Abstract
Adolescence is characterized by increased reactivity to stress factors, among the sources of which the educational environment plays a significant role. The content of education and educational process organization, as well as interpersonal relationships, is the predominant stress factors of the educational environment. In the context of education reform, new pedagogical projects are being introduced, in particular, on the basis of meritocratic education, providing for the intensification of the educational process. It may affect the state of the autonomic regulatory systems of students. The purpose of the research is to study the activity level of autonomic regulatory systems among students of secondary school, who are studying in meritocratic and traditional gymnasium education systems. The study involved 60 students: 42 studied in meritocratic system (19 in SG-1, 23 in SG-2), and 18 in traditional system (SG-3). Heart rate variability (HRV) was used as a physiological marker of stress. ECG was recorded during 5 minutes in a darkened room in a rest state with closed eyes in a sitting position at the 5th, 6th and 7th grades. Intergroup comparisons of HRV parameters were carried out according to the Mann-Whitney, Kruskell-Wallis, Dunnett criteria, and the φ-criterion of the angular Fisher transformation. Differences were considered significant at р≤0.05. In the 6th grade, there was a tendency (0.05<р≤0.07) to lower values of Mean, SDNN, TR, ΔX, RMSSD, pNN50 among students in meritocratic system compared to the traditional one. However, this trend reached the level of statistical significance in the students of SG-1 compared to the control (SG-3). In meritocratic education different student groups differed in the level of school stress in 6th and 7th grades. Students in SG-1, compared to SG-2, characterized by lower values % HF, HFn, pNN50 against the background of higher values of % LF, LFn, LF/HF, IC, CC1, CC0. Thus, a higher level of school-based stress in conditions of meritocratic education is determined not so much by the intensification of the educational process as by social factors of the educational environment and/or individual typological traits of students.
Highlights
The period of study in primary school includes the processes of self-identification of the individual against the background of interconnected but heterochronous changes in the biological, cognitive, emotional and social functioning of the organism [14]
It was found that during the period of study in 5th and 7th grades the state of vegetative regulatory systems of pupils studying according to the traditional and meritocratic system of education is similar, which is indicated by the absence of statistically significant differences in all studied parameters of heart rate variability (HRV)
The typical structure of the HRV spectrum in the state of relative rest in both groups is represented by HF>LF>VLF, which indicates the prevalence of the autonomous control circuit over the central one
Summary
The period of study in primary school includes the processes of self-identification of the individual against the background of interconnected but heterochronous changes in the biological, cognitive, emotional and social functioning of the organism [14]. Sources of stress in adolescence can be various factors, including the educational environment [11, 12, 18]. The leading factors of school stress are the content of education and the organization of the educational process, namely: a large amount of educational material; Prenosological screening of autonomic regulatory systems tension in secondary school students difficult to understand the content of education; too tight training schedule; lack of time for repetition and consolidation of educational material; too frequent control of knowledge; final evaluation; unfair evaluation system; competitive educational environment. As pupils move to higher levels in the education system, they face higher academic requirements and expectations. The need to meet these expectations and academic requirements can be a source of stress in adolescence. A. [16], the highest psychophysiological "value" of intensive intellectual activity is inherent in pupils at the beginning of school and during puberty
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