GENFABET: Generasi Pendidikan Dasar

Social-Emotional Profiles and Fluctuations in Mathematic Achievement: A Multiple Discriminant Analysis of Elementary School Students

2026-07-10T06:43:46+07:00

Students’ social-emotional competencies may influence academic achievement, yet it remains unclear whether these competencies differentiate students according to changes in mathematics report-card scores. This study described and compared elementary school students’ social-emotional profiles, including self-control, social anxiety, and relationship skills, across groups with increased, stable, and decreased mathematics scores. It also identified the dimensions that contributed most strongly to group differentiation. A quantitative, comparative, cross-sectional design was employed. The sample comprised 313 students in Grades 4–6 from five public elementary schools, selected through purposive-convenience sampling. Data were collected using an adapted Social and Emotional Learning Competency Scale and official report-card records. Students were classified according to changes in mathematics scores across two consecutive semesters: increased (n = 80), stable (n = 159), and decreased (n = 74). Multiple Discriminant Analysis was conducted using IBM SPSS 25. The discriminant functions formed from the three social-emotional dimensions were not statistically significant, χ²(6) = 6.772, p = .342; therefore, the hypothesis was not supported. Nevertheless, self-control showed the strongest correlation with Function 1 (r = .878), and the group centroids indicated that higher self-control was more characteristic of students whose scores increased. These findings suggest that internal social-emotional competencies alone are insufficient to explain changes in mathematics achievement. Such changes are likely multidimensional and influenced by interpersonal, instructional, and contextual factors. This study provides preliminary evidence regarding the discriminative capacity of social-emotional competencies in explaining mathematics score changes among Indonesian elementary school students.

Mathematics Learning Motivation and Negative Academic Emotions in Elementary School: A Multivariate Examination of Grade-Level, Age, and Gender Differences

2026-08-10T10:42:01+07:00

This study aimed to examine whether mathematics learning motivation and negative academic emotions differ simultaneously according to grade level, age, and gender among elementary school students. A quantitative cross-sectional comparative survey design was employed involving 260 students in Grades 3–5 from elementary schools in Cirebon Regency, Indonesia, selected through purposive sampling. Data were collected using two self-report questionnaires measuring mathematics learning motivation and negative academic emotions on five-point Likert scales. Instrument measurement properties were evaluated using SmartPLS 3, while descriptive statistics and Multivariate Analysis of Variance (MANOVA) were performed using IBM SPSS, with Pillai’s Trace used as the principal multivariate statistic. The findings revealed significant multivariate differences in the combined outcomes according to grade level (p < .001) and age (p = .015), whereas gender differences were not significant (p = .474). Follow-up analyses showed that these differences were attributable primarily to negative academic emotions, which differed significantly across grade levels (p < .001) and age groups (p = .003), while mathematics learning motivation remained relatively stable. Neither motivation nor negative academic emotions differed significantly by gender. The study concludes that negative academic emotional experiences were more differentiated by grade level and age than overall mathematics learning motivation. The study contributes multivariate evidence from the Indonesian elementary education context by examining motivation and negative academic emotions concurrently, highlighting the relevance of students’ emotional experiences alongside motivation in mathematics learning.

The Influence of Growth Mindset on Elementary School Students' Subjective Well-Being: The Mediating Role of Academic Self-Efficacy and the Moderating Role of Perceived Teacher Support

2026-08-10T10:43:55+07:00

Elementary school students' subjective well-being has been reported to be declining, raising concerns about their long-term psychological and academic development. Despite growing interest in growth mindset and its benefits, few studies have simultaneously examined academic self-efficacy as a mediator and perceived teacher support as a moderator within a single integrated model for elementary school students. This study aims to examine the role of growth mindset in predicting subjective well-being, with academic self-efficacy as a mediating variable and perceived teacher support as a moderating variable. A quantitative approach with a cross-sectional design was employed. Data were collected from 240 elementary school students in West Java, Indonesia, selected through purposive sampling. A self-report questionnaire comprising 38 items across four constructs was administered using a four-point Likert scale. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4, applying bootstrapping with 5,000 resamples to assess mediation and moderation effects. The results show that growth mindset significantly and positively predicts subjective well-being (β = 0.361, p < 0.001). Academic self-efficacy partially mediates this relationship (indirect effect = 0.094, 95% CI [0.038, 0.165]), accounting for approximately 26% of the total effect. Perceived teacher support significantly moderates the relationship between growth mindset and academic self-efficacy (β = 0.110, p = .026). In conclusion, subjective well-being in elementary school students is shaped by the interplay of growth mindset, self-efficacy, and teacher support. This study contributes a comprehensive moderated mediation model that bridges individual cognitive beliefs with contextual classroom factors, providing practical guidance for educators and policymakers to design targeted interventions that strengthen students' psychological well-being.

Structural Model of Teacher Support and Student Engagement Mediated by Self-Esteem among Elementary School Students

2026-08-10T10:46:25+07:00

Student engagement is a key indicator of successful learning, yet many elementary school students in rural areas demonstrate low participation and motivation. Although teacher support is recognized as an important predictor of student engagement, the dual role of self-esteem as both a mediator and a moderator has received limited attention. This study examined the direct effect of teacher support on student engagement and the mediating and moderating roles of self-esteem. A quantitative cross-sectional survey design was employed involving 240 students from Grades IV–VI in four rural public elementary schools. An instrument pilot test was first conducted with 60 students to establish validity and reliability. Data were collected using a four-point Likert-scale questionnaire and analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS 4, including measurement and structural model evaluation with bootstrapping (5,000 subsamples). The results showed that teacher support significantly predicted student engagement (β = 0.699, p < .001) and self-esteem (β = 0.744, p < .001), while self-esteem significantly predicted student engagement (β = 0.251, p < .001). Self-esteem partially mediated the relationship between teacher support and student engagement, whereas its moderating effect was not significant. These findings indicate that teacher support enhances student engagement directly and indirectly through self-esteem. The study contributes to educational psychology by providing an integrated structural model that simultaneously examines the dual role of self-esteem in rural elementary schools and offers evidence to guide teacher support and self-esteem enhancement programs for improving student engagement.

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

2026-08-11T11:14:07+07:00

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.