The psychological structure of temperament in students with different levels of volitional self-regulation

Abstract

Introduction. This study examines the predictors and determinants of professional formation, with a focus on the qualitative formation of professional competencies. Aim: this research aims to identify how gender affects the psychological structure of temperament in students with different levels of volitional self-regulation. Materials and methods. 417 senior students of both sexes (average age 21.7 ± 1.5 years) were surveyed, focusing on their volitional self-regulation and the psychological structure of temperament. Participants were grouped based on their levels of volitional self-regulation: 243 female students (low – 61, moderate – 76, high – 106); 174 male students (low – 28, moderate – 47, high – 99). Mathematical and statistical analyses were carried out using nonparametric statistical methods. Results. Female students with high volitional regulation showed more flexible behavior patterns (indeterminate type on the “Rigidity-Plasticity” scale). Emotional excitability was more prevalent among female students regardless of their levels of volitional self-regulation. Female students with high volitional self-regulation had lower reaction rates than male students of the same group. Male students with low volitional self-regulation were more likely to be introverted than female students of the same group. Male students with high volitional self-regulation were less likely to show emotional excitability and high reaction rates compared to female students. Conclusion. Understanding the psychological structure of temperament in students with different levels of volitional self-regulation can inform more effective teaching and professional strategies.