of Azerbaijani and Russian student samples on personal characteristics of coping with uncertainty (based on the Melbourne decision making questionnaire – MDMQ), emotional intelligence (EmIn) and academic achievement (GPA). We aimed at establishing metric invariance and at highlighting relationships between emotional intelligence and MDMQ scales. Confirmatory factor analysis was used to verify factor structure invariance and congruence. The congruence of the factor structures of both questionnaires was verified. For MDMQ, its 4-factor structure for both samples is confirmed. For the EmIn questionnaire, invariance for two scales – Understanding other people's emotions and Managing own emotions – was established. Relationships between personality traits, gender, age and academic achievements are explained for the Lomonosov Moscow State University students in Moscow (Russia) and its branch in Baku (Azerbaijan). No cross-cultural differences were revealed for emotional intelligence and productive coping – Vigilance. A cultural difference was established in unproductive coping preference for Buck Passing. A similarity between the cultures was revealed in terms of association of EQ scores increase with the growth of productive Vigilance coping the decrease of unproductive coping. Vigilance was a predictor of academic achievement only in the Russian sample. In conclusion, the similarity of educational systems in that both samples are taught by similar programs, demonstrates very few cross-cultural differences.

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