The results of cross-cultural research of implicit theories of innovativeness among students and teachers, representatives of three ethnocultural groups: Russians, the people of the North Caucasus (Chechens and Ingushs) and Tuvinians (N=804) are presented. Intergroup differences in implicit theories of innovativeness are revealed: the ‘individual’ theories of innovativeness prevail among Russians and among the students, the ‘social’ theories of innovativeness are more expressed among respondents from the North Caucasus, Tuva and among the teachers. Using the structural equations modeling the universal model of values impact on implicit theories of innovativeness and attitudes towards innovations is constructed. Values of the Openness to changes and individual theories of innovativeness promote the positive relation to innovations. Results of research have shown that implicit theories of innovativeness differ in different cultures, and values make different impact on the attitudes towards innovations and innovative experience in different cultures.
A joint research project carried out by an interdisciplinary group of Russian and Swedish linguists, sociologists and educators-psychologists (the Swedish Institute grant), besides solving pragmatic tasks of finding out relative quantitative-qualitative specificity of national cognitive representations of values, first of all, had methodological goals. They were to check the efficiency of the linguistic methods developed in this study (and, thus, to prove the theoretical ideas that served the basis for it) of getting factual data that allow reconstructing and comparing of the corresponding areas of cognitive representations.