The article analyzes the theoretical approaches to the definition of self-regulation. The role of self-determination, self-actualization, and self-reflection is considered. The basic characteristics of student’s personality that affect the effectiveness of actions are discussed. The components of educational activity (motivation, educational task, learning activities, self-control, self-esteem) are described. The features of deliberate self-regulation and self-determination in the structure of educational and professional activity of university students are disclosed. The stages of self-regulation are analyzed: the adoption of the goal, an organization of significant conditions, the development of a plan for the executants’ actions, distinguishing the criteria for successful activities, monitoring and evaluation of results, correction of the results when they are not in line with the goals. The basic principles (system, activity, awareness) of self-regulation as well as its structural elements (content, process, evaluation) are revealed The idea of the self-regulation special style, individual and style features of regulatory processes; the particular qualities of harmonious and accentuated styles of self-regulation are analyzed. The results of an empirical research concerning the peculiarities of the self-regulatory processes development (planning, modeling, programming, evaluation of results, flexibility, independence, general level) and styles of self-regulation of the initial and final courses students attending technical and classical trainings are presented.