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Background. A decrease in cognitive activity and the occurrence of various defi cits with a general decrease in a positive attitude to learning creates diffi culties in learning during the transition to high school. It becomes important to identify regulatory resources for development of cognitive activity and engagement during the period before the 9th grade, as well as at the beginning of high school. Objective — to identify the dynamics of cognitive activity and engagement during the transition from middle to high school and to assess the contribution of conscious self–regulation of eighth graders to this dynamic in the 9th and 10th grades. Sample. 156 eighth graders aged M=13.88; SD=0.445. In the 9th and 10th grades, repeated examinations were carried out using the same methods. As a result, longitudinal data was collected at three points. Methods. “Attitude to learning in middle and high school” (I.N. Bondarenko, I.Yu. Tsyganov, V.I. Morosanova). “Multidimensional scale of school engagement” (T.G. Fomina, V.I. Morosanova). Questionnaire of V.I. Morosanova “Style of self-regulation of learning activity, SRLAQ-M” (V.I. Morosanova, I.N. Bondarenko). Results. We revealed between individual diff erences in the trajectories of cognitive engagement, but they were not revealed for cognitive activity. It is shown that in order to successfully maintain cognitive activity and engagement in high school, it is important to achieve the maximum level of their development in the 8th grade, a year before the state exams. Longitudinal analysis has shown that school engagement is more associated with conscious self-regulation in comparison with cognitive activity, which signifi cantly depends on external factors. Conscious self–regulation, fulfi lling its resource role, on the one hand, makes a direct contribution to the level of development of these characteristics, on the other hand, prevents their sharp decline in case of diffi culties or temporary failures. Conclusion. Th e development of conscious self-regulation in secondary school is able to compensate for the negative trends of falling cognitive activity and engagement that occur in high school students.

The research considers the problem of regulatory resources of the personal life plans in uncertain and unpredictable situations on the material of the COVID-19 pandemic spread in the world and in Russia. The study was conducted during a lockdown in Russia, in an online format, with the help of the Tilda Publishing block website builder and the Google Forms survey administration software. The study sample included 165 respondents aged 16 to 56 years. The Self-regulation Profile Questionnaire - SRPQM 2020 , The Center for Epidemiologic Studies Depression Scale, CES-D , and the authors questionnaire which includes a number of questions related to personal life plans and professional/educational curriculum were used for diagnose. The study results demonstrated that the higher conscious self-regulation development is associated with the higher person's clarity and understanding of the future plans, the more stable career path (including professional and educational goals), and the less actual depressive symptoms. And vice versa: the low level of the conscious self-regulation development correlates with the difficulties with considering the life plans, the fickleness of professional and educational goals, being affected by external factors, and with the pronounced actual manifestations of depression. The data obtained contribute to the development of ideas about the conscious self-regulation phenomenon and human regulatory resources ensuring stability of the personal life plans in situations of uncertainty and serving as a buffer that softens the impact of external stress factors and neutralizes their possible negative consequences.

The study seeks to examine the longitudinal relationship between school en¬gagement, conscious self-regulation, and student academic achievement. Research analysis covers the data obtained in two longitudinal studies of two student groups: 8—9 graders (N=106) and 10—11 graders (N=96). Diagnostics of self-regulation was carried out by means of “Self-Regulation Profile of Learn¬ing Activity Questionnaire — SRPLAQ”, school engagement was assessed using “A Multidimensional School Engagement Scale» (Wang et al., 2019; Fomina, Mo¬rosanova, 2020). The average value of annual marks in core academic subjects served as an indicator of academic achievement. The measurements were taken twice, with one-year interval. The study revealed significant changes (decrease) in the level of students’ school engagement during their transition from grade 8 to grade 9. When moving from grade 10 to grade 11, the students significantly increase their levels of self-regulation, school engagement, and academic perfor¬mance. Cross-lagged panel analysis made it possible to establish that conscious self-regulation is a significant predictor of successful learning and high student engagement during the transition to the 9th grade. Whereas in grade 11, student engagement in the educational process, as well as previous academic success, plays a more significant role for successful learning. The data obtained allowed for specifying the directions of the causal relationship between school engage¬ment, conscious self-regulation, and academic achievement of students in differ¬ent periods of schooling.

