Abstract
<jats:p>Background. The teaching and upbringing environment at pre-university educational organization of the Ministry of Defense of the Russian Federation (PUEO MD RF) places increased demands on students' mental health. Psychological readiness for learning is one of the factors that ensures the stability of social and psychological adaptation processes. The aim of this study was to examine psychological readiness for learning at PUEO of the Russian Ministry of Defense during the transition from primary school to basic general education. Research methods: intelligence tests (Analogies, Arithmetic Counting, Establishing Patterns, S-Test), a socio-psychological study questionnaire, the Schoolchildren's Academic Motivation Scale, and personality questionnaires (B. Phillips' School Anxiety Test; the children's version of the Explicit Anxiety Scale; and the Behavioral Self-Regulation Style questionnaire). Results. The study identified the key components and substantiated the structure of psychological readiness at this stage of studying at PUEO. Criteria for psychological readiness for learning have been identified: levels of development of intellectual qualities and emotional-volitional regulation, the predominance of internal motives for educational activity. Differences in the effectiveness of sociopsychological adaptation based on external and internal criteria were analyzed, depending on the level of psychological readiness. Conclusion. Research has demonstrated a relationship between psychological readiness and socio-psychological adaptation characteristics.</jats:p>