Abstract
The article examines the characteristics of conscious self-regulation among students based on V. I. Morosanova’s “Self-Regulation Profile - 98” (SRP-98) methodology. The study involved 515 students from the first to fourth year of study. The main indicators of self-regulation - planning, modeling, programming, evaluation of results, and flexibility-were analyzed using corresponding scales. The findings showed that most students had a moderate level of self-regulation development. According to the total sample, 58.9% of students demonstrated a moderate level, 28.0% showed a high level, and 13.1% exhibited a low level of self-regulation. The best-developed components were planning and evaluation of results. In contrast, programming and flexibility emerged as the weakest components of students’ self-regulation.The article discusses the potential of a mindfulness-based stress reduction program (MBSR) as a tool for developing the identified characteristics of self-regulation. MBSR practices may contribute to individuals’ ability to observe their present-moment experience, regulate emotional reactions, flexibly modify behavioral patterns, and en-hance self-reflection. However, the presented findings characterize the self-regulation profile of students prior to MBSR implementation rather than describing the direct effect of the program itself.