Abstract
The aim of this research is identifying differences in the development of learning skills of students of engineering and humanitarian orientation in the process of their training at the University. Learning skills, as the ability to carry out the process of acquiring subject knowledge in various fields, are recognized by world experts. The importance of learning skills has increased especially at the present time, due to the need for self-development of competence in the process of professional activity after graduation. In the course of the study, the main and supplementary learning skills, as well as the ability to self-regulate training activities and academic performance of students of technical and humanitarian orientation, who are at different stages of training, were diagnosed. The results of this study show that the learning skills of students in both directions develop sideways in the process of subject learning, but this process has different results and character in relation to their development. Thus, engineering students have a higher level of learning skills and self-regulation by the end of their studies, while humanities students have a higher level of exposure to supplementary learning. Basic learning skills are developed better among engineering students with higher abilities to self-regulate learning activities, while for psychology students, this relationship is not found. In addition, the academic performance of engineering students increases with a high level of development of knowledge-building abilities, control of additional learning skills and self-regulation of educational activities. Academic performance of students in the Humanities increases with a high ability to implement independent building of knowledge, a high level of control over the motivational and volitional sphere and learning goals, as well as the ability to evaluate results in the course of educational activities.
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