EVALUATING THE PSYCHOPHYSIOLOGICAL POTENTIAL OF FIRST-YEAR INTERNATIONAL STUDENTS

Abstract

Aim. This paper aims to evaluate the psychophysiological characteristics of first-year students from Central, South, and Southeast Asia to identify their individual traits and develop recommendations for adapting to new living and academic conditions. Materials and methods. A comprehensive assessment was performed using the facilities of the Center for Sports Science and the Department of Theory and Methods of Physical Education and Sport (Institute of Sport, Tourism, and Service; South Ural State University). The sample included students of three different ethnic backgrounds. Anthropometric, body composition, and pressure measurements were performed with a computer system (Omega-M, Dinamika, Saint-Petersburg), a blood pressure monitor (A&D, Japan), a body composition analyzer (BC-418 MA, Tanita, Japan), and an electronic height measurement tool (RS-232, REP, Russia). Sociopsychological adaptation was assessed with the Social-Psychological Adaptation Inventory (by C. Rogers and R. Dymond, adapted by A. Osinsky, 2004). The following parameters were obtained: heart rate variability (HRV), cardiovascular adaptation potential (AP), physical state level (PSL), body mass index (BMI), and indicators of sociopsychological adaptation. Results. The study of the adaptive capacity of international students from three Asian regions revealed a complex profile of physiological adaptation to new climatic and geographical conditions. The identified regional differences may be explained by dietary factors, metabolic patterns, and acculturative stress. Attention should be paid to a risk group (12.3–15.8%, depending on the sample) with a combination of BMI > 27, SBP > 135 mmHg, and PSL < 0.4. Conclusion. The study revealed significant variability in the adaptive capacity of students from different regions and underscored the key role of anthropometric indicators in the adaptation process. The study findings highlight the necessity for developing differentiated programs of comprehensive medical and psychological support that account for the region-specific characteristics of students.