Characteristics of the psychoemotional sphere among Evenk children

Background: In Russia, there is an active ongoing process of national revival of the indigenous small-numbered peoples of the North Siberia, such as the Evenks. Revival of the younger generation, in particular, remains a priority. The state helps to solve the problems of education and adaptation of Evenk children to modern life. This is necessary because parents, hunters, and reindeer herders have a nomadic lifestyle. The educational feature of Evenk children is to study and live in a boarding school after elementary school graduation. Success of adaptation largely depends on the ability to account for the ethnopsychological specificity of Evenk children. Aim of the study: To study characteristics of the psychoemotional sphere and identify ethnospecific indicators for the adaptation of Evenk children to a boarding school. Material and methods: Pupils (N = 409) aged 10–16 from the village boarding school of Evenkia, Krasnoyarsk Territory, Russia were examined. Pupils consisted of 132 Evenk children and 277 Russian children. The emotional sphere was evaluated according to Eysenck Personality Inventory (EPI) and lateral phenotype was evaluated according to Bragina & Dobrokhotova. Results: We found that Evenk children show a predominant pattern of left laterality (p = 0.024). In addition, relative to Russian children, Evenk children are more likely to show the introverted personality type (p = 0.035). Relative to Russian children, Evenk children are more restrained in their emotional manifestations, have greater difficulty in communicating with strangers, answer with monosyllables, and show a less vivid emotional reaction to praise. Further, relative to Russian children, Evenk children are more likely to show a high level of emotional stability (i.e., 9–10 points; p = 0.001). Conclusions: The present study examined the psychoemotional characteristics of Evenk children. We identified ethnospecific indicators, including an introversion personality type combined with emotional stability and left laterality. Identification of these characteristics allowed us to form a risk group of children in adaptation. Ethnospecific indicators of the psycho-emotional sphere should be considered for effective management of the adaptation of children in a boarding school.