Introduction. The study of the relationship between cognitive and personal prerequisites that determine the success of the educational activities of students-preventologists becomes more and more relevant due to digitalisation, the need to transform education, and the transition to innovative learning models. The problem of determining learning and the factors that determine its success is one of the classic problems for any level of education. The discovery of effective learning strategies for students is relevant for substantiating further models of the educational process.
Aim. To study the relationship between cognitive and personal prerequisites that determine the success of the educational activities of students-preventologists.
Methods. The results of an empirical study (2021) are presented. The sample consisted of 74 people, mainly MA students from the department of “Organization of work with youth”, Ural Federal University. Among the methods used were Myers–Briggs Type Indicator, adapted by E. F.Abelskaya, Wonderlic Personnel Test–Quicktest (WPT–Q), and the Universal Intellectual Test (UIT SCH-M). The data obtained were processed using the method of mathematical statistics (Spearman correlation analysis, analysis of variance).
Results. The progress of students-preventologists depends on a number of intellectual characteristics and is determined by certain personality traits that are typical for specialists in helping professions. The student’s personality type is a mediating link to their success: the most successful in learning are such psychotypes as Initiator, Intermediary, Keeper, Politician, Humanist, Mentor, and Enthusiast.
Scientific novelty. The progress of students is due to a number of intellectual characteristics and is only indirectly determined by personality traits. It has been established that people of each personality type in the educational process chooses their own strategy for solving problems in connection with their intellectual characteristics, which indicates the presence of specific strategies for achieving success in learning.
Practical significance. The results of the study provide an opportunity to personalize recommendations for improving the success of academic activities of students, considering the personality type.