ON THE QUESTION OF THE DEPENDENCE OF STUDENTS' ACADEMIC PERFORMANCE ON THE TYPE OF HIGHER NERVOUS ACTIVITY

Relevance. Academic success in higher medical education depends on many factors, including individual psychophysiological characteristics. While temperament influences learning dynamics and professional competence formation, existing data regarding its direct impact on academic performance remain contradictory, especially under high cognitive loads typical for medical universities. Purpose. To investigate the influence of higher nervous activity types on student academic performance in Normal Human Physiology, specifically assessing test scores and final grades among different temperament groups.

Materials and methods. An anonymous survey involved 256 second-year students at Kursk State Medical University. Temperament type was determined via standardized psychodiagnostic testing (sanguine, choleric, phlegmatic, melancholic). Academic performance indicators included final test scores and grades for the "Blood" topic on a 5-point scale. Statistical analysis utilized descriptive statistics, Shapiro-Wilk, Grubbs, Kruskal-Wallis tests, and linear regression analysis with significance level set at p<0.05.

Results. Sanguine (34.8%) and choleric (28.5%) types prevailed. Mean test scores ranged from 72.96 to 75.49; final grades varied from 3.40 to 3.73. No significant performance differences emerged between temperament groups (H=3.072; p=0.381). However, a strong positive correlation existed between test scores and final grades across all groups (R^² up to 0.964; p<0.0001).

Conclusions. Higher nervous activity type does not significantly affect academic performance outcomes. Instead, current testing results are the key determinant of final grades. This suggests standardized assessment methods may minimize the influence of psychophysiological characteristics, allowing students to compensate for temperament traits through organized study and high motivation levels

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