In the context of information overload in the digital society and deliberate manipulative influences, critical thinking has become a fundamental psychological competence, while the psychological resources underpinning it remain insufficiently explored. The aim of this study was to investigate the role of emotional regulatory resources as a psychological factor influencing critical thinking among individuals in early adulthood within the digital society. The study was conducted on a sample of young adults (N = 274; aged 20-36 years), active users of the digital environment residing in Ukraine. A comprehensive set of methods was employed, including the Critical Thinking Test, the Difficulties in Emotion Regulation Scale (DERS), and the Intolerance of Uncertainty Scale (IUS-12), all in their Ukrainian-language adaptations. Statistical analysis included the Kruskal-Wallis test with pairwise comparisons, Spearman’s rank correlation analysis, and multiple regression analysis using the stepwise method. Comparative analysis across groups with different levels of critical thinking revealed statistically significant differences in four of the six DERS subscales. The most pronounced differences were observed in lack of emotional clarity and difficulties engaging in goal-directed behaviour. Among the components of intolerance of uncertainty, significant group differences were identified only for prospective anxiety. Correlation analysis confirmed a differentiated pattern of associations: lack of emotional clarity demonstrated the strongest negative association with critical thinking, followed by difficulties engaging in goal-directed behaviour and prospective anxiety. Reactive-impulsive components (non-acceptance of emotional responses, impulse control difficulties, and inhibitory anxiety) showed no significant associations with critical thinking. The regression model explained 59.8% of the variance in critical thinking. Independent predictors included emotional clarity, goal-directed behaviour, absence of prospective anxiety, and emotional awareness. The findings indicate that only the cognitively oriented components of emotional regulatory resources possess predictive value for critical thinking, whereas reactive-impulsive components appear to be neutral. The practical significance of the findings lies in substantiating priority targets for psychological interventions aimed at fostering critical thinking among young adults. Developing emotional clarity and the ability to maintain cognitive goal orientation under conditions of distress may be incorporated into digital mental hygiene and media literacy programmes