èññëåäîâàíèÿ-îïðåäåëåíèå âëèÿíèÿ êëèìàòè÷åñêèõ ôàêòîðîâ íà ìîðôîôóíêöèîíàëüíûé ñòàòóñ ñòóäåíòîâ-ïåðâîêóðñíèêîâ Òóâèíñêîãî ãîñóäàðñòâåííîãî óíèâåðñèòåòà. Ìàòåðèàë è ìåòîäû. Ïðîâåäåíà ñðàâíèòåëüíàÿ îöåíêà ìîðôîôóíêöèîíàëüíîãî ñòàòóñà ñòóäåíòîâ 1 êóðñà Òóâèíñêîãî ãîñóäàðñòâåííîãî óíèâåðñèòåòà, ïðèáûâøèõ íà îáó÷åíèå èç òðåõ ðàéîíîâ Ðåñïóáëèêè Òóâà: Ìîíãóí-Òàéãèíñêîãî, Áàé-Òàéãèíñêîãî, Ýðçèíñêîãî. Âñå ïåðå÷èñëåííûå ðàéîíû èìåþò îäèíàêîâûå ñîöèàëüíî-ýêîíîìè÷åñêèå óñëîâèÿ, íî ðàçëè÷àþòñÿ ïî êëèìàòè÷åñêèì óñëîâèÿì. Ìîðôîôóíêöèîíàëüíûå ïîêàçàòåëè îïðåäåëÿëè ñ èñïîëüçîâàíèåì àíòðîïîìåòðè÷åñêèõ è ôèçèîìåòðè÷åñêèõ ìåòîäèê. Íà îñíîâàíèè ðåãèñòðèðóåìûõ âåëè÷èí áûëè ðàññ÷èòàíû ìàññîðîñòîâûå ñîîòíîøåíèÿ, òèï òåëîñëîaeåíèÿ, ïðîèçâåäåíà îöåíêà ñîñòîÿíèÿ êàðäèîðåñïèðàòîðíîé ñèñòåìû. Ðåçóëüòàòû è îáñóaeäåíèå. Àíòðîïîìåòðè÷åñêèå èññëåäîâàíèÿ òîòàëüíûõ ðàçìåðîâ òåëà óñòàíîâèëè ðÿä ñîìàòè÷åñêèõ îñîáåííîñòåé, êîòîðûå îïðåäåëÿþòñÿ âëèÿíèåì ìåñòà ïðåaeíåãî ïðîaeèâàíèÿ. Äëÿ ñòóäåíòîâ èç Ýðçèíñêîãî ñðåäíåãîðíîãî ðàéîíà õàðàêòåðíà âûñîêîðîñëîñòü è áîëüøèé óäåëüíûé âåñ àñòåíè÷åñêîãî è ãèïåðñòåíè÷åñêîãî òèïîâ òåëîñëîaeåíèÿ. Ñòóäåíòû èç âûñîêîãîðíîãî Ìîíãóí-Òàéãèíñêîãî ðàéîíà îòëè÷àþòñÿ ìåíüøèìè ïðîäîëüíûìè ðàçìåðàìè òåëà, îñîáåííî ëèöà ìóaeñêîãî ïîëà, è óâåëè÷åíèåì äîëè ëèö ñ íîðìîñòåíè÷åñêèì òèïîì êîíñòèòóöèè ñðåäè þíîøåé è ãèïåðñòåíè÷åñêèì ñðåäè äåâóøåê. Ñòóäåíòû èç íèçêîãîðíîãî Áàé-Òàéãèíñêîãî ðàéîíà õàðàêòåðèçóþòñÿ áîëåå âûðàaeåííîé äîëèõîìîðôèåé è îòíîñèòåëüíî áîëüøèì êîëè÷åñòâîì èíäèâèäîâ ñ àñòåíè÷åñêèì òèïîì êîíñòèòóöèè. Âûÿâëåíû ïîëîâûå ðàçëè÷èÿ â ðàñïðåäåëåíèè òèïîâ êîíñòèòóöèè. Íåñìîòðÿ íà ïðåîáëàäàíèå íîðìîñòåíè÷åñêîãî òèïà êîíñòèòóöèè â îáåèõ ïîëîâûõ ãðóïïàõ, ñðåäè äåâóøåê áîëüøå ïðåäñòàâèòåëåé àñòåíè÷åñêîãî, à ñðåäè þíîøåé-ãèïåðñòåíè÷åñêîãî òèïà êîíñòèòóöèè. Ëó÷øèå ôèçèîìåòðè÷åñêèå ïîêàçàòåëè äûõàòåëüíîé ñèñòåìû ó ñòóäåíòîâ Ìîíãóí-Òàéãèíñêîãî ðàéîíà ÿâëÿþòñÿ ïðîÿâëåíèåì âûñîêîãîðíîé àäàïòàöèè. Ó ñòóäåíòîâ èç ðàéîíîâ ñ îòíîñèòåëüíî áîëåå «ìÿãêèì» êëèìàòîì íàáëþäàåòñÿ ôóíêöèîíàëüíîå íàïðÿaeåíèå â ïîêàçàòåëÿõ äûõàòåëüíîé ñèñòåìû, ÷òî îáúÿñíÿåòñÿ ðåàêöèåé îðãàíèçìà íà íåáëàãîïðèÿòíûå êëèìàòè÷åñêèå è ýêîëîãè÷åñêèå óñëîâèÿ ðåãèîíà. Íà ìîðôîôóíêöèîíàëüíûå ïîêàçàòåëè ðàçâèòèÿ ñòóäåíòîâ Òóâû îêàçûâàþò âëèÿíèå ýòíè÷åñêàÿ ïðèíàäëåaeíîñòü, êëèìàòî-ãåîãðàôè÷åñêèå, è ñîöèàëüíûå óñëîâèÿ ïðîaeèâàíèÿ.  íàèáîëåå ýêñòðåìàëüíûõ êëèìàòè÷åñêèõ óñëîâèÿõ íàáëþäàåòñÿ óìåíüøåíèå ïðîäîëüíûõ ðàçìåðîâ òåëà, îñîáåííî ó ìóaeñêîãî íàñåëåíèÿ, è óâåëè÷åíèå ôóíêöèîíàëüíûõ ðåçåðâîâ êàðäèîðåñïèðàòîðíîé ñèñòåìû.

