We aimed to assess which quantitative EEG changes during daytime testing in patients with sleep disorder (primary insomnia and excessive daytime sleepiness groups). All experimental study participants were subjected to a long-term test for maintaining attention to sound stimuli, and their EEGs were recorded and then processed, using wavelet analysis, in order to estimate the power and frequency structure of alpha activity. In healthy subjects, the maximum increase in the alpha rhythm occurred near 9 Hz. Patients with primary insomnia were characterized by an increase in the amplitude of the alpha rhythm near 11 Hz. For subjects with sleep disorders, an increase in the amplitude of the alpha rhythm was observed in the entire frequency range (7.5–12.5 Hz), with a maximum increase at 9–10 Hz. Significant differences (p≤0.001) for changes in the alpha rhythm dynamics in the course of performing the attention test were observed in the frequency range of 7.5–10.5 Hz between the control group and patients with sleep disorders. The ratios of the alpha rhythm power values for passive stages with closed eyes before and after active stage were significantly different among the groups of healthy sleep volunteers, patients with primary insomnia, and patients with impaired sleep hygiene within the range of 9.5 to 12.5 Hz. The results of the current study supported the notion of a 24-h hyperarousal in primary insomnia.

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The study of students’ representations of a socially active individual is one of the major tasks of psychology of education. The purpose of the study is to carry out analysis of characteristics of an image of a socially active individual in the representations of student youth and to correlate them with self-assessment of social activity and assessment of real social activity. Students aged 17-23 years (n=251) took part in the study ?=20.11, SD=1.2 (41% men). We used the polling method with the scales developed by the authors of the present study in order to identify self-assessment of social activity, to evaluate real activity; and the associative experiment method. In the study we analysed qualitative and quantitative characteristics of the image of a socially-active individual in the representations of university students. We have established major meaningful characteristics of representations (personal qualities, self-improvement and personal transformation, states, representation in the group, process and activity-related characteristics). Conclusion has been made about the connection between the intensity of students’ social activity and cognitive complexity of the image of a socially active individual and the content of subjective (initiative, confidence) and psychodynamic (vigour) categories in it.

Studying academic adaptation and subjective well-being in students with chronic diseases can help to explain psychological compensatory mechanisms and help with the development of socio-psychological support programs. It is supposed that the defining role is played by general adaptive potential, and the presence of chronic diseases results in variations in academic adaptation, which, alongside other variables, acts as a predictor of subjective well-being and satisfaction of basic needs. The sample consisted of first-year university students aged 17–26 years (mean = 19.6, SD = 2.8, 18.4% male; n = 419 persons, of which 34.8% with chronic diseases of various etiologies). To evaluate the components of students’ academic adaptation, we used the Academic Adaptation Scale; general adaptive potential was measured using the Multilevel Personal Adaptability Questionnaire; to evaluate subjective well-being, we used the Subjective Well-Being Scale; and satisfaction using the Life Scale. Satisfaction of basic needs was defined with the Basic Needs Satisfaction in General Scale. Students with chronic diseases demonstrated lower manifested adaptive potential, general markers of academic adaptation, subjective well-being, and satisfaction of basic psychological needs. The results showed that interrelations between various markers in students are largely mediated by academic adaptation and adaptive potential. Thus, the interconnection between adaptive potential and satisfaction of basic needs is significantly mediated by students’ academic adaptation, whereas the interconnection between chronic diseases and academic adaptation is mediated by adaptive potential. In other words, the findings support the assumption regarding the significant mediating role of these variables in subjective well-being. Cognitive, motivational, and communicative components of academic adaptation can serve as compensatory factors for experiencing subjective well-being in students with chronic diseases.

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