Introduction. The relevance of the research is due to the importance of studying the factors that determine the productivity of a position, the ability to self-reflexive, deliberate actions of students to interact with the environment. Such factors or resources of student agency can be identified as the meaningfulness of life and the psychological well-being of students, which may be interconnected. The aim of this article is determined by the need to identify the features and nature of these relationships, as well as to identify meaningful principles for building a model of the educational space within a separate course based on the results obtained. Materials and Methods. Various aspects of psychological well-being, meaningfulness of life and their interrelationships are considered as personal predictors or resources of student agency. The study was conducted using the test «Life sense orientations» by D.A. Leontiev and the methodology «Scale of psychological well-being» by K. Riff adapted by T.D. Shevelenkova and V.V. Fesenko. In total, 530 students of 1-2 courses studying at Tyumen State University participated in the study. The age of the subjects ranged from 18 to 22 years. The main data analysis was performed in two experimental samples – with a high (29%; 156 people; 85% girls and 15% boys) and low (14%; 76 people; 92% girls and 8% boys) level of meaningfulness of life. KEYWORDS Results. Correlation analysis allowed us to establish 37 statistically significant relationships between life meaning orientations and scales of psychological well-being among students with both high and low levels of meaningfulness of life. 31 of them correspond to a high level of significance p<0.01: 10 for students with a high level and 21 for students with a low level. According to all indicators of psychological well-being, students with a low level of life meaningfulness are inferior to students with a high level of life meaningfulness. The differences are statistically significant. The most pronounced differences are on the scales of self-acceptance (t=18.7, p<0.01), environmental management (t=17.0, p<0.01) and goals in life (t=16.4, p<0.01). The revealed interrelations formed the basis for the development of the elective course «Resources of personal well-being», aimed at developing student agency in line with the model of individual educational trajectories of the Tyumen University. Conclusion. The results obtained can be useful to educational program managers who design modern forms and environments based on an understanding of the mechanisms of developing students' agent-based position in the learning process