The article presents results of a study of psychological characteristics of Tuvan first-year students living in conditions of climatic and geographic social tensions of the Republic of Tuva. The peculiarity of the Republic of Tuva is not only harsh climate, national way of life and lifestyle, but also low socio-economic standards of living. The study was conducted in the framework of the monitoring in the University Health Centre with the computer program «Methodology for integrated assessment of physical and mental health of students in higher and secondary professional educational institutions» by R.I. Aisman. The Tuvan students were characterized by optimal parameters of anxiety, stress resistance, aggression and hostility, neurotization and psychopathology corresponding to the middle-age norms. They had quite a high level of motivation to succeed. Among the parameters of social and psychological adaptation, orientation to dysaptation prevailed. The nervous system's neurodynamic indicators indicated the medium-weak type of the nervous systems of Tuvinians. There have been identified gender characteristics of the girls, they had higher anxiety, hostility and motivation to succeed. The young men were more emotionally stable, calm, optimistic, because there were no persons with the high neurotization level among them. The girls were characterized by lower psychological adaptation, however, they had a higher level of physiological adaptation in comparison with the young men.

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Peculiarities There was performed the study of the mental status of first-year students enrolled in the Tuvan state University. There were detected levels of reactive and personal anxiety, adaptive capacity, the level of social and psychological adaptation and aggression. Adaptation potential in students is within limits of the satisfactory one, there was no detected person with poor adaptive capacity and failure of adaptation, that indicates to the genetically fixed ability of the students’ body to adapt to living conditions. In a state of psychological adjustment there was revealed the more higher level of anxiety in Tuvan students, which is caused by the poor living conditions. More satisfactory condition is typical for the social and psychological adaptation, since in all students values of test scales are within normal limits.There were shown gender differences in adaptation and psychological status of students. Boys have more lower indices of indirect and verbal aggression, anger, resentment, suspicion, guilt. Girls are characterized by higher hostility, at that it even exceeds standard values. In the group of students with a high personal anxiety no differences in adaptive capacities were found, and in students with moderate personal anxiety there were significantly more boys with stress adaptation than girls. Analysis of the socio-psychological adaptation of first-year students shows that in all students values of the test scales are normal, but in young men, indices are higher that indicates to a more successful socialization in the environment of the university. Correlation analysis of indices of aggressiveness and socio-psychological adaptation revealed weak negative relationships between index of aggressiveness with maladaptiveness, non-acceptance of others, emotional comfort in boys. In girls “aggressiveness” positively correlates with the such indices as acceptance of others and adaptation. Factor analysis in young men revealed the first factor, labeled as maladjustment because it included indirect aggression, maladaptiveness, self-rejection, emotional discomfort and external control. In girls first factor combines indices: adaptability, self-acceptance, adaptation (integral), self-acceptance, emotional comfort, the desire to dominate and this factor was labeled as adaptation.

Abstract. The success of students' adaptation to the educational process depends on individual psychophysiological features, which are manifested in the behavioral strategy. Materials and methods. The study involved 76 young males and 132 females, the average age was 21.6 ± 0.2 years. Evaluation of the behavioral strategy in conflict interaction was carried out using the method of K. Thomas; the structure of aggression was studied with the help of the A. Buss and A. Durkee hostility inventory; the level of reactive and personal anxiety was measured with Spielberger state trait anxiety inventory (Spilberger-Khanin test). The neurodynamic properties were evaluated using the results obtained in the “Simple visual-motor reaction” and “Choice reaction” test. Mathematical processing of the results was carried out using Statistiсa 6.0. The compliance of the data with the normal distribution was checked by the Kolmogorov-Smirnov criterion. Differences were considered significant at p ≤ 0.05. Results. Tuvan students revealed gender differences in behavior in conflict situations: female students mostly demonstrated an effective behavioral strategy, while male students were characterized by an ineffective behavioral strategy. Female students with a neutral behavioral strategy (16.7%) were characterized by high indices of aggressiveness and hostility and low values of reactive anxiety. A high level of personal anxiety was found in all female students regardless of their behavioral strategy. Male students with high values of aggressiveness, reactive and personal anxiety were identified in isolated cases in a group with an effective behavioral strategy. In female students, the latent period of a simple visual-motor reaction was associated with a behavioral strategy. In male students, differences in the latent period of a simple visual-motor reaction were not detected regardless of the strategies of behavior. The functional level of the central nervous system of all the students studied, regardless of the strategy of behavior, was characterized as "slightly reduced." According to the data obtained for the “stability of the nervous reaction” and “level of functionality”, gender differences were revealed. Conclusion. Neurodynamic features, the prevailing effective strategy of behavior in a conflict situation, and the structure of aggression of Tuvan female students indicate an adequate reactivity of the body, which is confirmed by a “slightly reduced” level of performance. This, probably, provides a more successful adaptation to the educational process compared to male students.