The Interconnection of Physical and Psychological Health Care Practices Among Studentsf

This article presents a detailed analysis of practices for caring for physical and psychological health among students. The study aims to describe individual practices and to identify how they combine with each other, forming stable behavioral patterns among students at Russian universities. The empirical base consists of data from a paperbased questionnaire survey of students from three Russian universities (n = 415), conducted in 2024. Frequency and correlation analyses, odds ratio calculations, and cluster analysis were applied to the data. A high prevalence of basic hygienic and social practices was found, while the prevalence of more complex organized forms (prevention, daily routine) was low. Four types of student behavior were identified based on the combination of physical and psychological health care practices: 1) systemic (24%) – characterized by self-discipline that integrates the other practices, but with neglect of preventive visits to doctors and psychologists; 2) active (26%) – focused on active practices (sports and hobbies); 3) supportive (31%) – with a socio-hygienic pattern; 4) passive-defensive (19%) – focused on minimal physical and social hygiene. It is proven that sports activities, self-discipline, and social involvement serve as integrative practices that initiate the process of maintaining physical and psychological health. Students’ behavioral practices are isomorphic: when care for the body is not expressed, there is a high probability of a similar attitude toward psychological well-being. At the same time, some practices can replace others: strict adherence to a daily routine creates an illusion of self-sufficiency and displaces preventive practices. The contribution of this material to the development and updating of the problem lies in the shift from analyzing isolated practices to identifying stable patterns of their interconnection. The practical significance of the article is the empirical substantiation of the need for comprehensive psycho-pedagogical support that takes into account the differentiated nature of students’ health-preserving practices. Recommendations are formulated for university management structures, psychological services, and specialists working with youth.