Abstract
This article empirically and theoretically analyzes the relationship between mental states and cognitive processes in the academic activity of higher education students, as well as their impact on learning efficiency. Within the framework of the research, a complex of psychodiagnostic methods aimed at assessing the emotional stability and cognitive resources of students was applied. The results obtained confirm the role of mental states in regulating cognitive functions and serve to develop psychoprofylactic recommendations aimed at improving educational efficiency.