In contemporary education, self-esteem is widely recognized as an important psychological and pedagogical factor associated with students’ academic functioning, learning motivation, and social adaptation. As a multifaceted component of self-consciousness, self-esteem functions as an internal regulatory mechanism
shaping emotional stability, goal-setting processes, and self-regulated learning behaviors. From this perspective,
self-assessment contributes to learners’ ability to critically evaluate and manage their educational outcomes, thereby supporting the development of autonomous and reflective individuals within modern educational systems. Methodology and Methods. The study employed a quantitative, cross-sectional correlational design. The participants were 171 first- to fourth-year students aged 19–22 years who were enrolled in pedagogy and psychology programs at two universities in Kazakhstan. Self-esteem was assessed using the Rosenberg Self-Esteem Scale, while psychological well-being was measured using the shortened SPWB-18 scale. Social comparison and problematic digital use were examined through a separate set of questions. The data were analyzed using descriptive statistics and Pearson correlation analysis. Results. Most participants demonstrated medium (43.9%) or high (42.1%) levels of self-esteem, while 14.0% were classified as having a low level. Selfesteem was positively associated with psychological well-being (r = .52) and negatively associated with social comparison (r = −.46) and problematic digital use (r = −.41). Social comparison was also negatively associated with psychological well-being (r = −.39), whereas problematic digital use showed a negative association with psychological well-being (r = −.44). Scientific novelty. The study provides empirical evidence on the relationships between self-esteem, psychological well-being, social comparison, and problematic digital use among university students in Kazakhstan. By examining these variables within the same student sample, the findings contribute to a more integrated understanding of the psychological and digital factors associated with students’ self-esteem. Practical significance. The findings may be useful in developing psychological and pedagogical support practices for university students, particularly those aimed at strengthening reflective skills, promoting responsible digital behavior, and supporting psychological well-being.