L.V. Abakumova - Ph.D. (Biol.), Rostov State Medical University of the Health Ministry of the Russian Federation (Rostov-on-Don). E-mail: alara2008@mail.ru V.V. Khrenkova - Ph.D. (Biol.), Southern Federal University (Rostov-on-Don). E-mail: vvkhrenkova@gmail.com A.A. Roginskaya - Student, Southern Federal University (Rostov-on-Don). E-mail: alara2008@mail.ru E.N. Yakusheva - Student, Southern Federal University (Rostov-on-Don). E-mail: alara2008@mail.ru

265 students: 65 first-graders, 51 fifth-graders and 149 ninth-graders were examined. The type of vegetative regulation of heart rhythm was determined on the basis of the following indicators of its variability: SI, VLF, TP. In the first grade girls appeared to be more adapted to studying (62.1 % of them had a moderate predominance of Central, the others had a moderate prevalence of Autonomous regulation - p < 0.05). The majority (72,2 % ? p < 0.05) of first-grader boys had the Central mechanisms dominating in the regulation of heart rhythm, 33 % of whichhad a marked predominance of sympathetic influences, indicating the destabilization of regulation mechanisms and the violation of vegetative homeostasis. In the fifth grade along with a significant number of children with a moderate predominance of sympathetic influences (38.9% of girls and 41.4 % of boys), and with a moderate prevalence of Autonomous regulatory mechanisms (41.4 % of girls and 50.0 % of boys) there were children with significant regulation mechanisms disabilities both sympathetic (13.8 % of boys, 13.6 % of girls) and parasympathetic (3.5 % of females and 4.6 % of boys) types. The most adapted to school were the nine grade students.

 

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