The article examines the influence of emotional-affective processes on the self-efficacy of modern students. The theoretical framework is based on the concepts of A. Bandura and L. Friedenberg, which explain the mechanisms of self-efficacy formation and the role of emotional factors in this process. The empirical study was conducted at Abai Kazakh National Pedagogical University, Suleyman Demirel University, and Turan University, involving 270 students (41% male, 59% female).

The study utilized C. Ryff’s methodology to assess psychological well-being, emotional state dynamics, and personal value-meaning orientations. The results revealed a dual impact of affective processes on self-efficacy. Positive effects: energy and activity increase confidence, emotional engagement enhances productivity, curiosity stimulates cognitive and professional motivation. Negative effects: anxiety reduces productivity, fear of failure inhibits initiative, emotional rigidity hinders competence development. A significant correlation was found between:

psychological well-being, formation of life meanings,n motivational orientation, self-efficacy indicators.

The findings highlight the need for a holistic approach to self-efficacy development, considering affective aspects of personal growth. C. Ryff’s psychological well-being model, comprising six key components, provides a valuable framework for understanding the mechanisms of effective self-perception in students.