Comprehensive Model of Intercultural Competence: Theoretical Substantiation

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Abstract

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.

About the authors

Oleg E. Khukhlaev

Moscow State University of Psychology & Education

Author for correspondence.
Email: huhlaevoe@mgppu.ru

Ph.D. in Psychology, is Head of the Cross-Cultural Psychology and Multicultural Education Department

29 Sretenka St., Moscow, 127051, Russian Federation

Valentina V. Gritsenko

Moscow State University of Psychology & Education

Email: gritsenko2006@yandex.ru

Doctor Sc. in Psychology, is Professor of the Cross-Cultural Psychology and Multicultural Education Department

29 Sretenka St., Moscow, 127051, Russian Federation

Olga S. Pavlova

Moscow State University of Psychology & Education

Email: os_pavlova@mail.ru

Ph.D in Pedagogics, Associate Professor of the Cross-Cultural Psychology and Multicultural Education Department

29 Sretenka St., Moscow, 127051, Russian Federation

Natalya V. Tkachenko

Moscow State University of Psychology & Education

Email: tkachenkonv@mgppu.ru

Ph.D in Psychology, Associate Professor of the Cross-Cultural Psychology and Multicultural Education Department

29 Sretenka St., Moscow, 127051, Russian Federation

Shushanik A. Usubian

Moscow State University of Psychology & Education

Email: usubyansha@mgppu.ru

graduate student of the Cross-Cultural Psychology and Multicultural Education Department

29 Sretenka St., Moscow, 127051, Russian Federation

Valeria A. Shorokhova

Moscow State University of Psychology & Education

Email: shorohovava@mgppu.ru

senior lecture of the Cross-Cultural Psychology and Multicultural Education Department

29 Sretenka St., Moscow, 127051, Russian Federation

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