The paper presents theoretical substantiation and development of the authors’ comprehensive model of intercultural competence (ICC), based on the analysis and generalization of empirical models of intercultural interaction existing in Western and Russian science. The model is based on 9 constructs: intercultural stability/sustainability, intercultural flexibility, intercultural openness, intercultural interest, absence of ethnocentrism, cultural sensitivity, intercultural empathy, management of intercultural relations, and tolerance to intercultural uncertainty. Those constructs are combined into three groups of characteristics: 1) intercultural traits; 2) attitudes and mentality features; 3) intercultural skills. Basic mechanisms by which the distinguished constructs of intercultural competence contribute to intercultural efficiency are substantiated - this is maintenance of an optimal level of sensitivity to uncertainty and an optimal level of anxiety in the process of intercultural communication. The role of each component of intercultural competence is shown. Constructs “Cultural Sensitivity”, “Intercultural Empathy”, “Management of Intercultural Relations”, “Tolerance to Intercultural Uncertainty”, and “Intercultural Flexibility” make a significant contribution to maintaining the optimal level of sensitivity to uncertainty and thereby contribute to increasing effectiveness of intercultural interaction. Such components of intercultural competence as “Intercultural Empathy”, “Intercultural Interest”, “Lack of Ethnocentrism”, “Intercultural Openness”, “Tolerance to Intercultural Uncertainty”, maintain the optimal level of anxiety, which contributes to the effectiveness of intercultural communication. It is emphasized that none of the components of the ICC is a universal predictor of the success of intercultural interaction, this effect being achieved only through an integrative combination with other ICC constructs.

The current research studies the problems connected with interrelation between religiosity and intergroup hostility (or prejudice). We hypothesized and verified the connection between identification with religious group and ethno-national attitudes. Diagnostic methods measuring in-group religious identification, ethno-national attitudes, subjective categories of social consolidation and agreement with patriotic ideologems (by C.W. Leach, E. R. Agadullina, A.V. Lovakov, L. M. Drobizheva, O.E. Khukhlaev, N.V. Tkachenko, I.M. Kuznetsov, V.D. Shapiro) were used on the sample of 1032 participants (ages from 17 to 22 years), belonging to one of three religions: Buddhism (Kalmyks), Islam (Chechens) or Orthodoxy (Russians). The regression analysis provided statistically significant connections (p<0.05) of in-group religious identification and patriotic ethno-national attitudes of young people, regardless of their religion. Moreover among Russian Buddhist, Muslim and Orthodox youths the identification with the religious group is not revealed as a predictor of intergroup hostility. The study results extend the scientific understanding of the relationship between religious identity and intergroup relations.

The article presents the first part of the analytical review, which in general includes 14 foreign empirical models of intercultural competences and psychodiagnostic techniques, developed on their basis, which in foreign psychology have been tested for reliability and validity. Nine approaches to intercultural competences have been analyzed and the results of these researches are presented. The article describes the structure of subject-oriented, i.e. focused solely on the assessment of intercultural traits, intercultural relations and worldview, or intercultural possibilities, and mixed models, i.e. combining character traits, worldviews and opportunities.

В статье представлены результаты социально-психологического исследования, целью которого явилось изучение структуры и содержания различных компонентов религиозной идентичности у мусульманской молодежи по методам К. Лича и Д. Ван Камп, а также выявление взаимосвязи между различными ком-понентами религиозной идентичности и такой социально-психологической категорией, как социальная консолидация. В исследовании, проведенном в г. Грозный (Чеченская республика РФ) осенью 2015 г., при-няли участие 417 студентов первых-вторых курсов чеченских вузов, средний возраст которых -19 лет. Из них 164 студента -юноши, 253 -девушки. Эмпирическая проверка предположения о соответствии исход-ных моделей выборке студентов-мусульман показала, что религиозная идентичность чеченской молодежи представляет собой четырехфакторную структуру, в которую входят следующие параметры: индивидуаль-ная духовная идентичность; идентичность по вероисповеданию; социальная духовная идентичность; рели-гия как способ социального взаимодействия. Были выявлены значимые взаимосвязи между различными параметрами религиозной идентичности и социальной консолидацией респондентов.Ключевые слова: религиозная идентичность, социальная категоризация, ислам, студенты-мусульмане.* Павлова Ольга Сергеевна, кандидат педагогических наук, доцент, доцент кафедры этнопсихологии и психологических проблем поликультурного образования, доцент кафедры школьной психологии ФБГОУ ВО МГППУ, Москва, Россия.

The aim of the study is to determine the role of intercultural competence in the adaptation process of foreign students studying at Russian universities. The research is based on the author's model of intercultural competence, the main components of which are intercultural stability, intercultural interest, the lack of ethnocentrism and the management of intercultural interaction. The sample of the study consisted of 291 foreign students from Turkmenistan studying at universities in Kazan, Saratov, Penza, Rostov-on-Don, Khabarovsk, 291 students (48.5% — Women, average age is 22 years). We showed that intercultural com petence is a significant predictor in the adaptation of foreign students. We revealed different contribution of intercultural competence components to the effectiveness in the adaptation of foreign students. Among the components of intercultural competence only intercultural stability directly affects sociocultural adaptation. The absence of ethnocentrism reduces the effect of culture shock when a student enters a new cultural environment, but increases the success of his/her adaptation in this environment only together with intercultural stability. Two other components of intercultural competence: intercultural interest and the management of intercultural interaction have an impact on the successful adaptation of foreign students not directly, but through the activation of the desire to interact with Russian students and to increase the self-esteem in the effectiveness of intercultural communication with them. In turn these mediators are directly related to both psychological adaptation and intercultural stability. Thus we revealed the mechanism of intercultural competence influence on the adaptation of foreign students. The obtained results can be used to predict the adaptation of foreign students and to reduce the possible risks of their maladjustment in a new culture.