An attempt is made to identify the general characteristics of self-regulation, which is thought of as a form of self-determination and is compared with "self-guidance" (A. Reber). Its content is revealed: planning, regulation, correction of actions and forms of activity of the subject, self-control, self-stimulation and self-blocking of impulses.

On the basis of explication and the application of the method of "ascent" from the abstract to the concrete, the forms of self-regulation of the individual level (involuntary self-regulation based on the "dominant"), the subject of activity (involuntary and volitional self-regulation, including attention) and personality are revealed. The features of basic determinations and their self-regulation at these three levels of ontogenesis are briefly traced.

The concept of "meaning" is clarified, the connections between personal meanings, emotional experiences, will and motives, as well as between semantic and volitional self-regulation of the personality level are analyzed. The features of self-regulation of a relatively low level (self-regulation of a narcissist-type personality) are identified. In the course of the analysis, some guidelines and recommendations that are practically invisible to the teacher and educator are explicated.