The study’s theoretical basis was the concepts of the central role of the self-regulatory system in mental regulation of mental states. The mental regulatory system is a structure of relations between characteristics of consciousness: representation, reflection, experiences, semantic structures, mental (subjective) experience, whereas the self-system serves as an integrator in stipulating the regulation of one’s states by the structures of consciousness. The researchers used 24 techniques of diagnostics of mental structures and personality characteristics, as well as an originally developed questionnaires. In their study of mental states and their self-regulation efficiency the authors used as an example students’ various educational activity: classes, workshops, and exams.
 The research revealed that a high level of self-esteem and self-assessment are connected with constructive coping strategies, which contributes to the overall efficiency of the students’ self-regulation of their states. The study revealed the specifics of how the components of the self-system interrelate with reflexive, meaningful structures affecting regulatory processes: students with high self-esteem achieve the maximum self-regulation efficiency if they combine a high level of meaningful-life orientations and retrospective reflection. The authors gained data that a person’s psychological qualities and the self-system are connected: the respondents with a high level of self-concept typically have such personality traits as sociability, emotional stability, expressiveness and effective self-control. The authors found that the correlation between the structures of consciousness, indicators of regulatory processes, and personality traits are different in different situations depending on the stress: in the everyday classroom situation, the indicators of the current mental state and self-regulation efficiency are mostly connected with the self-system components, while at exams the role of the personal self-actualization strengthens.