Why the study?
Psychophysiological changes in heart rhythm during the school year in gifted children were not well characterized.
Does academic study loading over a school year alter heart rhythm indices and psychophysiological parameters in 9th-grade gifted students?
Observational
No
Does academic study loading over a school year alter heart rhythm indices and psychophysiological parameters in 9th-grade gifted students?
Academic stress over a school year in gifted 9th-grade students is associated with increased sympathetic and decreased parasympathetic tone, particularly in boys.
Psychophysiological parameters of girls and boys (9-grade) were studied at school for gifted children of Sari City of Iran. Students' integral indices of heart rate were analyzed by means of the computer program method of variation pulsometry of R. Baevsky. Psychophysiological testing showed that most of boys are extroverts and girls are introverts. Boys were characterized having higher levels personal and situational anxiety than girls. In the dynamics of the school year phase changes of heart rate were observed both in girls and boys. In December there was a relatively decrease in activity of the regulatory mechanisms of cardiac rhythm – decreasing of the sympathetic circuit voltage regulation. At the end of the academic year (in May) activity of the markers of SNA increases and parasympathetic activity of channels and humoral heart rate regulation decreases, which is mostly pronounced among boys.
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Minasyan et al. (2012) reported an observational. Study loading (academic year progression) was evaluated on Changes in heart rate regulatory mechanisms.
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