Abstract
In contemporary higher education, the study of psychological resources supporting students’ personal selfefficacy represents an important area of professional development. The aim of this study was to determine the level of development of students’ regulatory processes, analyze their structural interrelationships, and identify their characteristics as a psychological resource of personal self-efficacy. The study involved second- and third-year university students (N=140). The Brief Self-Control Scale developed by J. Tangney, R. Baumeister, and A.L. Boone and E.Yu. Mandrikova’s Self-Organization of Activity Questionnaire were used as psychodiagnostic instruments. The data were analyzed using descriptive statistics and Spearman’s rank correlation analysis. The results showed that the majority of students demonstrated a moderate level of regulatory processes. Relatively high scores were found for present-time orientation, fixation, and self-organization, whereas goal orientation and persistence showed lower levels. Correlation analysis revealed that goal orientation, planning, and present-time orientation occupied the most central positions within the system of regulatory processes. Self-control, persistence, fixation, and self-organization demonstrated statistically significant positive relationships with these components. The findings provide grounds for considering regulatory processes as a system of interrelated psychological resources supporting students’ goaldirected activity. The results may also be applied in the development of psychological and educational programs aimed at strengthening students’ self-regulation skills.