The article presents data from an empirical study of actual metacognitive processes of educational activities of girls and women characterized by different personal profiles. The study involved 144 women aged 18 to 45 years (average age-25 ± 8.82) who are studying undergraduate and professional retraining at St. Petersburg State University. The study was carried out in two stages: at the first stage, personal profiles were studied using a five-factor model of personality traits adapted by A. B. Khromov. At the second stage, a questionnaire and metacognitive interview were conducted, the main purpose of which was to assess the ability of students to control their own cognitive activity and apply metacognitive skills in educational activities. Statistical data processing was carried out using quantitative and qualitative methods of analysis. Three personality profiles of the five-factor model of personality traits were identified, which significantly differed in terms of factors: Extroversion-introversion, Emot