The article considers the phenomenon of self-organization and academic engagement of university students. The study aims at identifying the nature of interrelation of selforganization as the highest level of self-regulation, academic engagement and a number of specific regulation processes and personality attributes. The study revealed that students with a high level of self-organization show a more developed engagement into an activity, metacognitive engagement, self-efficacy and systemic reflection; academic self-motivation proves to dominate. Students’ engagement with educational and training activities has positive correlations with self-regulation, meta-cognitive involvement, self-efficacy, systemic reflection and quasi-reflection. Forward and backward linkages between engagement and particular components of academic engagement have been observed.

Pavlova Ekaterina Viktorovna, Candidate of Sciences (Psychology), Associate Professor, Department of Psychology and Pedagogics, Amur State University, 21, Ignatievskoe highway, Blagoveshchensk, 675028, Russian Federation, e-mail: katal75@mail.ru

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