Prognostic Competence and Coping Strategies of International Students from India and Arab Countries

Background. In the twenty-rst century, many universities have internationalized their activity. The number of international students is one indicator of how successful an institution is in the world market of educational services. There is a number of works dedicated to adaptation of international students. However, the anticipatory competence of foreign students and coping strategies in the process of adaptation in a foreign cultural environment have not been previously studied. Methods. Coping strategies were assessed by using the «Coping Strategies for Stress Situations Test» (Strategic Approach to Coping Scale – SACS) (Vodopyanova & Starchenkova, 2009); the anticipatory competence of foreign students was assessed by using the anticipatory competence test (Mendelevich, 2003). The study involved young people studying in Russian universities from 1 year to 3 years in humanitarian and technical specialties Results. During the study it was found that students from Arab countries are dominated by a passive coping strategy, they are in a small degree characterized by asocial and aggressive actions, which are expressed in an asocial strategy of coping with stress. Indian students prefer a pro-social strategy of behavior, expressed in the search for social support. Signicant differences were revealed between representatives of two different countries in the severity of the strategy of coping with stress - the search for social support. Personal-situational and temporal anticipatory consistency is more characteristic of students from Arab countries. Conclusion. The results of the present research work contribute to the knowledge on the ability to predict problematic situations (anticipatory competence) that international students have, in relation to their aliation. The practical signicance of the present research consists in the potential application of the obtained results. Methodical techniques developed in the course of the present research may be applied by specialists in a psychological service when they work with international students.


Introduction
In the twenty-rst century, many universities have internationalized their activity. The number of international students is one indicator of how successful an institution is in the world market of educational services. The international character of modern education is evident in the increase of academic mobility and the growth of numbers of international students. Most often, people adapt to a new socio-cultural environment by changing their stereotypes and behavioral patterns; however, they often remain internally alienated from the social environment. Successful adaptation ensures faster integration into the learning process and an overall increase in quality of education for international students.
To date, problems related to sociocultural adaptation have been studied in scienti c works by A.C. Mui . This article will de ne the anticipatory competence of international students studying in Russia. Anticipation is the ability of a subject to act and decide with a certain space-time prediction of expected future events.
The notions of "anticipation" and "anticipatory capacities" have the same meaning, which makes these categories identical in most psychological contexts (Nichiporenko & Mendelevich, 2006). Anticipatory or prognostic competence is the ability to expect the development of events with high probability, to predict how situations will develop and how an individual will react to them, and to be a few steps ahead when taking action (Mendelevich & Solovyeva, 2002, p. 99). At the present time, there are no studies that explore the anticipatory competence of international students.

Adaptation
In the current era of globalization, there are an increasing number of students seeking higher education outside their native culture . Educational experiences in host cultures provide an opportunity to expand an individual's intercultural knowledge and worldview, which in turn enhances personal development and future career prospects . However, the process of adapting to a new culture can be di cult and stressful (Berry, 2005;Ward et al., 2001).
Sociocultural adaptation is de ned as the ability to understand the culture of the host country and function properly in a new cultural environment (Kim, 1988(Kim, , 2001Ward, 2001). During socio-cultural adaptation, the individual experiences cultural stress (Berry & Annis, 1974), which can be alleviated by social support (Adelman, 1988). Researchers argue that an additional aspect of cross-cultural adaptation that needs to be studied is psychological adaptation, though they highlight the close relationship between cultural stress and human mental health. People with high levels of acculturative stress are at risk of experiencing not only depression (Mui & Kang, 2006;Rahman & Rollrock, 2004), but also suicidal ideation (Hovey & King, 1996). Further research has shown that acculturative stress is correlated with high levels of anxiety and depression in international students (Crockett et al., 2007). As scientists note, international students in the process of adapting to a foreign cultural environment experience a sense of loneliness (Hunley, 2010;Wang, et al., 2015), face di culties caused by changes to their usual way of life (Szabo et al., 2016), experience cultural differences (Hirai et al., 2015), and discrimination (Poyrazli & Lopez, 2007;Ward & Leung, 2005).
In the context of the adaptation of international students to the new environment of a Russian university, as well as de ning the structure of adaptation, the issue of coping strategies used to overcome di culties is of particular relevance.

