The problem of impact of academic motivation, school anxiety and self-reflective awareness on the experience of cognitive states is relevant due to the need to create specific conditions while teaching at schools or in higher education institutions. These conditions should contribute to students experiencing cognitive states and encourage successful absorption of new information. The purpose of this article is to describe the results of the empirical study by showing interrelation between the psychological characteristics of high school students and also, by taking into account their gender differences. Methods of testing and questionnaires were used in the study. The results indicate the existence of certain general psychological mechanisms for the regulation of cognitive states. Moreover, these mechanisms are different for adolescent boys and girls. The results can be useful in developing curricula and approaches to effective teaching of academic material.

cognitive state, academic motivation, self-reflective awareness, school anxiety, interrelation, high school student, adolescent boy, adolescent girl