Elena E. Mikhailova

For the implementation of personalized learning is the most promising model of blended learning, where the development of graduate programs coexists along with the scientific mentoring, complementing each other, and aims to create a flexible skills necessary for the development of educational and personal potential of a student. Mastering the master’s program, research achievements and the formation of flexible skills are important indicators of the level of academic culture of undergraduates. The article presents the results of the study of the influence of reflexivity on the development of flexible skills of undergraduates on the example of their academic motivation and tolerance to uncertainty. According to the theory of self-determination, internal motivation (cognitive, achievement, self-development motivation), external motivation (selfesteem, introjected, external) and amotivation are determined for the diagnosis of academic motivation of undergraduates educational activities. The subscales of the methodology «Lack of tolerance to uncertainty» («Novelty», «Complexity» and «Unsolvability») reflect the sources of reduced tolerance to uncertainty. The results confirm the importance of developing flexible skills and specify the causal relationships between reflexivity and indicators of academic motivation and tolerance to uncertainty. It seems appropriate to organize special additional trainings for undergraduates on coping with uncertainty.