This article examines how various family education strategies influence development of self-regulation behavior among students. It looks at grade levels 9-11 and compares sex differences as well as residential patterns (rural areas, district centers, and regional centers). It has been established that not all strategies are the same: some affect the development of the self-regulation system and some do not have an impact. The article identifies those strategies that have a positive effect on the system of self-regulation and that have a negative effect. According to our hypothesis, girls are more susceptible to the influence of family education strategies on self-regulation behavior than boys. It was revealed that both girls and boys are more susceptible to the positive influence of family education strategies and the less sensitive to their negative impact. The article also shows that students from 9-11 grades in regional centers experience sustainable changes and are strongly influenced by family education strategies while schoolchildren who reside in rural areas and district centers are not particularly sensitive to such influence.