The introduction of modern digital and distance technologies in the educational process of the university requires students to be constantly ready to change educational goals, meanings, restructure the ways of interacting with teachers and classmates. The psychological well-being of students is a condition that helps or hinders their professional and personal development. This raises the question of adequate methods for diagnosing the psychological well-being of students as a condition that helps or hinders their professional and personal development.  The objective is to conduct a comparative analysis of approaches to the study of the psychological well-being of students and to present the results of approbation of the author's theoretical and methodological position. Methodology and methods of research. The authors of the article consider the psychological well-being of students as a subjective experience of satisfaction with various aspects of their life, due to the level of personal self-actualization, and to use an integrated approach to its diagnostics. Following L.V. Kulikov and R.M. Shamionov, the authors distinguish two main components of psychological well-being: emotional and cognitive. To diagnose the cognitive component of the students' psychological well-being, the authors used “The scale of psychological well-being” by K. Riff (adapted by T.D. Shevelenkova, P.P. Fesenko), to diagnose the emotional component – the method of diagnosing subjective well-being by R.М. Shamionov, T.V. Beskova. The author's theoretical and methodological position is presented and was tested in the pilot study of the psychological well-being of university students, conducted on the basis of the Faculty of Psychology of the Pedagogical Institute of the State National Research University “BelSU”. 58 first-year undergraduates took part in the pilot study. Results. It is shown that in domestic and foreign psychology, the concept of psychological well-being of students is practically not presented as a unity of theoretical provisions and adequate diagnostic methods. The theoretical analysis reveals two main approaches to solving the problem: the C. Riff’s eudamonic approach and the R.M. Shamionov’s concept of subjective well-being. The study revealed an internal conformity of the diagnostic methods used to identify the level of emotional and cognitive components of psychological well-being. The consistency of the components of the psychological well-being is observed in 72.5% of students, which is confirmed using the φ-criterion in the Cramer modification. Conclusions and perspectives. The conducted theoretical and empirical research has shown the consistency of the author's methodological position. However, it represents only the first stage in the development of the problem. The factual material obtained in the research requires clarification and verification by attracting a larger sample, sufficient for a rigorous statistical analysis of the data obtained. In the future, it is planned to expand the subject of research by identifying the decisive factor in the psychological well-being of the personality of students.