Introduction. One of the main factors influencing the success of professional training and further professional activity of a specialist is the style of activity that is being formed or has already been formed, which contains a complete list of individual psychological characteristics of the personality. The preferred style of activity allows the individual to effectively adapt to certain conditions of life. The manifestation of the activity style is diverse and is reflected in the ways of action, methods of organising mental activity and the peculiarities of reactions and mental processes. This stable system as a set of the most effective methods and ways of organising a person's own activities and behaviour has an adaptive function. The purpose is to presentation of the results of studying the psychological characteristics of students with different styles of intellectual activity and assessment of their importance for the success of adaptation to the conditions of study in higher education. Methods - expert survey, testing, methods of mathematical statistics. Originality. Graduates with the ‘population’ and ‘rigid’ styles of intellectual activity are the most effective in terms of professional activity. Representatives of these cognitive styles have the highest degree of professional orientation, high level of discipline and professionalism compared to graduates with other styles of intellectual activity. Conclusion. The cognitive style of activity is a stable personal characteristic that allows predicting the success of students' professional training and their further activity as a specialist. The structure of students' intellectual activity styles while studying at a higher education institution is a dynamic characteristic (due to the transformation of the “discordant” style of intellectual activity (type F) into more optimal styles by the end of their studies at a higher education institution), largely due to the formation of professionally important qualities required by a future specialist during the educational process at a higher education institution. However, in the studied five cognitive styles of intellectual activity (conditional types A, B, C, D and E), there is a tendency towards their stability in the learning process.

Когнітивний стиль діяльності є стійкою особистісною характеристикою, що дозволяє прогнозувати успішність професійного навчання студентів і подальшої їхньої діяльності як фахівця. Структура стилів інтелектуальної діяльності студентів під час навчання у ЗВО є характеристикою динамічною (за рахунок перетворення до закінчення навчання у ЗВО «дискорданного» стилю інтелектуальної діяльності (тип F) на оптимальніші стилі), багато у чому обумовлюваною формуванням у перебігу навчально-виховного процесу у ЗВО професійно важливих якостей, необхідних майбутньому фахівцеві. Однак, у досліджуваних п'яти когнітивних стилях інтелектуальної діяльності (умовні типи А, В, С, D і Е) простежується тенденція до їхньої стійкості в процесі навчання.