The formation of national identity is a complex and dynamic process, influenced by various factors including family upbringing and educational environments. Ethnology emphasizes the subjective aspect of individual identification with an ethnic group. While historical and dynamic, national identity remains crucial for personal development, family culture, and behavioral stereotypes. A common hypothesis suggests national identity is established early in the family and rooted in cultural traditions. This initial identity can remain stable even with negative self-assessments or external pressures. Conversely, multi-ethnic academic environments and self-education might dilute ethnic identity, leading to a more neutral, multi-ethnic consciousness. Gender also plays a role, with women sometimes exhibiting greater conservatism and adherence to ethnic behaviors. Changes in identity often arise from economic or social factors, such as historical mimicry seen in certain groups facing persecution. Student age is a particularly dynamic period in this process, as family values interact with the multi-ethnic university environment. The Republic of Dagestan, with its rich ethnic and linguistic diversity, provides a compelling case study. Over 100 ethnic groups, including both indigenous and non-local populations, inhabit Dagestan, with a Muslim majority. Multiple languages are spoken, with Russian now serving as the lingua franca. Dagestan also has economic and educational challenges. The study explored the influence of family values and a multi-ethnic environment on ethnic identity formation.

Recent research views national identity as a form of social or human capital, enabling participation in trust networks and access to advantages associated with ethnicity. However, this capital requires multicultural competence, understanding one's own culture and interacting with others. The student environment is a crucial setting for developing such competence. State policies promoting ethnic diversity play a vital role, particularly in recognizing the equivalence of different groups within a shared societal framework. The digital environment and increased communication contribute to post-national identification and multicultural competency. The dynamics of ethnic identification are particularly noteworthy among minority groups, often facing socio-economic challenges and demonstrating varied responses to assimilation, ranging from resistance to the formation of a neutral identity or dual identification. Increased education can shift identity towards multi-ethnicity. However, individual values may not align with their lived experiences in family settings. The interaction of state policies and local traditions in Dagestan highlights the significant role of state policy in maintaining national identity and the importance of cautious patriotic education in managing conflict and self-identification within multinational contexts.

This quantitative study employed a survey design with 214 Dagestani students (experimental group) from 15 Moscow universities and a control group of 214 multi-ethnic students from the same universities. The sample included equal numbers of males and females across five academic years. To avoid bias, no university had more than 17 participants. The experimental group included primarily Avars, Dargins, and Kumyks, many from mixed marriages and identifying as Dagestani despite internal ethnic variations. The control group represented 27 nationalities and 18 mother tongues. The survey consisted of three questions using a Likert scale: self-identification as Dagestani and alignment with Dagestani behavior; adherence to traditional family values; and frequency of native language use. Data analysis used Student's t-test to compare gender and year differences, and Pearson's correlation coefficient to assess the relationship between the experimental and control groups. MS Excel 2019 was used for data processing and visualization. Ethical considerations included anonymity and informed consent. The study acknowledges limitations: the inability to completely separate the influence of the student community from the wider Moscow environment; sample size limitations affecting generalizability; and the lack of data on students' specific disciplines.

National identity self-assessment showed that Dagestani students consistently identified as Dagestani, with slight changes by the fifth year. In contrast, the control group’s self-identification blurred significantly by the fifth year. Among first-year students in the control group, 65.12% clearly defined their national identity, declining to 14.28% by the fifth year. 9.52% of fifth-year students identified differently from their passports, potentially due to historical ambiguities in Soviet-era nationality records. Regarding family values, the experimental group demonstrated stronger initial commitment, which lessened over time. The control group exhibited a decrease in adherence to family values by the fourth and fifth years (55.81% and 60.46%, respectively). Regarding native language use, Dagestani students' use of their native language declined significantly by the fifth year, reflecting the influence of the foreign-language environment. The control group showed less dramatic change. Chi-squared tests revealed significant differences between experimental and control groups for first- to third-year students in ethnic self-identification, family value adherence, and national identity. These differences were absent for fourth and fifth-year students. Gender differences showed that females in the experimental group maintained higher scores in all three areas, indicating stronger preservation of national identity and family values. A moderate correlation (r = 0.587) was observed between both groups in native language assessment for fifth-year students, suggesting the influence of the multi-ethnic environment on linguistic behavior, which changed most notably in the experimental group. Despite this, the Dagestani students retained strong adherence to their national values and self-identity.

This study confirms the complex and subjective nature of national identity, which is formed in the family and can be modified later in life. The study reveals that while educational experiences and multicultural exposure can blur aspects of ethnic identity, particularly linguistic practices, a strong initial identity, reinforced by family values, can persist. The more traditional identification of Dagestani women, particularly concerning family values, aligns with some existing research highlighting women's role as guardians of tradition. The study supports the idea that national identity can be a multifaceted concept, with different aspects affected differently by exposure to a multi-ethnic setting. The persistence of strong national identity despite behavioral changes highlights the potential for the coexistence of traditional and modern values. The findings emphasize that the process of ethnic identity formation is not homogeneous across different ethnic groups and underscores the importance of considering these dynamics in educational and social contexts.

This study demonstrates the dynamic interplay between family values and a multi-ethnic university environment on ethnic identity formation among Dagestani students. While acculturation affects linguistic practices, a strong initial national identity shaped by family values is relatively resistant to change. Gender differences are noteworthy, with women exhibiting stronger adherence to traditional values. Future research could investigate the influence of specific academic disciplines on identity development, explore the role of social networks within the university environment, and extend the study to a larger and more geographically diverse sample.

This study's limitations include the inability to completely isolate the impact of the student environment from the broader societal context of Moscow. The sample size, while substantial, may not fully represent the diversity of Dagestani students in Moscow or across Russia. The study lacks detailed information on the specific academic fields of study, which could influence identity development. Future studies should address these limitations to enhance the generalizability of the findings.