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The paper introduces the analysis of the theoretical-empirical study revealing the psychological efficiency of the interaction between students and the e-learning environment in the context of personal selforganization development when doing different activities. The aim of the study is to identify the characteristics of the psychological efficiency, and the ways it is expressed by, in the interaction between students and e-learning environment, including the strategies for self-organization depending on the parameters as gender and educational program profile. The empirical study was conducted with a variety of methods. The results of the empirical study show that only a small part of the student shows an inefficient level of interaction with the e-learning environment, whereas, most students demonstrate a good attitude to it and high productivity. In general, the sample of the students is characterized by the ability to concentrate on goals, they are quite determined, have tendencies to fix/focus on a pre-planned structure of the events and on how they are scheduled in time. Either the students possess a tendency to make strong-willed efforts to complete an ongoing action or task. Male students are more characterized by independence in planning activities, their detailing, and demonstration of strong-willed efforts in structuring their own actions, the use of planning aids, and focus on the present, not on the past. Female students are distinguished by their diligence, desire by any means to achieve a result in the activity they do.

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