The aim of the research is to develop a Russian-language version of Career Adapt-Abilities Scale (CAAS) by M. Savickas and E. Porfeli and test its psychometric properties on a Russian sample of high school students from 9th, 10th, and 11th grade. The relevance of the study is determined by the modern society demand for the search, creation and development of effective tools for diagnosing meta-skills that are conducive to a persons professional self-determination, success and well-being. The study involved 607 people (360 girls and 247 boys) aged 15 to 19. The Russian-language version is identical to international form of Career Adapt-Abilities Scale. It includes 24 items that are summarized to give a total score for diagnosing career adaptability and are equally divided into four subscales to measure adaptability resources, including: concern, control, curiosity, and confidence. The internal consistency coefficients of the scale and its subscales ranged from good to excellent and were close to the corresponding parameters of the international version of CAAS. The study demonstrated the retest reliability of CAAS, the factor structure and correlations of the general indicator of career adaptability and its parameters with other psychological constructs associated with personality traits, regulatory mechanisms and processes of professional self-development. Thus, the adapted Russian-language form of Career Adapt-Abilities Scale is a reliable and valid tool for studying personal career adaptability and career-adaptive resources in Russian-speaking samples. Further research is related to the analysis of the age invariance of the method; it is also planned to study its invariance separately in men vs women groups. The article contains the text of the questionnaire, instructions and keys.

Background. Confi dent language profi ciency in Russian language is the key to successful schooling. However, teachers note a general decline in Russian language performance among students. One of the most critical factors opposing this trend may be the development of regulatory competencies, particularly conscious self-regulation in achieving goals and in executive functions. Objective. Th e aim is to reveal the role conscious self-regulation plays in the system of predictors of successful mastering Russian language by secondary school students, diff ering in gender and age. Design. Sample included students of schools in Moscow and Moscow region aged 13–15 years (N = 286): seventh graders (N = 147) and ninth graders (N = 139). Methods applied in the study included V.I. Morosanova’s questionnaire “Th e style of self-regulation of learning activity (SRPLAQ-M 52)”; Eriksen’s task to assess the suppression of irrelevant stimuli, the letter-digit task to assess attention switching, the N-Back task to assess the renewal of working memory. We used two tasks developed by E.D. Bozhovich to diagnose language competencies. Questionnaires were fi lled out in group format in the classroom under the experimenter’s supervision; computer testing was held in a computer classroom on another day. Results. Th e results of the study showed that self-regulation and intelligence are universal resources for achieving educational goals. High academic performance amongboys mostly depends on the development of conscious self-regulation and the ability to manage their attention. Planning educational goals, the general level of self-regulation, and the accuracy of updating working memory are signifi cant for girls’ academic performance. By the time students start high school, the system of predictors for academic performance in Russian is undergoing qualitative changes. Th e system is “curtailed”, with only those elements that ensure success in passing state exams remaining relevant. Conclusion. Th e study revealed the invariant structure of the relationships between the predictors of success in Russian language. Th is structure is implemented as a model, constructed around the relationship of conscious self-regulation and its primary neurocognitive basis represented by executive functions. Th is complex regulatory component is a crucial predictor of success in Russian in adolescence. Th e annual assessment is determined primarily by self-regulation, while executive functions mainly contribute to the development of language competencies.

