Identification of the Relationship Between Self-Regulation of Students’ Learning Activities and the Level of Students’ Adaptation at the University

The article presents the key approaches to the study of self-regulation, mechanisms of regulation of educational and professional activity, considers the main aspects of student age. The concepts of ‘self-regulation” and ‘self-regulation of learning activity’ are analyzed. Two main groups of self-regulation are considered: activity-based and personal, the leading motives for studying at university are characterized: communicative, professional, educational and cognitive, social, and motives of avoidance and prestige. The article presents the results of an empirical study aimed at identifying the relationship between self-regulation of educational activities and the level of adaptation of students at the university. The diagnostics of first-year students was carried out to identify persons experiencing difficulties in adapting to the group and learning activities using the methods “Adaptation of students at higher education institution”, “Motivation of learning activities”, “Style of self-regulation of learning activity -LOAN-M”. Using Spearman’s rank correlation coefficient, a moderate and direct relationship between students’ self-regulation of learning activities and the level of their adaptability to the group was determined, and a high and direct relationship between self-regulation of learning activities and the level of adaptability to learning activities was revealed.