Gender Characteristics of the Psychoemotional Status of Students with Different Levels of Academic Performance

The study of the health of student youth remains one of the important areas in scientific research, since the task of higher educational institutions is not only to instill professional skills, but also to form a full-fledged personality. Neuropsychiatric adaptation is one of the keys, so it is important to identify the factors that influence its formation. 120 students of the medical faculty of the Kyrgyz-Russian Slavic University were examined: 1) young men (n=30) and 2) girls (n=30) with high academic performance; 3) young men (n=30) and 4) girls (n=30) with low academic performance. We evaluated emotional intelligence according to the N. Hall scale, aggression according to L. G. Pochebut, the level of depression according to the Tsung test, emotional orientation according to B. I. Dodonov, level of self-esteem, style of behavior in conflict. Young men with high academic performance compared to similar girls are more likely to have a low level of emotional intelligence, high self-esteem, face mild depression, show more physical aggression, and have lower scores in communicative and aesthetic emotional orientation. Among those with low academic performance, girls, in comparison with young men, manage their own emotions worse, do not have high self-esteem, and have higher scores in communicative, hedonic and aesthetic emotional orientation. Sex differences in the psycho-emotional sphere are more clearly manifested among students with a high level of academic performance. The study of gender features in more detail assesses the psycho-emotional state of students, makes it possible to predict possible violations and timely carry out preventive or correctional measures, and, therefore, increase the success of adaptation.