Markers of success of passing the unified state exam

Abstract

102 schoolchildren of the 9-11 th classes of secondary school No. 2 of Stavropol, without genetic pathology, were examined. The functional state of the central nervous system was determined by the method of computer chronoreflexometry; using psychological tests, we determined the level of personality (PA) and situational (SA) anxiety, as well as (and) the level of aggressiveness. It was established that in the 9-11th classes, girls and young women have a higher level of PA and SA than boys and young men (p <0.05-0.01). During the training the girls' and boys' the level of PA remains relatively constant, however, the variability of PA of 17 years-old young women is higher than of the young men. The level of SA of the girls tends to increase throughout the entire period of study in high school, while for boys it rises only the 10 th class, and decreases by the beginning of the 11 th class. For the indicators of aggression, gender differences begin to appear in the 10 th class: aggressiveness index and indirect aggression in the boys' significantly higher than the girls' are. In the 11 th class, young men significantly increase in comparison with girls an indicator of hostility, verbal aggression and offence (p <0.05).

The psychical status and functional state of the central nervous system of high school leavers in the dynamics of the academic year

“…Prokhorov [12], personality and situational anxiety "are the factors that affect the success of the of exam taking". According to our earlier data, at the beginning of the school year the level of personality anxiety of "girls tends to increase throughout the entire period of high school, while that one of boys increases only in the 10 th form and decreases by the beginning of the11 th form" [13]. In the present study, in the 11 th form, we established a higher level of girls' personality anxiety compared to boys' one not only at the beginning, but also at the end of the academic year, that indicates a higher level of psychoemotional tension of female school leavers.…”

“…Earlier, we showed that "indicators of motivation for achievement show a pronounced relationship with the level of stability of the functional state of the CNS, noticeable -with the indicators of the standard deviation of the time CVMR, reflecting the adaptive capabilities of CNS, and indicators of the level of error-free reactions, the number of errors per differentiation. Indicators of anger closely correlate with the number of anticipatory stimuli and the level of infallibility, expressively -with the level of sensorimotor reactions, noticeably with the indicators of the speed of CVMR reactions" [13].…”