Analysis of the effectiveness of the program for the development of students’ learning activities self-regulation through personal growth training

The article presents a theoretical analysis of the literature on students’ learning activities self-regulation. The concepts of “self-regulation” and “self-regulation of educational activity” are analyzed. The work refl ects the components of self-regulation: planning, programming, modeling of evaluation of results, independence, and flexibility. The results of a secondary empirical study aimed at identifying the effectiveness of programs using the Wilcoxon T-test are presented. A secondary diagnosis has been carried out in order to determine the changes in the level of educational activities self-regulation, as well as the level of adaptation to the group and to educational activities using the methods “Adaptation of students in higher education” (T.D. Dubovitskaya); “Motivation of educational activities” (A.A. Raen, V.A. Yakunin, modifi ed by N.Ts. Badmaeva), “Th e style of self-regulation of educational activity – SSUD-M” (V.I. Morosanova). In this study, the number of atypical shift s is small, and typical shift s are not random, thereby proving that the program for developing self-regulation of students’ learning activities through personal growth training program “Successful management of learning” has been successfully implemented. The effectiveness of the program is confirmed by statistical data on atypical shifts.