Emotional Well-being of Student Youth in Kazakhstan: Socio-Psychological Verification in a Cross-Cultural Context

Abstract

This study is devoted to the investigation of cross-cultural characteristics of emotional regulation and their role in the formation of emotional well-being among students studying in a multicultural educational environment. The aim of the study was to identify differences between Kazakhstani and foreign students in terms of emotional regulation, emotional self-efficacy, affective manifestations, and perception of social support, as well as to determine their contribution to the level of emotional well-being. The study involved 212 respondents (Kazakhstani and foreign students) studying at leading universities in Kazakhstan. Standardized methods were used for diagnosis: the Emotional Regulation Questionnaire (ERQ) by J. Gross and O. John, the Positive and Negative Affect Schedule (PANAS), the Emotional Self-Efficacy Scale (ESES), and the Multidimensional Scale of Perceived Social Support (MSPSS). Statistical data processing was performed using descriptive statistics, Student's t-test, correlation, and multiple regression analysis (IBM SPSS 26.0). The results showed that positive affect, negative affect, and social support are the most significant predictors of emotional well-being (R² = 0.75; p < 0.001). At the same time, cognitive reappraisal and emotion suppression did not demonstrate a significant direct effect, indicating their indirect role in maintaining emotional balance. The results expand our understanding of the mechanisms of emotional adaptation of students in an intercultural environment and can be used in the development of psychological support programs and the prevention of emotional burnout.