Индекс адаптации студентов к учебному процессу в зависимости от типа темперамента

Abstract

The purpose of this study was to establish a correlation between the index of adaptation to the educational process and the personality type of medical students. Materials and methods. The research involved 184 secondand fifth-year medical students. We determined their personality types (according to Eysenck Personality Inventory (EPI), variant A) and index of regulatory and adaptive status (IRAS) using the cardiorespiratory synchronism test (V.M. Pokrovsky) on the VNS-Mikro device (Neurosoft, Russia) at the beginning and at the end of the academic year. The adaptation level was determined by calculating the integrative quantitative indicator, i.e. the adaptation index (ratio of IRAS at the end of the academic year to IRAS at the beginning of the academic year, multiplied by 100). Results. Students with different personality types, genetically predetermined, demonstrated different adaptation index values (p < 0.001): phlegmatic students (n = 26) 81.9 ± 1.0 (high adaptation level); choleric (n = 22) 72.1 ± 1.0 (high adaptation level); sanguine (n = 22) 34.1 ± 1.2 (moderate adaptation level); melancholic (n = 20) 22.6 ± 0.8 (low adaptation level); phlegmatic/sanguine (n = 20) 79.4 ± 0.8 (high adaptation level); sanguine/choleric (n = 26) 43.2 ± 0.9 (moderate adaptation level); phlegmatic/melancholic (n = 30) 36.6 ± 1.1 (moderate adaptation level); melancholic/ choleric (n = 18) 25.2 ± 0.6 (low adaptation level). Correlation analysis with Spearman’s rank correlation coefficient (interpretation using the Chaddock scale) revealed a statistically significant relationship between IRAS values at the beginning and at the end of the school year (r = 0.53). The data obtained showed that all students had a decrease in IRAS at the end of the academic year, personality type affecting the indicator’s annual dynamics. Melancholic and melancholic/choleric medical students had the lowest adaptation level. The identified risk groups require special attention and an individual approach when planning the educational process.