Growth Mindset and Subjective Well-Being Among Elementary School Students: The Mediating Role of Academic Self-Efficacy and the Moderating Role of Perceived Teacher Support
DOI:
https://doi.org/10.70152/genfabet.v3i1.441Article Metrics
Keywords:
academic self-efficacy, elementary school students, growth mindset, perceived teacher support, subjective well-beingAbstract
This study aims to examine the influence of growth mindset on subjective well-being in elementary school students, with academic self-efficacy as the mediator and perceived teacher support as the moderator. The urgency of this research is based on the importance of students' subjective well-being as a factor supporting academic and psychological development. The novelty of this research lies in the integration of growth mindset, academic self-efficacy, and perceived teacher support into a single research model within the elementary school context. The study employed a quantitative approach with a cross-sectional design involving 240 elementary school students in West Java selected through purposive sampling. Data were collected using a questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results showed that growth mindset positively influenced subjective well-being. Academic self-efficacy mediated this relationship, while perceived teacher support strengthened the influence of growth mindset on academic self-efficacy. These findings confirm that students' subjective well-being is influenced by internal psychological factors and a supportive learning environment. Therefore, strengthening growth mindset, academic self-efficacy, and teacher support is crucial in efforts to improve the subjective well-being of elementary school students.
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