The article presents a theoretical and methodological analysis of the problem of school engagement, the research of which is highly relevant nowadays in foreign educational psychology. School engagement is a reliable marker of efficient learning organisation and also an important academic result, the pursuit of which indicates the efficiency of the school educational environment. The purpose of the article was to analyse the current state of the problem of school engagement and the specifics of the relationship between school engagement and self-regulation of learning activity in Russian and foreign psychology. The authors formulated a working definition of engagement, according to which school engagement is understood as a stable, directed, active participation of students both in learning activities and in school life in general, including observable and unobservable interactions with the academic social environment; assessed various models of school engagement used for research and practice; substantiated the efficiency of the approach, according to which school engagement is viewed as a multidimensional construct, including behavioural, emotional and cognitive components; examined the differences between school engagement and academic motivation; and analysed the specific features of the main components of school engagement and their relationship with self-processes, in particular, with self-regulation. It was also noted that, in Russian psychology, issues related to the study of school engagement and the specifics of its relationship with various psychological phenomena have not yet received widespread consideration. In conclusion, the authors outlined the perspectives for verifying foreign models of school engagement and diagnostic tools on Russian samples as well as studying conscious self-regulation of learning activity as a resource for student engagement in different learning periods.

The article offers a new view of the assessment of success in the Russian language. Four language competencies are used as its indicators: Language Proficiency, Literacy, Word Structure, and Sentence Structure. The diagnosis is based on the principle of mastering the norms of the language. The study aims to identify regulatory and intellectual predictors of this success. Two hundred eighty-six students in grades 7 and 9 (50.3% girls) completed the questionnaire assessing the level of conscious self-regulation of V. I. Morosanova. In addition, they carried out Raven’s test and two tasks on the language competence assessment. The results showed that gender, age, conscious self-regulation and intelligence significantly influences success in Russian. It is important to note that the contribution of self-regulation significantly exceeded the contribution of intelligence in adolescence. We conducted a similar analysis of a sample divided by gender. The results shed light on the resources for increasing success in Russian for girls and boys. The development of intellectual abilities is promising for girls; the level of intelligence and conscious self-regulation (and above all, the Modeling process), are essential for boys.

Background In a pandemic situation, the search for psychological resources for successful self-organization of life under the changing conditions becomes an urgent issue Revealing the role of a persons conscious activity to achieve such self-organization during the lockdown period is the goal of this study Objective Our main task was to monitor self-assessments of life self-organization in different age groups Another was to evaluate the extent to which conscious self-regulation contributes to the success of self-organization, to overcoming its difficulties, and to accepting the uncertainty of the future Design The data were obtained online on the Testograf platform (www tes-tograf ru), which was provided by the all-Russian research project “Exploring at home!” (www issleduemdoma ru), a study which ran from late April to early June 2020 The sample was comprised of 1634 people, ages 18–60, from 69 regions of Russia The methods were “Morosanova’s Self-regulation Profile Questionnaire — SRPQM 2020” and the authors’ ad hoc questionnaire “Self-organization of life during a lockdown ” Results The majority of respondents assessed their level of self-organization as medium (67 6%) and high (17 3%) The general level of self-regulation was associated with successful self-organization in all age groups Regression analysis revealed that being able to cope with and accept uncertainty depended primarily on flexibility, persistence, planning goals, and modeling conditions Overcoming the diiculties of self-organization depended on the same indicators, with additional contributions of reliability and programming of actions Students demonstrated significantly lower levels of self-regulation than older people;as a result, young people experienced more diiculties in organizing their lives under self-isolation conditions Conclusion The higher the level of conscious self-regulation, the more productive a person is when self-organizing his/her behavior in case of a lockdown The difficulties of self-organization, in turn, are associated with a low level of regulatory resources © 2020 Lomonosov Moscow State University, Russian Psychological Society

