Positive and problem components in the educational communicative worlds of students of various universities in cross-cultural post-Soviet space

The article presents the results of a complex psychological cross-cultural researchof the educational communicative worlds of students of western and Siberian higher schools. The qualitative description is made, authenticdistinctions are revealed and the factorial structure of cross-cultural and professional aspects of higher education is interpreted.On the incorporated sample a four-factorial structure showing transcommunicative characteristics of the students professional-personalgrowth and deficiencies of stagnation of stressful nature is revealed. The research is devoted to the analysis of possibilities of transitioninto a uniform educational field of the European type in the context of the Bologna agreement of a big polycultural region, which isoften designated as the post-Soviet territory. In the article the results of the multilateral research with a complex quantitative-qualitativeanalysis are given. Research was made in Charles University (Prague), Tomsk State University (Tomsk), Siberian Medical State University(Tomsk), Odessa National University (Odessa), First Moscow State Medical University (Moscow). A complex of projective andpsychosemantic methods was used. The analysis of qualitative and quantitative distinctions is generalized in the multistage factorialanalysis. On the basis of the general sample and all statistical selections on the specified universities it was possible to reveal universalfactors of communicative-educational process. Except universal characteristics of each factor, additional specific accents or nuances arerevealed. They are connected with the specificity of the communicative-educational environment of each university. These distinctionsconcern both cultural-regional aspects and professional-educational ones. The first factor has revealed a transcommunicative opennessand growth of the personality as a creative communicative-educational resource. It is essential that for realization of this resource therealready exist an arsenal of active methods of social training and social-psychological possibilities of designing of even more effectivemethods of disclosing of creative potential and potential of achievements of the personality. The second factor shows the underside ofthis process - the closeness of the personality owing to deficiency of possibilities. Fears and protection of the personality of the studentnaturally accompany difficult educational process in the higher school. Therefore, along with activization of creative methods of trainingcreation of system of psychological support and rehabilitation of possible psychological complications is necessary. The third factordisplayed educational-professional isolation, i.e. concentration of educational efforts contrary to a freer dialogue as indemnification ofthe same deficiency of resources. It is clear that for conformity with the educational-professional requirements of higher school the deficiencytype of the personality can consciously or unconsciously isolate itself from other communications and consider them as a hindrance,as is shown in negative factorial loadings on communicative parameters, but differently in different samples. The fourth factoropens positive sociability and trans-sociability as a potential reserve of the personality that allows making an optimistic forecast concerningpsychological support of students in educational process. The revealed factors can become a concrete basis of perfection of theeducational system and its psychological maintenance.

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