Self-regulation of subjects of educational activity is one of the psychological and acmeological problems of modern psychology and acmeology. The article reveals the features of learning activity, understood as activities organized and controlled by students. Learning activities are considered as the most important psychological and acmeological tool on the formation of the personality components of self-regulation activities at different stages of learning in school and University. The definition of self-regulation type of training.
The study presents the results of comparative analysis of the signand symbol-based mediation in academic activity, based on the theoretical data and author’s investigations. It is shown that the role of symbol and sign is not the same at different stages of learning. Sign- and symbol-based mediations are equally ineffective at the primary stage of learning at school. Symbolic generalization in thinking is formed by the end of junior school age, it reaches its climax by the 6th – 8th form. At high school students can utilize both types of mediation with equal success.
The relevance of the study is conditioned by rapid transition to digital forms of education, which is associated with the pandemic. Students have changed the way they interact with teachers and with each other, which constantly leads to transformation of personal meanings, values, rethinking of their purpose and role in the educational process. The purpose of the study, presented in the article, is to investigate unusual characteristics of the semantic sphere regarding male and female students’ academic activity.
The article presents the results of a theoretical analysis of the interpretation of the concept of “individual educational trajectories” in teaching and educational environment, the relevance of which is due to objective needs and insufficient development of the organization of the process of self-determination and self-realization of the student.