Relevance. Research in the field of educational psychology is impossible without reliable and effective psycho-diagnostics methods for assessing students’ motivational, emotional, cognitive, and behavioral characteristics. Objective. The article describes results of adaptation and validation of the Russian version of “Multidimensional School Engagement Scale” (Wang et al., 2019). School engagement is seen as the sustainable, purposeful, active participation of students in their school life manifested at the behavioral, emotional, cognitive, and social levels. Methods. A psychometric assessment of the method was carried out on a sample of the 6–11 grade students of Russian secondary schools (N = 687). In the process of adapting the questionnaire for Russian-speaking students, a direct and reverse translation of the questions was carried out and the factor structure of the questionnaire was investigated using confirmatory factor analysis, factor validity of the model invariance depending on gender, scales’ internal consistency and external validity was also checked. Results. The results of confirmatory factor analysis showed that original bi-factor structure of the questionnaire was preserved identifying two global factors: engagement and disengagement (χ2 (563) = 1252.66; p = 0.00; CFI = 0.938; GFI = 0.907; RMSEA = 0.042). The scales of the questionnaire have a sufficiently high reliability according to the internal consistency of their points (Alpha Cronbach from 0.63 to 0.90). The number of questions included in the Russian version corresponds to the original version of the questionnaire. Conclusions. The study results confirmed the relevancy of considering engagement a multidimensional construct including an assessment of behavioral, emotional, cognitive, and social aspects. The questionnaire can be used on the samples of students in grades 5 to 11. The article contains the text of the questionnaire, instructions and key

Background. Mastering a frst language at school is mediated by the regulatory abilities of pupils. An open question is how the executive functions implementing conscious self-regulation are related to language competences. Objective. To study the relationship between basic executive functions (switching, inhibition, working memory updating, and error correction) and language competences. Design. A sample of 104 Russian middle school children (aged 13–15 years) performed three cognitive tasks assessing basic executive functions and two tasks assessing language competences in the areas of punctuation, spelling, morphology, syntax, semantics, vocabulary, and style. Results. Inhibition was mostly related to punctuation, spelling, and morphology competences and was most important in the frst competences task, requiring the recognition of errors. Switching was mostly related to the competences in syntax, refecting the importance of switching attention between alternative syntactic structures. Working memory updating was the most important executive function related to language competences, with a heavy focus on higher-level lexical, semantic, and stylistic competences. Te role of updating was especially important in the second competences task, which required generation of well-formed sentences. Error correction was mostly relevant for the recognition of language errors. Conclusion. While inhibition and switching afect aspects of constructing the surface form of a sentence, working memory is preferentially related to the construction of semantically appropriate sentences. Error monitoring and correction are generally related to the recognition of language errors. Conscious self-regulation and its cognitive mechanisms are systematically related to the development of native language competences in middle school.

The aim of the article is an analysis of personality, regulatory and motivational predictors of academic success specificity at different stages of education. The first part of the article considers features of the relationship between the Big Five personality traits and academic achievement at different stages of education. The second part analyzes regulatory predictors of academic success, especially conscious self-regulation. The third part of the article focuses on the contribution of motivational constructs based on self-concept and self-efficacy, and internal and external motivation to academic achievement. The article concludes with a statement on the need for a comprehensive study of individually-typological features of the relationship between the regulatory, motivational and personality predictors of academic achievement in students of different ages.

Article considers the problem of psychological predictors of the academic success in learning Russian language in secondary school. An empirical study was conducted on a sample of students from 7–9 grades (N = 286). The students were examined using a set of diagnostic methods, including Morosanova’s Self-Regulation Profile of Learning Activity Questionnaire, method of diagnostics of the learning motivation and emotional attitude to learning (A. M. Prikhozhan), «Big Five — the children’s version», two tasks assessing language competences in the areas of punctuation, spelling, morphology, syntax, semantics, vocabulary, and style (E. D. Bozhovich), and indicators of academic achievement in Russian language. An empirical model of psychological predictors of academic performance in the Russian language was constructed using the structural equation modeling method. The results demonstrate the significant impact of conscious self-regulation to academic achievement in learning Russian language. Conscientiousness itself makes a small contribution to the total year grade, but when students have high self-regulation and low anxiety, it leads to a significant increase in their academic performance. The same positive reinforcing effect is observed in achievement motivation. Language competences such as knowledge of language norms, rules and a sense of language demonstrate an independent influence on the total year grade in Russian, regardless of non-cognitive factors. The obtained results contribute to scientific ideas about the role of self-regulation and non-cognitive predictors of providing various indicators of academic achievements in the success of learning in native language at school. The data can also be used to design psychological and pedagogical interventions aimed at the development of both language competencies of students and conscious selfregulation of their learning activity.

