The purpose of our study is to identify the features of the development of the structure of psychological mindedness in students. In the literature, summarizing the definition of psychological mindedness, we can say that this is the ability of a person to understand and control his thoughts, feelings and behavior, consciously regulate them, thereby effectively carrying out any actions and interpersonal relationships with other people. Currently, it is not uncommon for young people to be dissatisfied with their relationships, unable to properly manage their behavior and thoughts. As a result, sometimes dangerous situations arise for young people and the environment, which are reported by the media. Also, phenomena such as bullying, ostracism, and typical cases of suicide indicate an insufficient development of psychological mindedness among students.

The article presents a theoretical analysis of psychological reasonableness and conclusions from experimental data on the scale of «Psychological mindedness». In this regard, we investigated the peculiarities of the development of the structure of psychological mindedness in students. To do this, we conducted a study using a scale of psychological mindedness. The scale of  «Psychological intelligence»  is a questionnaire designed to study personal characteristics. It takes into account criteria related to the conscious perception and actualization of the psychological state of a person, his thoughts, feelings and actions.

 132 students from among the 1st year students of the Kazakh National Women's Pedagogical University took part in the experimental study. We divided them into two groups in the following areas: the first group is social studies and natural sciences, the second group is socio-humanitarian. The number of students in these groups is sufficient to obtain scientific results with the necessary level — average efficiency.

During the experiment, the following scientific results were obtained showing the peculiarities of the development of psychological mindedness in students: according to the first four scales, there were no statistically significant differences between the groups, which indicates the similarity of students in such aspects as understanding the importance of problem management, receiving social support and interest in studying the behavior of other people. While on the last, fifth scale, a significantly higher openness to new experiences among students of social studies and natural sciences shows that these students are more inclined to perceive new information and find solutions in difficult situations.