Emotional and cultural intelligence is very important for foreign students during cross-cultural adjustment. Asian students from China, Vietnam, South Korea and Mongolia face different problems during their stay in People’s Friendship University of Russia (RUDN University). In this intercultural context of living and studying they learn to communicate and interpret facial expressions not only of Russian people but also students from all over the world.
The main purpose of this study was to investigate differences in Emotional and cultural intelligence among Asian students from China, Vietnam, South Korea and Mongolia, who study in Russia. We used two questionnaires: Emotional Intelligence Test developed by D.V. Lusin and Cultural Intelligence Scale developed by S.Ang et al. We conducted Kruskal-Wallis H-test, Mann-Whitney U-test and Spearman's rho test.
Results indicate the following. Vietnamese students have the highest level of cultural intelligence and its metacognitive, cognitive, and behavioural dimensions and the lowest level of emotional intelligence namely expression and emotion control, managing their own emotions and intrapersonal emotional intelligence. Chinese students have the highest level of emotional intelligence and all its aspects. Mongolian and Chinese students have the highest level of emotional control. Mongolian students have lowest level of cultural intelligence namely in its metacognitive, and behavioural dimensions. South Korean students have the lowest level of cultural intelligence motivation dimension.
Emotional intelligence has a negative weak correlation with a cognitive dimension of cultural intelligence. Cultural intelligence correlates positively with understanding other`s emotions, emotion control, interpersonal emotional intelligence, and negatively with expression control, intrapersonal emotional intelligence, emotion control.