The research aimed to study the characteristics of the joint influence of conscious self-regulation and emotional states on life self-organization during a lockdown and identify the factors that contribute to overcoming emerging difficulties. It was conducted online, using the block site builder Tilda Publishing (tilda.ws) and a Google Forms survey administration application. The empirical structural model of regulatory and emotional predictors of self-organization during the lockdown shows that conscious self-regulation in conditions of imposed self-isolation acts as a universal resource for successful self-organization, managing the difficulties of reorganizing one's life, and coping with the anxiety of uncertainty. Positive and negative emotional states affect these processes differently. Optimism significantly contributes to conscious self-regulation, indirectly supporting successful self-organization of life and preventing the development of accomplishments. We identified the regulatory factor ("Cito-resource of self-regulation"), which plays a crucial role in overcoming self-organization difficulties during a lockdown. This factor is represented by the regulatory indicators of modeling significant conditions for achieving goals and reliability. The higher its development, the easier it is for a person to manage the difficulties of self-organization and cope with anxiety caused by uncertainty. Conscious self-regulation acts as a resource for the self-organization of human life in the lockdown conditions, providing a flexible adjustment of behavior to new challenges. High self-regulation and successful self-organization, acting as a resource of stress protection, increases the ability to maintain health. An optimistic attitude, in its turn, positively affects the conscious self-regulation of human activity.

This paper addresses the question of whether self-regulation capacities are a significant psychological resource of schoolchildren&rsquo, s psychological well-being. The study contributes to the search of significant predictors of the students&rsquo, psychological well-being. Moscow secondary schools pupils (N = 239) participated in a two-wave longitudinal study, the procedure being made in the 4th grade and repeated in the 5th grade, six months after the first measurement. The results are presented describing the dynamics of manifestations of the psychological well-being and the conscious self-regulation of the schoolchildren during their transition from the primary to the middle school. Using the cross-lagged panel analysis allowed concluding that the level of conscious self-regulation of the learning activity of the 4th graders significantly predicts their psychological well-being not only in the 4th grade, but also in the 5th grade. The study revealed the specific regulatory predictors characteristic of different manifestations of the schoolchildren&rsquo, psychological well-being. The obtained results highlight the significance of research on the conscious self-regulation of learning activities as a resource for pupils&rsquo, psychological well-being, which is predictive for its maturation in the subsequent ages.

The paper discusses the relevant study of age-related specifics of interrelation between conscious self-adjustment (SA) of learning activities, motivation and personality dispositions, and academic performance of learners. It presents empiric data about the specifics of the considered interrelation for schoolchildren of grades 6 through 11 (N=606) based on the analysis of age groups. The results show that SA is associated with academic performance of schoolchildren from grades 7–8 and 9–11 to a greater extent. Complication of the learning activities, expanded tasks, which schoolchildren must solve at the older learning stages, make SA demanded and actual as a resource helping to achieve learning targets. The correlation analysis of indicators of academic motivation and performance showed that success was primarily associated with the productive types of inner motivation, specifically motivation of achievement and motivation of self-development; it should be noted that schoolchildren from grades 7–8 and 9–11 have a greater number of these ties. Among personality dispositions, a sustained positive relation was recorded for “Openness to experience” factor. In the context of psychological factors of academic performance, this research has a great practical importance, that is, the substantiation of application of technologies for development of the conscious self-adjustment in learners as a mega resource in achievement of learning targets and means of integration and mobilization of individual motivational and personality features.

