Abstract
<jats:p>The article presents the results of the empirical research of students’ academic success predictors. The aim of the study was to determine the role of students’ personality regulatory mechanisms in ensuring the effectiveness of learning activities. A regression analysis was conducted on a sample of students from P.G. Demidov Yaroslavl State University (N=157). The results demonstrated that academic performance is 31% explained by the level of development of regulatory mechanisms. It was established that such predictors as «Evaluation of Results», «Modeling», and «Programming» contribute to higher academic achievement, while a high level of «Flexibility» has a negative effect on students’ academic performance. The findings show the importance of developing regulatory mechanisms to increase academic success and improve the quality of students’ professional training. The materials may be used for further research in the field of self-regulation of learning activities.</jats:p>