SUBJECTIVE WELL-BEING OF CHINESE STUDENTS IN THE PROCESS OF ADAPTATION TO FOREIGN CULTURES

The timeliness of the topic of the study of personal subjective well-being in the process of adaptation to the foreign cultures is caused both by the intrascientific reasons involving deeper understanding of relations between the adaptation as the process and the personal satisfaction as the complex social and psychological phenomenon and the social and economic necessity of the increase in the number of foreign citizens subjectively satisfied with their education and living in Russia. The objective of the study is the comparative analysis of subjective well-being of Chinese students in the process of adaptation to the foreign culture in the Peoples’ Friendship University of Russia (Moscow). One hundred twenty Chinese students of matched by gender sample being at different stages of adaptation to foreign culture (less than one year – forty students; about three years – forty students; more than five years – forty students) participated in the study with the application of three methodologies of the inquiry type. The results of the comparative analysis show that the students of the first group demonstrate the lowest adaptedness at the absence of goals in life, low personal growth, submissiveness, negative evaluation of oneself and the environment. The students who are at the stage of adaptation for about three years demonstrate the instability of adaptedness, medium degree of self-acceptance, emotional discomfort, and the willingness to manage the environment at its low positive evaluation. The students who are at the stage of adaptation for more than five years demonstrate the largest adaptedness at high personal growth, self-acceptance and acceptance of other people, satisfaction with the everyday activity, the desire to manage the environment. The authors specified factor structures of test groups indicating the relations of adaptedness and inner control of three groups of test students; the relations of disadaptedness and escapism of the students with the adaptation of about three years. The revealed peculiarities can be taken into account when creating the programs of psychological support of adaptation of Chinese students in Russian internationally oriented university.