The purpose of the study is to investigate the problem of relationship of conscious self-regulation in achieving goals and the mechanisms of academic achievement in the Russian language at school. The study is of interdisciplinary nature. The concept of conscious self-regulation as a metasystem, which integrates mechanisms of self-regulation being different in levels and nature (cognitive, neuropsychological, motivational and personal, etc.) for achieving educational goals is operationalized. The perspective of studying self-regulation is shown for different levels in close interrelation with the academic achievement in the Russian language. The latter is considered as a complex construct, which includes not only academic marks, but also the assessment of students’ language competence level. The perspective of studying the issues mentioned is defined by directing at developing new scientific views on regulatory mechanisms importance of various levels: conscious, cognitive, neurophysiological, motivational and personal levels of ensuring successful mastering the Russian language by schoolchildren.

The purpose of the article is to study age differences in the level of conscious self-regulation of learning activity among students of Suvorov Military School and students of secondary schools. Comparison of regulatory features and regulatory predictors of academic achievements was carried out on the sample of Moscow Suvorov Military School students (N=343) and secondary schools students (N=554) from 6 to 11 grades using V.I. Morosanova’s “Style of self-regulation of educational activity-M” questionnaire. The results of the analysis confirmed the hypothesis about age and situational specificity of cadets’ conscious self-regulation. It is discovered that the conditions of training at Suvorov Military School contribute to faster development of cadets’ learning activity conscious self-regulation. In conclusion, we described the main mechanisms of conscious self-regulation formation at the samples of cadets and schoolchildren. The results showed the resource nature of academic achievements regulatory predictors. This article is addressed to teachers and psychologists of educational institutions of secondary and military profiles.

Background. The present research is carried out in the context of the conscious self-regulation of professional activity. Objective. It investigates the regulatory and personality predictors of reliability in rescue operations under stressful conditions. Design. The research sample includes 87 rescuers (72 men and 15 women aged from 25 to 50 years). Respondents were asked to complete the Morosanova’s Self-Regulation Profile Questionnaire – SRPQM, the Eysenck Personality Profile - Short (EPP-S), and the expert questionnaire “Professional Reliability of Rescue Operation” designed for this particular study. Results. On the basis of a correlation analysis, the structural model of the predictors of action reliability was constructed using the maximum likelihood method. Consistency indices showed a good agreement between the model and empirical data. The model contains three latent factors: “Self-regulation”, “Neuroticism” and “Reliability of actions”. As the model displays, the “Self-regulation” factor is a significant predictor of professional action reliability. There are two indicator variables for the factor “Self-regulation”: the self-regulation reliability considered as its stability in the stressful situations, and the rescuers’ levels of development of professionally critical regulatory features - modeling of conditions significant for the achievement of goals and the programming of actions. The study results also show that personality dispositions (by Eysenck) have only indirect influence on action reliability. As the structural model reveals, the conscious self-regulation is a mediator in the relationship of neuroticism traits and action reliability. Conclusion. The conscious self-regulation is a significant predictor of professional action reliability under stressful conditions. It is also the mediator of the effects of personality dispositions on the reliability of action.

The study examined the links of cognitive and regulatory characteristics with mathematical outcomes in high school students. Participants were 318 14–16 year old students from 7 state schools in Russia. A computerised test battery was used to measure aspects of number sense, spatial ability, spatial memory and processing speed. The battery also included two measures of mathematical performance. Academic grades and final school test scores in mathematics were also collected. In addition, the students completed the Self-Regulation Profile of Learning Activity Questionnaire — SRPLAQ, which measures different aspects of self-regulation related to achieving learning goals, such as goal planning, results evaluation, and responsibility. The results suggest that cognitive and regulatory features are independently associated with mathematical performance, and that the links differ depending on the specific aspect of mathematical performance used.

