Features of neurodynamic properties, aggression and anxiety in Tuvan students depending on the behavioral and general strategy

The success of students' adaptation to the educational process depends on individual psychophysiological features, which are manifested in the behavioral strategy. Materials and methods. The study involved 76 young males and 132 females, the average age was 21.6 ± 0.2 years. Evaluation of the behavioral strategy in conflict interaction was carried out using the method of K. Thomas; the structure of aggression was studied with the help of the A. Buss and A. Durkee hostility inventory; the level of reactive and personal anxiety was measured with Spielberger state trait anxiety inventory (Spilberger-Khanin test). The neurodynamic properties were evaluated using the results obtained in the “Simple visual-motor reaction” and “Choice reaction” test. Mathematical processing of the results was carried out using Statistiсa 6.0. The compliance of the data with the normal distribution was checked by the Kolmogorov-Smirnov criterion. Differences were considered significant at p ≤ 0.05. Results. Tuvan students revealed gender differences in behavior in conflict situations: female students mostly demonstrated an effective behavioral strategy, while male students were characterized by an ineffective behavioral strategy. Female students with a neutral behavioral strategy (16.7%) were characterized by high indices of aggressiveness and hostility and low values of reactive anxiety. A high level of personal anxiety was found in all female students regardless of their behavioral strategy. Male students with high values of aggressiveness, reactive and personal anxiety were identified in isolated cases in a group with an effective behavioral strategy. In female students, the latent period of a simple visual-motor reaction was associated with a behavioral strategy. In male students, differences in the latent period of a simple visual-motor reaction were not detected regardless of the strategies of behavior. The functional level of the central nervous system of all the students studied, regardless of the strategy of behavior, was characterized as “slightly reduced”. According to the data obtained for the “stability of the nervous reaction” and “level of functionality”, gender differences were revealed. Conclusion. Neurodynamic features, the prevailing effective strategy of behavior in a conflict situation, and the structure of aggression of Tuvan female students indicate an adequate reactivity of the body, which is confirmed by a “slightly reduced” level of performance. This, probably, provides a more successful adaptation to the educational process compared to male students.