Self-regulation with its mental mechanisms is the key factor of the success of students educational activities, the constructiveness of behavior and mental states during the educational process. The article presents the results of the study of the student’s psychological states mental regulation. According to the model, the process of regulation is a structure of relationships between mental states, characteristics of consciousness (representations, reflection, experiences, semantic structures) and external factors (situations, cultural space, lifestyle, social environment). The core regulating function in organizing the inclusion of structures of consciousness in the mental states self-regulation is performed by the self-system. The present study, in which first-year students took part, investigates the nature of the relationship between the components of the self-system (self-esteem and self-attitude) and semantic structures (the general level of meaningfulness, semantic orientations, motivation and semantic categories of meanings and values). The role of each of these consciousness structures in the effectiveness of regulatory processes in the course of various situations of the educational activity (lecture, seminar, exam), as well as in the effectiveness of the educational process, has been examined. It was revealed that students with a high level of self-esteem and positive strategies of self-attitude are characterized by a high level of meaningfulness and constructive desire to find sources of meanings in all temporal directions (future, present, past). The combination of these features contributes to effective self-regulation and, as a result, success in the educational process.

mental regulation, mental state, self-system, semantic structure