Аңдатпа
The intensification of digitalization in the modern system of higher education is one of the most important factors affecting the psychological well-being of students, in this regard, the study of the interrelationships between digital stress, emotional resilience and digital Well-being is an urgent scientific problem.The aim of this study is to identify the relationships between students ' digital stress levels, emotional resilience and digital well-being, and also to clarify the role of emotional resilience in the digital well-being of students under digital stress. Methodology and Methods. In the course of the study, an online survey of 143 students studying at universities in Kazakhstan was conducted using a quantitative method; for data analysis, tools developed on the basis of the Likert scale were used, descriptive statistics, Kronbach'sAlpha coefficient, Pearson correlation, regression and mediator analysis methods were used.The results of the study demonstrated a strong positive relationship between emotional resilience and digital well-being of students. At the same time, no statistically significant association was found between digital stress and digital well-being, as well as between digital stress and emotional resilience.The scientific novelty of the study is that in the model of students of Kazakhstan, the direct destructive effect of digital stress is not always observed, and digital well-being is largely determined by internal psychological resources, especially emotional resilience.The practical significance of the study lies in the possibility of using the results obtained in the development of psychological support and prevention programs aimed at increasing students' adaptation to the digital environment, developing emotional resilience. The results show that emotional resilience serves as a key internal psychological resource supporting students' digital well-being, while digital stress does not necessarily have a direct negative impact in an adapted digital educational environment.