The research featured a cross-cultural comparison of personal and ethnic identity in university students in the conditions of multicultural educational environment. The study involved 141 students: 48 Russians, 45 students from various European countries, and 48 Chinese students. The psychodiagnostic research methods included the questionnaire "Who Am I?" by M. Kuhn and T. McPartland as modified by T. V. Rumyantseva and the questionnaire "Types of ethnic identity" by G. U. Soldatova, S. V. Ryzhova. The research revealed common and specific features of personal and ethnic identity of each group. The importance of reflection and identification of one’s own educational and professional role position were present in the structure of personal identity of every group. As for the structure of ethnic identity, all groups demonstrated an increased level of positive ethnic identity and an average level of ethnic indifference. In the content of personal identity of Russian students, the Social Self (profession, family), the Perspective Self, and the Reflective Self were more pronounced in contrast with other groups. The European students showed a greater manifestation of ethnic nihilism. The Chinese students demonstrated a greater hyperidentity. In each test group, the authors established two types that differed in the specifics of the relationship between personal and ethnic identity. The results can improve the psychological support of students in the process of their self-identification in the conditions of multicultural educational environment.

С позиции антропо-системного подхода рассмотрены основания психологического сопровождения процесса адаптации иностранных студентов. В рамках данного подхода установлено, что психологический стресс выступает в качестве механизма саморазвития, самореализации и личностного роста человека. В связи с этим работа по адаптации иностранных студентов должна быть ориентирована на развитие конструктивных стратегий, ресурсов и умений у студентов преодолевать возникающие трудности, способов и навыков межкультурной коммуникации, а также на создание условий (внутренних и внешних) для творческой самореализации, что позволит студентам становиться более чувствительными и осознанными как по отношению к собственным изменениям, так и более сензитивными по отношению к возможностям среды. Определено, что именно такая активность, направленная как на поиск условий среды для реализации своих смыслов и ценностей, так и на ее активное преобразование, позволяет улучшать и качество жизни, и субъективное благополучие молодежи. Установлено, что основными показателями успешной адаптации и возможности самореализации иностранных студентов в поликультурном образовательном пространстве университета выступают субъективное качество жизни, позитивная этническая идентичность и толерантность. The foundations of psychological support for the adaptation process among foreign students are considered from the standpoint of the anthropo-system approach. Within the framework of this approach, it is established that psychological stress acts as a mechanism of self-development, selfrealization and personal growth of a person. In this connection, the work with the adaptation among foreign students should be focused on the development of constructive strategies, resources and skills of students to overcome emerging difficulties, methods and skills of intercultural communication, as well as on creating conditions (internal and external) for creative self-realization, which will allow students to become more sensitive and aware of their own changes, and more sensitive in relation to the capabilities of the environment. It is determined that such activity, aimed both at finding the conditions of the environment for the realization of their meanings and values, and at its active transformation, makes it possible to improve both the quality of life and the subjective well-being among young people. It is established that the main indicators of successful adaptation and the possibility of foreign students’ self-realization in the multicultural educational space of the university are subjective quality of life, positive ethnic identity and tolerance.

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