Currently, intrinsic motivation becomes a key focus in the classroom processes, including language learning. This paper examines the commonalities and differences in the formation of intrinsic motivation of local and foreign students based on their socio-cultural background. The sample consisted of 107 students of Foreign Languages Department in Kazan Federal University (56% Russians, 44% foreign). Thus, foreign students from Uzbekistan, Tadzhikistan and Turkmenistan tend to experience mental and even physical discomfort, which strengthens their general belief in achieving their goal. Local students on the contrary feel at home thus they do not fall apart from the usual way of life and have to search for some inner inspiration. The article describes the psychological process in interaction with social and cultural environment and may serve as a tool for teachers to support developmental strategies. Findings aim to increase intercultural understanding between international students and foreign language teachers as well as to improve university policies that address students’ needs. © 2018 Elsevier Inc.

Sociocultural adaptation Educational environment Intrinsic motivation international education Foreign students

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