**6. Results and discussion**

#### **6.1. Research I**

As expected, the level of socialization among adolescents who entered the college at the year of the crisis is significantly lower for all indicators. For all positive indicators of socialization, adolescents in the crisis group lose significantly to the other two groups—stable and transitional (slight transitivity). In particular, the level of emotional comfort in this group is extremely low, with, respectively, an extremely high rate of emotional discomfort. The adaptability index is also extremely low. Therefore, the greatest interest is the analysis of the differences between the three groups on individual scales.

The positive attitude to others in a stable period is the lowest and gradually grows during transitive period. Perhaps, it is the situation of the crisis, in which group socialization becomes important, which leads to the increasing of positive attitude towards others (**Figure 1**).

Important is the fact that the desire to dominate in this group of teenagers is lower than that of the other two. Therefore, it can be assumed that it is in this group that adolescents will be less active and less expected to take responsibility for a decision.

No less interesting are the data, reflecting the differences between the three groups in terms of understanding their own and others' emotions. On the one hand, one can see that during the crisis period, the assessment of competence in understanding and controlling emotions is significantly reduced. The obtained data show that all three groups have a very low indicator of a real understanding of other people's emotional states. We can also state that those teenagers, who are growing up during a period of serious transitivity, have the most adequate self-esteem, while the adolescents of the two other groups clearly overestimate their abilities.

Very important are the differences in the indicators of socialization and emotional intellect between groups of stable and slight transitional periods. If in a stable situation external control over emotional manifestations was not very high, unlike internal regulation, then in crisis, on the contrary, internal regulation falls and external control grows. The group of light transitivity is transient in these indicators, reflecting the growing trend of transitivity—the weakening of internal control (since the criteria for this control are not clear) and the strengthening of the external one (**Figure 2**).

The indicators of dominance and conformity are also transitional—as the transitivity increases, the desire for domination falls, and on the contrary, increases the level of conformity (**Figure 3**). This dynamics can be clearly seen in the evolution from one group to another. It is possible to

**Figure 1.** Adaptation and attitude to others.

adolescents. In the second study, the assumption was made that multiculturalism in a small city reduces the socialization potential of adolescents and increases their ethnocentrism.

A sample of the **first research**—210 people (164 girls and 56 boys, aged 15–17 years). They were first-year students of College of Russian State University for the humanities. The study was conducted for 4 years, from 2013 to 2017, during the first half of the year, that is, in the process of adapting to a new professional educational institution. During this time, the social situation in the country has changed, so we conditionally divided students into three groups: 2013–2014—a stable period, 2014–2015—a slight transition period and 2016–2017—a period of crisis, tough transitivity. All the participants gave their consent to participate in the study.

• Method 'Socialization'. Martsinkovskaya and Khuzeeva [17], who estimate the level of so-

A sample of the **second research**: 250 people from Moscow and the Republic of Komi (Syktyvkar and Vizinga). Participants in Moscow—80 respondents aged from 16 to 18 years. In the settlement Vizinga—58 respondents aged from 15 to 16 years. In Syktyvkar, the study involved 82 respondents aged 15–18 years. All participants of the study were aware of its pur-

The need to split the sample precisely by the degree of homogeneity—the heterogeneity of culture and the cultural (linguistic) context explains the choice of the sites for this study. This also explains the scarcity and heterogeneity of the sample, which does not allow its static processing. Based on this, it was decided to focus on a qualitative analysis of the obtained material.

• Method 'Socialization'. Martsinkovskaya and Khuzeeva [17], who estimate the level of so-

• The questionnaire 'Identity', which allows to estimate the structure of identity. Mart-

• The questionnaire 'My country'—which estimates attitude to the native country, culture

As expected, the level of socialization among adolescents who entered the college at the year of the crisis is significantly lower for all indicators. For all positive indicators of socialization,

**5. Participants and methods**

26 Socialization - A Multidimensional Perspective

cialization and emotional comfort.

• The questionnaire 'Emotional intellect' [17].

pose and agreed to participate in the work.

cialization and emotional comfort.

sinkovskaya and Khuzeeva [17].

and language [17]

**6.1. Research I**

**6. Results and discussion**

*Methods*:

*Methods*:

**Figure 2.** Emotional intellect.

'developing.' Urban residents mark external characteristics of the country, such as 'multina-

Socialization in Modern Transitive World http://dx.doi.org/10.5772/intechopen.74237 29

The data obtained in the study of attitudes towards the culture show that for the overwhelming majority of respondents the dominant is the positive attitude towards their native and world culture. In the answers to the question: 'How my culture helps me'—it was stated: to develop, live and communicate. These data also emphasize the leading role of culture in the formation of sociocultural identity and personal development (**Figure 5**). Only a small number of respondents associate culture with ethnic identity (mainly in Syktyvkar), which is

About 50% respondents noted that their culture does not hinder them in any way. In a small settlement, the number of such answers is much larger than in cities, possibly due to the fact that other cultures, except the Komi and the Russian, are almost absent from it. In the city Syktyvkar, where there is a very large variety of cultures and nations, this indicator is the lowest. Many respondents there said that culture hinders communication with other peoples. Thus, we can say that in this case the language is identified with the culture (**Figure 6**).

In multinational cities, the differences between ethnic and sociocultural identity is minor and are mainly related to the main language of communication. In a small settlement, culture is perceived as a natural background for development and unites with the overall social situation, and in medium-sized cities and a megacity, culture can be seen as a hindrance for learning about other peoples and communicating with people who speak a different language. We must emphasize that only residents of Moscow gave negative definitions to their culture, in Moscow also much more neutral characteristics of native culture and people than in Syktyvkar and Vizinga, where the positive characteristics of their culture and people prevail. In this context, it is indicative that the native nature, which is also regarded as part of culture, does not cause negative experiences. It is possible to say, that our respondents realize connection between culture and language and norms of behavior, that is why

connected with the desire to communicate with people their language, their nation.

tional', 'unique', 'great'.

