Introduction. The article discusses the problem of the formation of psychological mechanisms of subject-reflexive regulation of self-development, focused on the organization of educational and professional activities, aimed at the interaction of students in the field of cognition, activity and transformation.

Materials and methods. The main "material" of empirical research is the subject of learning - a student included in hierarchical structures and relationships in the learning process in the field of education. The subjective potential of students in the process of empirical research was measured using conversations and interviews, observation of real behavior and relationships in the learning process (according to the Flanders system), psychodiagnostic methods for determining the individual measure of reflexivity (A.V.

Results. The psychological concepts of subjectivity are considered; identified and disclosed psychological mechanisms (functional and operational) that change the level of the subjective potential of an individual; it has been proved that the subject's self-regulation in activity is successfully implemented in different types of relationships.

Discussion. It is argued that the student as a subject plays the role of an integrator at all levels of the organization of the learning process and professional development (individual, psychophysical, psychological and personal). The subjectivity of the student, who is inherent in certain worldview positions, preferences and determination to transform, is realized in a reflexive way of existence while building relationships with objective reality, which is manifested in the ability to successfully initiate and implement various types of activities and activities.

Conclusion. It is concluded that the psychological mechanisms of the subject-reflexive regulation of self-development of students are system-forming and cause the possibility of "turning" educational activity into a subject of practical transformation for successful professional self-determination in real life.

The psychological mechanisms of the subject-reflexive regulation of self-development of students in the learning process based on mental processes have been determined;

The psychological essence of self-development and self-awareness of a personality as a process of reproducible activity of professional self-determination is revealed, due to the internal activity of the subject and his ability to reflect, which is manifested in qualitative personal and psychological changes;

It was found that the actualization of the subject-reflexive regulation of self-development of students is carried out in a semantic and operational respect.