Predictors of psychological safety of the educational environment of migrant students as a factor of their successful education in Russia

Introduction. In order to resolve the problems of low learning performance and adaptation of migrant students, the aim was to identify predictors of psychological safety of the educational environment. The basis of these predictors was the assessment of interethnic and learning conflict genesis. Materials and Methods. To achieve the research goal, the methodology of acculturation expectations (D. Berry questionnaire) modified by the author of the article was used, taking into account the conditions of the educational environment and residence of migrant students, questionnaire survey, and statistical analysis. Results. On the basis of the conducted research it was established that any segregation itself increases the probability of interethnic and educational conflict genesis. It was revealed that the assessment of language segregation indicators cannot be a good predictor of interethnic and academic conflict genesis. It was found that interethnic and learning conflict genesis can occur when an educational institution forms groups of only migrant compatriots who are unable to learn the language of the country of study. It was found that one of the important predictors of increasing the psychological safety of the educational environment is a low level of interethnic and educational conflict genesis of migrant students and a high level of their integration and assimilation. The studied students showed a high level of willingness to assimilate in relation to the cognition of the Russian language. Conclusions. The author substantiated the position that the assessment of residence safety, discrimination and the prospects of migrant students’ return to their homeland can be predictors of lowering the psychological safety of the educational environment. It is these three components that are recommended as predictors of interethnic and educational conflict genesis of students. A high level of willingness to assimilate in relation to the Russian language proficiency is a satisfactory predictor of increasing the psychological safety of the educational environment, contributing to an increase in the level of motivation to study and learning ability of migrant students.