The purpose of the study is to determine the influence that reflexive interaction methods have on the adaptation process of first-year university students. Research methods and organization. For the purpose of addressing research objectives, a combination of theoretical and empirical methods was employed: analysis of psychological and pedagogical literature, surveys, and testing. The diagnostic tools used included: "Adaptation of First-Year University Students" (O.A. Molokova), "Adaptation of First-Year Students at University" (T.D. Dubovitskaya, A.V. Krylova), and "Time Management" (F.J. Zimbardo). The study was conducted at Irkutsk State University with undergraduate and graduate students. Research results and conclusions. The effectiveness of applying reflexive methods of interaction during the adaptation period of first-year students to the learning process in higher education has been proven. The reflexive component of adaptation has been revealed, with emphasis placed on the fact that it can be leading in the process of student adaptation in higher education. Reflexive methods of working with students during the adaptation period help redirect the focus of the student's self-analysis from the external environment to oneself, share responsibility for what occurs within the group, assist in independently building a development plan, and teach time management skills. Reflexive methods of interaction help students learn to correlate their resources with those of their classmates, understand each other's problems, and provide support in challenging academic and extracurricular situations.