he effectiveness of activity depends on the ability to achieve the set goals, to realize personal
potential, and to maintain a high level of motivation. The research relevance is determined by the
differential psychological features of self-regulated learning, in particular the gender characteristics
of this process. The paper aims to identify the gender characteristics of self-regulated learning
among the students of mathematical specialties. We have put forward a hypothesis that male and
female students differ in the degree of self-regulating behavior.
Seventy-nine students majoring in mathematics (38 male and 41 female students) took part in the
research. The different questionnaires were used to obtain the data.
The findings revealed that the female students with a high level of self-regulation demonstrate the
abilities specific to self-regulation, i.e. flexibility, programming, evaluation of results, planning
and modeling. The young men with a high level of self-regulation demonstrate such abilities as
evaluation of results, modeling, and planning. The participants differed significantly on the scale
of self-esteem motivation. The girls scored higher than boys. The students of both genders had
average scores for the indicators of individual components of self-attitude, as well as the “behavior”
indicator. The reliability of differences in the diagnosed indicators was not detected.
It is shown that the core components of self-regulated learning for girls include: planning, modeling,
a general level of self-regulation, and self-confidence. For boys, planning, modeling, flexibility,
a general level of self-regulation, self-confidence, self-worth, self-attachment and behavior. The
obtained results will help to differentiate the training of male and female students majoring in
mathematics, taking into account the components of self-regulated learning.