Coping behavior strategies
International students come to study in Russia from around the world. They are representatives of different cultures and traditions, values and norms of behavior. Despite some experience already gained in their native country, education and lifestyle in Russia are very different for international students. In addition, each student has a different level of pro ciency in Russian, special individual psychological qualities and speci c ways of coping with stress. The aim of another study, held in Russia, was to determine the safe and unsafe types of defensive and coping behavior of students. The study involved 332 college and university students from the rst to the fourth years of study (from 16 to 22 years old) from Ekaterinburg (Nikiforova, 2016). The author identi ed four types of defensive and coping behavior: adaptive, victim, neurotic, and altruistic. Many protective and coping behaviors were divided into two types: safe or unsafe, directed at oneself or at others. "Adaptive" and "altruistic" types of behavior are attributed to safe defensive and coping behavior, and "neurotic" and "victim" types are attributed to unsafe behavior.
Several studies conducted outside of Russia have also examined students' coping strategies. One of those studies looked at the coping strategies used by the students of the Faculty of Economy and Management at the Czech University, within the "Governmental management and regional development" study programme (n=177). The research showed age differences between students, and differences between the groups of part-time and full-time students, regarding the following coping strategies: situational control, reaction control, positive self-teaching. Such coping strategies were dominant among part time-students of the Faculty of Economy and Management at the Czech University (Natovova & Chylova, 2012).
Another study involved Turkish students as respondents: 12 EFL students who had nished their study practice at the Anadolu University. Participants were asked to keep a diary where they had to describe their adaptation issues. The research data also included semi-structured interviews and eld notes taken by researchers. The analysis of the data showed that the most serious adaptation problems were related to interpersonal communication inside a group, and the most successful coping strategy was when cooperation occurred between students and teachers with a similar mindset .
Research by Australian authors (Khawaja et al., 2001) used a quantitative approach to investigate problems that international students may encounter. Twenty-two international students from a university in Australia took part in four focus groups. It was found that the students' problems included their social isolation, their limited English skills, academic struggles, expectations that weren't satis ed, a tight schedule, cultural shock and psychological discomfort. The main coping strategies implemented by the international students involved seeking additional information, leaving their comfort zone, interacting actively with native speakers in the hosting country, practicing their social skills, developing time management skills, and approaching the university for psychological counselling.
The results of another study showed that, in stressful situations, international students used different coping strategies when compared to domestic students (Sapranaviciute, 2012). The study recruited 356 students: 258 host and 98 international students. The coping strategies used by international and domestic students were different related to their health outcomes.
A series of studies has been based on the responses of Chinese students (Cao, C., et al., 2017; Cao, C., et al., 2018). Consensual qualitative research (CQR) was used to analyze data gathered from semistructured interviews. Chinese students in various universities around the world were recruited. The authors de ned several academic stressors and differentiated them according to frequency labels. The dominant sources of academic stress were: academic incompetence, cultural shock, different academic standards, and intercultural communication issues. It was found that Chinese students had been getting social support in the academic context from their compatriots of the same age. The results implied that their culture mainly in uenced the behavioral peculiarities of Chinese students and not the general academic context. Indian students have also been recruited as respondents in studies dedicated to revealing the problems of adaptation to Russian universities (Shkuhov & Radchenko, 2011; Abramova et al., 2018). Authors have found that it is possible to make the adaptation process easier and faster by supporting the education and residence of students from different countries with a consideration for their historical and cultural heritage, and the national and religious characteristics of the individuals involved in the educational space (Abramova et al., 2018).
Although several studies have examined coping strategies used by international students, it should be pointed out that most studies do not differentiate students by their nationality. Existing studies do not provide any analysis of the differences between coping strategies used by the representatives of different cultures.
Therefore, in the existing literature, one can see contradictions between the amount of empirical data on adaptation of international students and the lack of research aimed at revealing coping strategies and how international students can predict problematic situations and overcome them.

Present study
The aim of this research is to study the characteristics of the socio-cultural adaptation of international students. The objectives of this study are: 1. To study the anticipatory competence of international students associated with adaptation.
2. To study the coping strategies of international students to the new conditions of the educational environment of the university.
The scienti c novelty of the presented work is to identify coping strategies and components of the anticipatory competence of students from China and students from the CIS countries studying in Russia. The anticipatory competence of international students has not previously been studied, especially in the cross-cultural aspect.

