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Abstract: The article describes the results of the investigation of the impact of the level of destructiveness of personality of students on their ability to solve professional problems. The study was conducted on a quasi-experimental plan with fifth-year students of a higher school of the Russian Ministry of Internal Affairs. The level of destructiveness of personality was determined by means of the questionnaire "Analysis of destructiveness of personality» and the process and the effectiveness of solving problems were modeled in the form of group activity. The impact of the indicator "level of destructiveness" on the indicators of "efficiency solutions", "time of decision" and "level of risk in solving the problem." was assessed with the help of the ANOVA (the Analysis Of Variance) Test. The indicators characterizing "cognitive" and "mode" types of students’ activity were introduced to describe the solutions. It was shown that a high level of destructiveness reduces the efficiency of solving problems and increases the frequency of use of teaching strategies of risk. Destructiveness complicates the collection and analysis of information and contributes to conflict, connivance and refusal to take part in simulation games.