The results of the study of cognitive make-up and learning activity style features viewed as factors of successful adaptation to educational environment of a higher educational institution viewing it as subjective assessment of an activity result are given. The most effective aspects for successful adaptation to higher education environment are established metacognitive experience, and learning activity style, aimed at critical analysis of the information. Students of various majors (engineering, humanity, natural science) are proved to have this specific determination. The author confirms the assumption that compliance of the cognitive make-up and learning activity style with training specificity make adaptation to educational environment more successful.