This article presents the results of a study on the relationship between conscious self-regulation of learning activity, test anxiety and performance in the Unified State Exam in mathematics in a sample of Russian students (N = 231). The Self-Regulation Profile of Learning Activity Questionnaire (SRPLAQ, 2015) and Spielberger&rsquo, s Test Anxiety Inventory (TAI) (Russian adaptation, 2004) were used to measure self-regulation and anxiety, respectively. The study also took into account the students&rsquo, results for the Unified State Exam in mathematics. The study revealed a negative correlation for the test anxiety indicators with both the exam results and regulatory characteristics. The cluster analysis identified groups of students that differed in their level of self-regulation development, anxiety indicators, and the math exam result. It appears that students who have the lowest exam results are characterized not only by high test anxiety rates, but also by lower self-regulation levels. The regression analysis within the groups showed that a higher exam result is largely associated with a person&rsquo, s regulatory resources. Examination success is based not so much on the ability to cope with adverse functional states, but on the maturity and stability of an integrated system of conscious self-regulation, which determines students&rsquo, effectiveness in achieving educational goals.

Recent research has focused on the involvement of spatial, numerical and other cognitive characteristics in mathematical achievement. Our previous research suggests that individual goal achievement self-regulation also plays a significant role in learning and achievement. The primary purpose of this study was to examine the relationship of mathematical achievement with learners’ cognitive and regulatory characteristics. We used a computerized battery of tests to measure aspects of number sense, spatial memory, processing speed, and solving mathematical problems in 200 Russian 15–16 year old students. Academic grades and final school test scores in mathematics were also collected. The Self-regulation in Learning Activity Questionnaire assessed regulatory processes, such as: goal planning, modeling of goal achievement, programming of actions, results evaluation, regulative flexibility, independence, reliability and responsibility. Both cognitive and regulatory constructs were significant independent predictors of mathematical performance. However, different aspects of cognition and self-regulation were differentially associated with aspects of mathematical performance.

In this study the goal was to understand the connection between individual differences of self-regulation (planning the goals, modeling of significant conditions, programming actions, result evaluation, flexibility, regulatory reliability, autonomy), personality traits (extraversion/introversion, neuroticism/stability) and stress states (chronic and acute). We hypothesized that self-regulation can block acute stress, and in contrast, personality traits (extraversion and stability) more define the chronic stress. The 242 participants aged from 20 to 62 completed Self-Regulation Profile Questionnaire – SRPQ, (Morosanova and Kondratyuk, 2011), Managerial Stress Survey (Leonova, 2007), Eysenck Personality Profile-Short, (Russian Version, 2000). Structural equation analyses let to describe the connection between self-regulation, personality traits and stress states. Extended neuroticism and introversion are determinants of high chronic stress. Well developed self-regulation skills can prevent acute stress. Self-regulation can prevent acute stress in condition of high level of reliability, modeling conditions, programming actions and result evaluation. Thus, self-regulation can be viewed as recourse to prevent acute stress.

This study investigates the relationship between self-regulation of learning activity as the ability to set learning goals consciously and to regulate the process of achieving them, curiosity and emotional state. Individual differences of self-regulation of learning activity manifest themselves the way people set goals, model the significant conditions, program actions and evaluate results (Morosanova, 1998). Sample: 249 high school students aged 14–18. Methods: Self-Regulatory Profile of Learning Activity-SPLAQ (Morosanova, 2011) and State-Trait Personality Inventory-STPI (Spielberger, 1979, Russian version Andreeva, Prikhojan, 2006). Results showed significant positive correlation between self-regulation and curiosity and significant negative correlation between self-regulation, anxiety and anger. On the basis of three factors (Self-Regulation, Motivation and Adaptation) which explained 67% of dispersion a K-means cluster analysis revealed 4 groups of participants. The comparison of academic results of groups showed that participants with higher level of three factors were able to get higher scores on the final exams.