Peculiarities of the influence of autonomic state on academic performance depending on the evaluation system

Introduction. Academic performance is a criterion of adaptation to the learning environment and depends on individual and typological characteristics of the effects of the autonomous system on the activity. Different evaluation systems characterize different facets of learning capacity. The purpose of this research is to identify the properties of the effects of the autonomous system on schoolchildren’s academic performance using traditional evaluation system and paired-comparison method. Materials and Methods. The sample consisted of 30 eleventh year students of a comprehensive secondary school. Autonomic regulation was assessed using a questionnaire. Academic performance was measured retrospectively using two methods. The results of continuous academic assessment during the Year 9 were analyzed. At the end of the school year the teacher evaluated academic performance using a paired-comparison method. Data were processed using cluster analysis. Results. The findings suggest that regardless of the evaluation system, academic performance is more determined by the functional condition of the sympathetic divisions which are responsible for actions requiring quick responses than by parasympathetic divisions which are associated with automatic activity in ‘rest’ conditions. Evaluation conducted by means of paired-comparison method has shown correlations between academic performance and intensity of sympathicotonia. Students with average sympathicotonia demonstrated below average level of academic achievements. Above average level of performance was shown in students with maximal or minimal sympathicotonia intensity depending on the discipline. The authors believe that paired-comparison method of evaluation is accompanied by including not only the performance but its physiological cost as well. It is expressed in the correlation between the academic performance and intensity of sympathicotonia which is demonstrated in tension or anxiety. Conclusions. The study concludes that the peculiarities of the effects of the autonomous system on schoolchildren’s academic performance when using paired-comparison method include the correlation between the academic performance and functional status of autonomous regulation segmental mechanisms with greatest impact being made by intensity of sympathicotonia.