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This study continued an in-depth investigation of the Plurilingual Creativity paradigm. It examined how Big Five personality traits moderated the relationship between plurilingualism/pluriculturalism and creativity. Data collection included assessments of plurilingual experience (measured by the abridged version of the Multilingual and Multicultural Experience Questionnaire), multicultural experience and desire (measured by the Multicultural Experience Questionnaire), intercultural competence (measured by Integrative Intercultural Competence Survey), and divergent thinking (measured by Unusual Uses test). A series of regression analyses using moderation models obtained evidence that neuroticism interacted with the plurilingual index (composed of the number of languages spoken by participants and their overall language proficiency), contributing to flexibility in divergent thinking. Extraversion interacted with the intercultural competence component, namely the management of intercultural interaction, contributing to fluency, flexibility, and originality in divergent thinking. It also interacted with multicultural experience in contributing to fluency. These findings emphasized the importance of considering personality traits in plurilingual creativity.

This article presents a comparative study of the personal adaptive capabilities of Chinese students studying in Chinese, British and Russian universities. The study involved 224 Chinese first-year students who formed 3 groups: Group 1, 96 first-year students studying in China; Group 2, 100 Chinese first-year students studying in Russia; Group 3, 28 Chinese first-year students studying in the UK. The instruments employed were: a Personality questionnaire (adapted Rogers-Dymond method), the Big Five and the Method of studying the Research Potential of students (Bordovskaia et al., 2017). The study found that for all Chinese students, the general predictors of adaptation to university education are "openness" and "agreeableness." The differences are that the personal resources for the adaptation of Chinese students in Chinese and Russian universities are "research potential," in the British university "neuroticism," "extraversion" and "conscientiousness (self-control)." The findings point up the conditions for ensuring the future academic, social and communicative success of Chinese students in the educational environments of British, Russian and Chinese universities, and allow one to predict the reasons for the difficulties faced by individual students.

Present article addresses studying tolerance as a factor of personality stability, which manifests on the level of interpersonal relationships and on the level of intra-personal system of stressors resistance. The article includes theoretical analysis of the tolerance construct as an integrative personality formation. It explores the question of psychological stability of a personality in the context of tolerance modes. We present the results of an empirical study in college students, which define the presence of systemic connections between external and internal tolerance modes on the basis of positive connections (between acceptance of interaction partner and emotional stability; between feminine traits and level of general and ethnic tolerance; between masculine traits and emotional stability), as well as negative connections (between tolerance towards others and ability for independent decision-making in emotionally strained situation; between character traits, which are defined by organic lesions of the nervous system and communicative tolerance; between delinquency, predominance of masculine traits and level of general tolerance or tolerance as a personality trait; between extroversive personality orientation and tolerance as a personality trait).

The urgency of the problem stated in the article stems from the fact that in modern conditions the study of the psycho-diagnostic component of the teacher's activities is relevant in practical terms, since the functions of these activities affect the efficiency of pedagogical activity and the educational process itself, including the effectiveness of students' learning activities. The purpose of the article is to examine the role of teacher's psycho-diagnostic activity in the school educational system. The leading method of studying the problem is an empirical method of research (surveys, testing, content analysis), methods of mathematical and statistical processing, allowing a complex consideration of teachers' diagnostic activity characteristics. The study involves 100 teachers and 420 secondary school students, 14-15 years of age. The article reveals that the psycho-diagnostics, carried out by teachers, is characterized by haphazardness, and does not rely on the psychological and pedagogical technologies. The teachers carry out activity diagnostics more successfully, identifying its goals and methods. Psycho-pedagogical technologies of forming an ability to carry out personal diagnostics improve teachers' overall psychological culture. The study deepens the understanding of the psycho-diagnostic component, contributes to the development of the teacher's professional activity, expands teacher's psycho-diagnostic opportunities, and determines the levels of the teaching staff's psychological culture development. The practical significance of the study results is in their direct use for improving teachers' psychological training and other kinds of professional training in the "man-to-man" sphere.

Russia behaves in a fundamentally different way. The authors compare Russia's international behavior with the clinical diagnoses of Borderline Personality Disorder. They describe various traits of this disorder with an emphasis on handling those suffering from it. [ABSTRACT FROM AUTHOR]

The development of the concept of clinical signs of «general» predisposition to mental diseases that is defined by the notion of psychopathy is analyzed. The foundations of this concept in Russian psychiatry were laid by V.H. Kandinskiy and V.M. Behterev, hereinafter they were developed by S.S. Korsakov, P.I. Kovalevskiy and V.P. Serbskiy. S.A. Sukhanov and P.B. Gannushkin focused on the separate types of abnormal character that were connected with different neurosis and «degenerative» psychosis. According to S.A. Sukhanov's concept, the anxious-doubting (psychasthenic) character with the amplification of its symptoms transits to psychasthenia, the patological reasoning character (close to paranoic) to delusional disorders (or paranoic psychosis), hysterical character to hysterical neurosis, «morally defective» character to «moral madness». S.A. Sukhanov suggested the systematics of abnormal characters not by one prominent trait but by the presence of several signs from more broad set of traits that generally are typical for the given abnormal character.