Participants
The present research is based on data obtained from rst-, second-and third-year students from India (73 respondents) and Arabic countries (64 respondents). The informants are currently studying in institutions of higher education in Perm, Moscow, Astrakhan, Kazan, Nizhny Novgorod, St. Petersburg.
The rst group of informants was composed of students from Arabic countries (Morocco, Syria), of an average age of 23 (33 male and 29 female respondents).
The second group included 73 Indian students (39 males and 24 females) who had been studying at Russian institutions of higher education for 1 to 3 years, specialized in humanities and technical science. The average age of informants was 23. The overall number of respondents equals to 137 (see Table 1). face-to-face and online using Google Forms. First, we identi ed the dominant coping strategies for people from unique cultures using «Coping Strategies for Stress Situations», calculating the average for each strategy. We also calculated the standard deviation for each of the variables and differences between groups. Secondly, we analyzed the data using the method "Anticipatory competence test", revealing the indicators of anticipatory consistency using descriptive statistics. The study involved young people studying in Russian universities from 1 year to 3 years in humanitarian and technical specialties. Students from Moscow, Astrakhan, Kazan, Nizhny Novgorod, and St. Petersburg lled out an online questionnaire which was distributed through the departments that work with international students. We also distributed the questionnaire on social network groups for international students. International students from Perm city lled out a questionnaire in the presence of an interviewer. Nevertheless, we should acknowledge the potential cognitive biases commonly associated with self-reported measures, such as the effect of social desirability. The respondents were unfamiliar with each other, and the purpose of the study was not indicated in the questionnaire itself.

Measures
Coping strategies

This was assessed by using the test Coping Strategies for Stress Situations (Strategic Approach to
Coping Scale -SACS) (Vodopyanova & Starchenkova, 2009). This method uses a questionnaire of 54 statements. Using the assessment key, a grade is calculated for each of the following scales: «assertive actions», «starting social contact», «seeking social support», «cautious actions», «impulsive actions», «avoidance», «indirect actions», «asocial actions», and «aggressive actions». According to the theory suggested by Hobfoll, the models of coping are characterized by three axes of an individual's behavior.
The strategic direction of coping behavior can be described by three coordinates: the pro-social/asocial strategy axis, the passive/active axis, and the direct/indirect (manipulative) action axis (Vodopyanova & Starchenkova, 2009 (Danilenko, 2018). The possibility of a wide range of applications of this technique allowed us to use it in the presented study, since the treatment of time and the features of communication can be because of cultural differences (Lewis, 2016).

Analysis of rhe data
The primary analysis of the answers given by the respondents has enabled us to calculate the minimum, maximum and mean values, standard deviation for each variable, and differences revealed using Student's t-distribution. Differences in the features of anticipatory competence were identi ed using analysis of variance.

Revealing coping strategies of international students
Let us turn to the results obtained in the rst block of the questionnaire and re ecting the coping strategies of the respondents. The primary analysis of the respondents' answers made it possible to reveal the mean value and standard deviation for each variable (see Table 2). Students from Arab countries are dominated by a passive coping strategy and, accordingly, such behaviors as cautious actions and avoidance. At the same time, Arab students are in a small degree characterized by asocial and aggressive actions, which are expressed in asocial strategies for coping with stress. Indians prefer a pro-social strategy of behavior, expressed in the search for social support.
The strategies of coping with stress that were signi cant in their expression were identi ed -the search for social support.

Revealing anticipatory competence of international students
Let's move on to the analysis of the results from the second block of the questionnaire aimed at studying anticipatory competence. The primary analysis of the respondents' answers made it possible to reveal the minimum, maximum and mean values, standard deviation for each variable, as well as differences according to the Student's t-test (see Table 3). Note: *** -differences are signi cant at p <0.001; ** -differences are signi cant at the level of p <0.01; * -differences are signi cant at p <0.05 There are signi cant differences in the components of anticipatory competence among Arab students and Indians studying in Russia. The personal-situational and temporal components of prognostic validity are more pronounced in Arabs. The polyactivity of the Arab and Indian cultures formed the basis for the temporary inconsistency of the representatives of both groups, since the values obtained are below the threshold (less than 42).

Differences in the anticipatory consistency
During the interpretation of the results, differences in adaptation among Arab students were found depending on the course of study and gender. Differences were found in temporal anticipatory competence among students from Arab countries enrolled in 1 (N = 15), 2 (N = 34), 3 (N = 15) courses of Russian universities (see Table 4). It was found that rst-year Arab students have the lowest level of temporal anticipatory competence (M = 31.2, SD = 0.55), and second-year students are more able than third-year students to predict di cult situations associated with time (F = 3.284 at p = 0.04).
The revealed differences in adaptation among Arab students depending on gender (29 female students, 33 male students took part in the study) are presented in Table 5. It is necessary to mention that no differences were found in coping strategies in relation to gender and course among Arab students. Indians show no differences in coping strategies and anticipatory competence depending on the course and gender.

