Object – persistent educational action of secondary school and university students; purpose - to reveal the role of persistence in the mental regulation of educational activity of secondary school and university students; methods - theoretical (analysis, systematization and generalization), empirical, mathematical and statistical methods of data processing; novelty - for the first time features of educational persistence manifestation as a mental regulation of educational actions of successful and unsuccessful students are revealed; determined that due to the influence of educational persistence the self-organization of educational activity is changed, the level of self-regulation and sensitivity to feedback, analysis of educational and professional activities are increased, the direction of academic motivation is changed (mostly on internal), which in the complex is an important psychological resource for growing academic progress; for the first time regression equations intended to predict persistence in the educational and professional activities of students with varying level of academic progress in higher education were calculated; for the first time – the conceptual model of educational persistence was developed; the main components of persistent educational action are allocated – purposefulness, efforts, self-control, completion of work; lexicographic meaning of the term «persistence» – has been specified, common meanings of which are «purposefulness», «inner grit that steadfastly leads to achieving a goal», «stubbornness», «perseverance», «inner strength of a person (strength of spirit) », «ingenuity, creativity», «success», «work with a view to achieving results», «completion of work», «diligence and willpower»; ways of psychological assurance of development of abilities and skills of regulation of educational actions of students by means of social and psychological training – have been specified; the following has been improved – understanding of the determinants and patterns of manifestation of persistent educational action of school and university students, its personal, motivational, activity, cognitive and behavioral predictors; for successful students it is general persistence, sensitivity to feedback, refusal of academic procrastination, identified motivational regulation, reduced dispositional optimism, hardiness and its parameter challenge; for unsuccessful students – sensitivity to feedback, general persistence, vegetativeness (as a manifestation of alienation from study), refusal of academic procrastination, lack of nihilism (as a manifestation of alienation from study), emotional stability, openness of experience, minimization of attachments, coping -strategy focused on emotions, lack of emotional exhaustion; the following has been further developed – the concept of persistence and persistent educational action in the context of educational activities of school students, and educational and professional activities of university students and tools for psychodiagnostics of persistence and persistent educational action; results - ways of development and improvement of psychological mechanisms of regulation of educational and professional activity have been described, psychological predictors of educational persistence as a self-regulatory structure in educational actions of university students have been defined; a psychodiagnostic complex aimed at studying the persistence and regulation of educational activity has been developed; regression equations, with the help of which it is possible to predict the level of personal persistence in educational activity have been constructed. The results of scientific work can be used in the course of training and professional advancement of practical psychologists mastering the educational courses in Higher education. The results of the research were implemented in the educational process of Secondary and Higher education institutions of Ukraine; area – psychology.
