Background. The rapid pace of change in the modern world, including the increase in the volume of information, the speed of updating the system of scientific knowledge, the growth of requirements imposed on a person, set the task of preparing students for the challenges of modernity, when it is necessary to adequately assess what is happening, act in a situation of uncertainty taking into account a variety of conditions, i.e. to carry out self-regulation.
Objective. The purpose of this study is to assess the skills of first-grade students to carry out self-regulation at the level of representations and as a result of solving computer diagnostic problems.
Sampling. The study involved 78 first-grade students, whose average age was 6–7 years old at the time of diagnosis.
Methods. The study used such methods as a survey (questionnaire “Style of self-regulation of children’s behavior (2) - SSPD-M2” (V.I. Morosanova)), computer diagnostics methods (methods “Two-color Schulte tables” (adapted by A.R. Agris, T.V. Akhutina, A.A. Korneev, E.Yu. Matveeva) and “DOT points (Hearts and Flowers)” (Davidson M.C., Diamond A., adapted by A.R. Agris, T.V. Akhutina, A.A. Korneev, E.Yu. Matveeva).
Results. Differences in the ideas of first-graders to carry out self-regulation and their skills to carry it out when solving the proposed tasks are revealed.
Conclusions. The formation of a self-regulation system in primary school students is an urgent psychological and pedagogical task of modern education. The prospects for using the results obtained are related to their implementation in the educational process (organization of students’ educational activities, conducting educational and support classes, etc.), including in the training of future primary school teachers, and use in scientific and methodological support of education.