Dominant factors and problems of self-assertion among Chinese students in the Russian-speaking educational environment

Learning in an educational environment alien to young people in language and culture is inevitably accompanied by a number of difficulties, most of which have a psychological nature of manifestation. Overcoming them is a prerequisite for the success of vocational training and building relationships with others. The article presents the results of an empirical study of Chinese students' self-assertion in Russian-speaking educational environment, reveals the mechanisms and factors influencing the behavioral strategies of foreign students in terms of their adaptation to the conditions of vocational training and interpersonal interaction with classmates and teachers. Based on factor analysis, the features of the combination of resilience factors, the level of subjective control, learning styles, emotional barriers in interpersonal communication with self-assertion strategies are revealed: self-denial, constructive self-affirmation and dominance. It is emphasized that the processes of self-assertion of Chinese students in a Russian university need to be accompanied by psychologists, and supervised by the administration of the educational institution so as to increase their effectiveness.