This paper investigates the manifestation of self-regulation in Russian and Chinese youth within a cross-cultural context. The relevance of the study is determined by the high demands placed on the ability of contemporary youth to adapt effectively to the conditions of accelerated social development. The increasing number of international students at Russian universities, particularly from China, highlights the need to consider cross-cultural psychological factors when organizing the educational process. Self-regulation acts as a key mechanism for personal adaptation, determining the success of academic activities, psychological well-being, and the effectiveness of integration into a multicultural educational environment. The aim of the study is to examine the manifestation of self-regulation among Russian and Chinese university students. The research is conducted within a cross-cultural comparative approach. The empirical study involved 655 university students from Russia and China. The research tools included the Short Self-Regulation Questionnaire (SSRQ), the Regulatory Emotional Self-Efficacy (RESE) scale, and the Individualism–Collectivism Scale (ICS). Comparative data analysis was performed using the non-parametric Mann–Whitney U test. The results of the study indicate the existence of differences in the manifestations of self-regulation between Russian and Chinese students. Russian students are characterized by higher levels of goal achievement and behavioral activity, whereas Chinese students demonstrate higher efficacy in regulating negative emotional states (frustration and anger). Differences in cultural value orientations were established; concurrently, elements of similarity were identified in the domain of positive emotional expression, reflecting the influence of globalisation processes and digital culture on the development of contemporary youth groups.