The article presents the main findings of a study aimed at exploring cross-cultural differences and predictors of emotional well-being among Kazakhstani and international students in the context of educational adaptation. The purpose of the study was to identify the contribution of emotional self-efficacy, emotion regulation strategies, and perceived social support to the formation of emotional well-being, as well as to determine the differences between representatives of various cultural groups.

The study involved 212 students of Al-Farabi Kazakh National University, representing different academic majors, including 102 Kazakhstani and 110 international (Chinese) students, among them 77 females and 135 males. Validated psychometric instruments were used: the Emotional Self-Efficacy Scale (ESES), Emotion Regulation Questionnaire (ERQ), Positive and Negative Affect Schedule (PANAS), Depression Anxiety Stress Scale (DASS-21), and the Multidimensional Scale of Perceived Social Support (MSPSS).

Data analysis included descriptive statistics, correlation and multiple regression analyses, multivariate analysis of variance (MANOVA), and mediation testing using the PROCESS macro (A. Hayes). The results revealed that emotional self-efficacy and social support are significant predictors of emotional well-being, whereas the suppression of emotions is associated with increased distress levels. Statistically significant cross-cultural differences were identified between the student groups.

The theoretical significance of the study lies in expanding the understanding of the structure of emotional well-being from a cross-cultural perspective and clarifying the role of emotional self-efficacy as a metapersonal construct. The practical significance consists in the possibility of applying the results to the development of psychological adaptation programs and the prevention of emotional burnout among international students, as well as to the improvement of university support services and educational interventions aimed at strengthening students’ emotional and social resources.