The main scientific task of the study is at the intersection of two fundamental areas of psychology - self-regulation of human mental states and management of educational activities. In the context of these problems, we study the self-regulation of states in academic activities.

The purpose of the study is to show the patterns of mental organization of the person that ensure the regulation of states.

The theoretical basis of the study is the system approach. The typical methods and techniques of self-regulation of states, as well as the influence of mental structures on students’ self-regulation have been studied. To solve the problems, standardized psychological tests have been used (23 methods, 303 indicators). The research involved 206 students.

We have revealed the features of the relationship between the quality of students’ subject training, regulatory abilities and mental states. It indicates that the effectiveness of students’ mental states self-regulation significantly affects the productivity of the semester exam. It has been established the properties of the personality providing high efficiency of self-regulation (adequacy, awareness, independence and assertiveness). Students with high self-regulation efficiency use a wide range of regulatory means.

The study of the influence of the mental structures on self-regulation and regulatory abilities of students confirmed the hypothesis that characteristics of mental organization play the central role in the regulation of psychological states. The research has been carried out with the financial support of the RFBR, project No. 19-29-07072.

No significant relationships.

In the modern era of instability the problems of human adaptive abilities and mental regulation have become more and more relevant. The study of the processes of mental regulation is impossible without understanding the role of the mental structures: reflection and self-system of personality.

The purpose of the research is to study the interaction and mutual influence of the components of the self-system and reflective structures on the process of mental regulation of students.

52 first year students were offered to complete questionnaires of reflectivity (M. Grant), of self-system (S. Pantileev), as well as the authors’ method of self-regulation effectiveness of mental states. Also we used Spearman’s rank correlation coefficient.

It is revealed the positive direction of the relationships between the reflection and the components of the self-system (p ≤ 0.05). Respondents with a high level of self-system are more successful in coping with the processes of mental regulation. The indicators of internal conflict lead to a decrease in the effectiveness of self-regulation (p ≤ 0.05). The ability of a person to evaluate himself and other people has a positive effect on the success of mental regulation (p ≤ 0.05). However, the excessive desire to reflect on past events is not conducive to self-regulation.

The applied value of the research consists in the creation of a methodology that makes it possible to increase the regulatory and adaptive abilities of students during the educational process. Acknowledgements. This work was supported by the RFBR grant No. 20-013-00076.

No significant relationships.