Characterological profile of cadets of the naval educational institution as an indicator of their professional adaptation

A 2-stage comprehensive psychological and physiological examination of freshmen of a higher naval educational institution was carried out. At the first stage, characteristic profiles of cadets were determined. At the second stage, the identified characteristic profiles were correlated with the traditional criteria for military-professional adaptation. It was found that the most often examined young men (according to the Leonhard – Schmiszek technique) have such character accentuations as hypertimicity (81.8%) and demonstrability (53.1%), less often — stuck (39.3%), pedanticity (19.6%), emotion (18.2%), exaltation (15.4%), and even less often — cyclothymic (8.4%), excitability (7.7%), anxiety (2.8%) and dysthymic (2,1%). Cadets assigned to the “passive-aggressive” stereotype group manage worse in the main disciplines than cadets from other groups. Cadets with “passive-aggressive” stereotype have lower academic performance as compared to other groups. They have lower expert scores in discipline, neuropsychic stability, communication skills, credibility in a team and level of general culture. In addition, in cadets of this group, the mobility of the main nervous processes at the level of the motor analyzer is somewhat lower to the comparison group. The study showed that the characterological features in the form of mixing or opposing accentuations of characters revealed in cadets play in favor of their personal development, health and successful study only in about 20–40% of cases. In other cases, these character features do not contribute to this and can develop into personal disorders incompatible with military service during the training process. Based on the results of the study, psychological and pedagogical tasks were formulated to improve the system of selecting of cadets for naval educational institutions and to improve their professional education.