**Figure 4.** My country.

**Figure 3.** Dominance and conformity.

say that this fact is also connected with the 'weakening' of the criteria for assessing behavior and value orientations. Perhaps, the reducing of orientation towards interaction with other is also connected with high uncertainty, when teenagers are not sure in attitude to them.

#### **6.2. Research II**

The results obtained in the study of the attitude towards the country show that for the majority of respondents the leading parameter determining the attitude towards the country is not emotional, but externally descriptive (large, multinational) (**Figure 4**).

It should also be noted that countryside residents more often than residents of cities mention their emotional and positive attitude to their homeland, such as 'native', 'rich', 'friendly',

**Figure 4.** My country.

say that this fact is also connected with the 'weakening' of the criteria for assessing behavior and value orientations. Perhaps, the reducing of orientation towards interaction with other is also connected with high uncertainty, when teenagers are not sure in attitude to them.

The results obtained in the study of the attitude towards the country show that for the majority of respondents the leading parameter determining the attitude towards the country is not

It should also be noted that countryside residents more often than residents of cities mention their emotional and positive attitude to their homeland, such as 'native', 'rich', 'friendly',

emotional, but externally descriptive (large, multinational) (**Figure 4**).

**6.2. Research II**

**Figure 3.** Dominance and conformity.

**Figure 2.** Emotional intellect.

28 Socialization - A Multidimensional Perspective

'developing.' Urban residents mark external characteristics of the country, such as 'multinational', 'unique', 'great'.

The data obtained in the study of attitudes towards the culture show that for the overwhelming majority of respondents the dominant is the positive attitude towards their native and world culture. In the answers to the question: 'How my culture helps me'—it was stated: to develop, live and communicate. These data also emphasize the leading role of culture in the formation of sociocultural identity and personal development (**Figure 5**). Only a small number of respondents associate culture with ethnic identity (mainly in Syktyvkar), which is connected with the desire to communicate with people their language, their nation.

About 50% respondents noted that their culture does not hinder them in any way. In a small settlement, the number of such answers is much larger than in cities, possibly due to the fact that other cultures, except the Komi and the Russian, are almost absent from it. In the city Syktyvkar, where there is a very large variety of cultures and nations, this indicator is the lowest. Many respondents there said that culture hinders communication with other peoples. Thus, we can say that in this case the language is identified with the culture (**Figure 6**).

In multinational cities, the differences between ethnic and sociocultural identity is minor and are mainly related to the main language of communication. In a small settlement, culture is perceived as a natural background for development and unites with the overall social situation, and in medium-sized cities and a megacity, culture can be seen as a hindrance for learning about other peoples and communicating with people who speak a different language.

We must emphasize that only residents of Moscow gave negative definitions to their culture, in Moscow also much more neutral characteristics of native culture and people than in Syktyvkar and Vizinga, where the positive characteristics of their culture and people prevail. In this context, it is indicative that the native nature, which is also regarded as part of culture, does not cause negative experiences. It is possible to say, that our respondents realize connection between culture and language and norms of behavior, that is why

**Figure 5.** My culture helps me.

At the same time, a significant number of answers are disturbing; it is those in which pro-

Socialization in Modern Transitive World http://dx.doi.org/10.5772/intechopen.74237 31

In this case, foreign peoples are characterized only negatively, in contrast to people of own nation, which are characterized only positively. The reason for this phenomenon is widespread ethnic stereotypes and prejudices. The low connection of culture with ethnic identity can cause a negative attitude towards other, 'alien' peoples, who are seen as bearers of negative features, and not carriers of another, but also interesting culture. This phenomenon is largely due to the fact that 'my own' people are viewed not in cultural context, but from the position of the emotional attitude to the idealized positive national characteristics. It is noteworthy that there are negative and critical descriptions in relation to the country, but such

Our material shows that the current situation of transitivity, which includes the variability, uncertainty and plurality of social and personal spaces and contexts, for many teenagers becomes a crisis and complex life situation that significantly reduces their socialization potential.

nounced ethnocentrism manifests itself (**Figures 7** and **8**).

characteristics are completely absent in relation to native nationality.

**7. Conclusion**

**Figure 7.** Our people.

**Figure 8.** Aliens.

**Figure 6.** My culture hinders me.

culture is reflected by many of them as negative for development factor, while nature is perceived only on the emotional level and does not cause negative emotions. Language by majority of respondents was identified with culture and regarded as the important component of their native culture. Although many teenagers do not know well enough their native language (Komi, German), the main factor determining ethnic identity is precisely their native language, as they say that they are not Russians (thou speak mainly Russian) but Komi and Germans.

As a whole majority of teenagers appreciate two to three languages (Russian, English, Komi, German) and both native and world culture. Positive is the fact that the number of responses reflecting a negative attitude towards foreign culture and languages is decreasing.

**Figure 8.** Aliens.

At the same time, a significant number of answers are disturbing; it is those in which pronounced ethnocentrism manifests itself (**Figures 7** and **8**).

In this case, foreign peoples are characterized only negatively, in contrast to people of own nation, which are characterized only positively. The reason for this phenomenon is widespread ethnic stereotypes and prejudices. The low connection of culture with ethnic identity can cause a negative attitude towards other, 'alien' peoples, who are seen as bearers of negative features, and not carriers of another, but also interesting culture. This phenomenon is largely due to the fact that 'my own' people are viewed not in cultural context, but from the position of the emotional attitude to the idealized positive national characteristics. It is noteworthy that there are negative and critical descriptions in relation to the country, but such characteristics are completely absent in relation to native nationality.
