Authors
- Zheng Yezi
Annotation
This article examines the characteristics of interaction between Chinese students and their teachers, using the example of students enrolled at a Russian university.
Improving the quality of educational services is one of the priority issues facing universities. A key condition for achieving high‑quality education is the organization of interaction between students and teachers. In the case of international students, this issue becomes one of the foremost concerns requiring close attention. In practice, however, these aspects are not always adequately addressed. The aim of the study is to identify the specific features of organizing interaction within the teacher–student relationship, taking into account the psychological characteristics of Chinese students. It is important to recognize that the interaction between student and teacher depends largely on both parties. To achieve the stated purpose, a study was conducted including a review of theoretical literature on the research problem, a sociological survey and a psychological assessment. The study evaluates the psychological characteristics of Chinese students’, assesses teacher competencies, identifies problematic areas that hinder effective interaction between Chinese students and their teachers at a Russian university, and proposes ways to address them. The novelty of the research lies in systematizing and classifying the key psychological characteristics of Chinese students, as well as identifying those that reduce learning effectiveness and should be taken into account in the “student – teacher” relationship. The study suggests recommendations on how to improve the interaction between Russian teachers and Chinese students, emphasizing the need to account for their psychological characteristics.
How to link insert
Zheng, Y. . (2026). PSYCHOLOGICAL CHARACTERISTICS OF INTERACTIONS BETWEEN CHINESE STUDENTS AND THEIR TEACHERS Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 20 (2), 211. https://doi.org/10.24412/2076-9121-2026-2-211-224
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