PREVENTION OF ACADEMIC STRESS FOR FIRST-YEAR STUDENTS OF THE UNIVERSITY AS A PEDAGOGICAL ISSUE: THE GENDER DIMENSION
In modern psychology and differential (gender) psychophysiology of HNA, it is generally accepted that men and women even experience stress in different ways. A woman most often finds herself absorbed in the depth of her own emotional experiences resulting from a stressful effect, and considers it necessary to speak out and discuss with her friends, with her colleagues of the same sex, what happened, thereby seeking their advice and support. A man most often includes mechanisms for a rational analysis of what happened and a comprehensive search for the causes of stress, sometimes resorting then (in the absence of satisfactory results of such analysis) to non-systematic or systematic addictive behavior. Analysis of experiencing, coping and overcoming academic stress by first-year male and female students draws attention to the fact that during crisis periods of existence (admission to the full-time department of a higher educational institution and subsequent inclusion in the educational process turns out to be under stressful factors for the majority of incoming freshmen) for people of different sex, these differences in the experience of a stressful situation are noticeably demarcated in the intersexual relationship, most clearly and vividly revealing the originality associated with the biological or social sex (gender) of the individual under stress, in particular, the first year student of the student undergoing academic stress. Thus, on the basis of the foregoing, in order to reduce the stressful impact of both male and female first-year students, it is necessary to make well-defined corrections in the pedagogical organization and conduct of the educational process, as well as taking into account the gender differences in the learning process first-year students of both sexes, and making on this basis a number of necessary changes in pedagogical theory and practice.