Discussion
It is common for respondents from Arab countries to postpone solving a problem in the hope that it will resolve itself; save energy and prefer to do anything, just to forget about the unpleasant business that needs to be done. Hindus consult with friends and relatives, do not hesitate to turn to other people for help and support, and in di cult times emotional support of loved ones is extremely important for them.
Signi cant differences were revealed in the severity of the strategy for coping with stress -the search for social support. Hindus do not try to hide their feelings -they express joy, disappointment and grief openly.
Their values are centered on family as well as group dedication. Group membership is dominant in Indian culture. Ingroups are of great importance.
Also, Arabs are able to predict situations related to communication, to a greater extent than Indians. Previously, nothing was known in science about the anticipatory consistency of foreign students, but the low temporary AS of Indians and Arabs (the value of the temporal AS is below the threshold value -less than 42) is culturally determined. Representatives of Arab countries are sociable, mobile, do a lot of things at once and not according to the schedule, but according to the degree of their attractiveness, importance at a given time, and the carriers of this type of culture are extroverted, impatient, talkative. They are often unpunctual, have a habit of being late, do not schedule time and do not keep records of their affairs. All these characteristics are re ected in the temporal anticipatory consistency of foreign students from India and Arab countries.
The obtained data, namely the peculiarities of coping strategies and the ability to predict situations related to communication, predicting the ow of time and the ability to distribute it, can form the basis for the development of accompanying adaptation programs for students belonging to different cultures. Not only adaptation programs, but also the training system for foreign students should take into account the differences between the carriers of a particular culture. When developing adaptation programs for foreign students studying in Russia, it should be borne in mind that Arab students, as representatives of a polychronous, polyactive and highly contextual culture, are easier to adapt to the educational process directly through communication. They allocate time a little more e ciently, personal-situational anticipatory competence is developed to a greater extent than among the Indians. Hindus are the group of students who need to clearly de ne deadlines, warn about current controls, and pay special attention to time management themselves, since the temporal anticipatory consistency is less pronounced. The revealed differences in coping strategies demonstrate that Indian students are more eager to seek social support. It is extremely di cult for them to predict di cult situations associated with time and communication, while they have a high need for social support as a coping strategy, respectively, by focusing on this, you can accelerate their adaptation to the educational process. Arab students have more developed personality-situational anticipatory competence than students from India.
Thus, in the course of the study, it was found that: 1. Students from Arab countries are dominated by a passive coping strategy, they are in a small degree characterized by asocial and aggressive actions, which are expressed in an asocial strategy of coping with stress.
2. Hindus prefer a pro-social strategy of behavior, expressed in the search for social support.
3. Signi cant differences were revealed between representatives of two different cultures in the severity of the strategy of coping with stress -the search for social support.
4. Personal-situational and temporal anticipatory consistency is more characteristic of students from Arab countries. 5. It was found that the level of spatial anticipatory consistency is higher among female Arab students.

Conclusions
Of course, the study of the peculiarities of adaptation of foreign students to the educational space of a Russian university is an urgent topic today. Despite the existence of a number of Russian and foreign studies aimed at studying the adaptation strategies of foreign students, it should be noted that they do not study the issue of coping strategies and anticipatory consistency. The theoretical value of the present research consists in enriching psychological knowledge on the phenomenon of adaptation to the environment of Russian universities experienced by international students. The obtained data will bene t the further development of the studies of coping strategies used by international students. The results of the present research work contribute to the knowledge on the ability to predict problematic situations (anticipatory competence) that international students have, in relation to their a liation. The practical signi cance of the present research consists in the potential application of the obtained results. They may be used as study materials in various disciplines: "Psychology of a personality", "Intercultural communication", "Intercultural communication in the modern world". The results of the present research paper may prove useful in the professional activities of a practicing psychotherapist in consulting and preventive work aimed at helping international students adapt to the environment of a Russian university. Methodical techniques developed in the course of the present research may be applied by specialists in a psychological service when they work with international students.

Declarations
Ethics approval and consent to participate The study was approved by an ethics committee of the National Research University Higher School of Economics. All methods were carried out in accordance with the Declaration of Helsinki and its amendments and were approved by the ethics committee of the National Research University Higher School of Economics. Informed consent was obtained from all participants.

Consent for publication
Not applicable.