Gender Peculiarities in the Psychosocial Adaptation of Students to the Pedagogical University Education

This study examines the psychophysiological and personal characteristics of first-year students at the Kuibyshev branch of Novosibirsk State Pedagogical University (59 females and 35 males) across different academic fields. Personal characteristics were assessed using a computer-based program designed to evaluate socio-psychological adaptation and personal potential, based on the methodology of Rogers and Diamond as adapted by K. A. Osnitsky. Psychoemotional state was evaluated using the methods of Ehlers, Buss-Durkee, and Spielberger (adapted by Yu. L. Khanin). The study included assessment of psychophysiological parameters such as simple visual-motor reaction time, reaction to a moving object, and cognitive functions (mechanical, semantic, and imaginative memory, mental performance, and attention). The study identified gender-related differences in psychological and psychophysiological characteristics among students. Male students tended to exhibit higher self-regulation, motivation-related traits, and faster sensorimotor responses, whereas female students showed higher anxiety levels alongside stronger performance in certain cognitive functions such as imaginative memory and attentional flexibility. No meaningful differences were found in the mobility and productivity of nervous processes, semantic memory, or indicators of hostility. Educational specialization was not associated with variations in psychosocial characteristics. The results suggest that gender differences in psychosocial status and psychophysiological traits are determined not only by biological factors but also significantly shaped by socio-cultural influences. Further research is needed to explore the interaction between these factors in the context of higher education.