In the contemporary context of higher education, the study of students’ psychological resources—particularly their capacities for self-awareness, reflection, and emotional regulation—represents an important area of scientific inquiry. Within this framework, the present study aims to empirically examine the relationship between students’ Psychological Mindedness and their personality traits. Psychological Mindedness is conceptualized as an individual’s ability to understand internal psychological processes, consciously analyze personal experience, and recognize the causal relationships underlying one’s behavior.

The study involved 266 first- and second-year students of the Kazakh National Women’s Pedagogical University who voluntarily agreed to participate. The research employed the Psychological Mindedness Scale (Conte et al.) and the Big Five personality inventory. Spearman’s rank-order correlation coefficient was used to identify relationships between variables, while intergroup comparative analysis was conducted to assess differences across academic majors. Statistical data analysis was performed using the SPSS software package.

The findings demonstrated that Psychological Mindedness is consistently and positively associated with such adaptive personality traits as conscientiousness and openness to experience. At the same time, neuroticism showed a negative association with certain reflective components of Psychological Mindedness. A comparative analysis across academic majors revealed statistically significant differences in Psychological Mindedness levels between students majoring in Pedagogy and Psychology and those majoring in Preschool Education.

Overall, the results indicate that Psychological Mindedness represents a multidimensional and integrative psychological construct closely related to personal maturity, emotional stability, and social effectiveness. The conclusions of the study have both theoretical and practical significance for the development of psychological support programs aimed at fostering the personal development of university students.