Learning Motivation and Self-Directed Learning as Mediators of Academic Resilience on Well-Being: A PLS-SEM Analysis
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https://doi.org/10.70152/jees.v3i1.398Article Metrics
Keywords:
academic resilience, academic well-being, elementary school students, learning motivation, self-directed learningAbstract
This study was conducted to examine the effects of academic resilience and learning motivation, self-directed learning, and academic well-being as mediators of learning motivation and self-directed learning. A cross-sectional research design utilized a sample of 240 students from an elementary school in Indonesia. After the data was collected through structured observation tools, SmartPLS 3 was used to analyze the data using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that academic resilience has a significant effect on self-directed learning and learning motivation, but it doesn't directly impact students' academic well-being. In addition, self-directed learning and learning motivation significantly predict academic well-being. However, the mediation analysis shows that this variability partly acts as a mediator in the relationship between academic resilience and students' academic well-being. The results show that just boosting resilience isn't enough to improve academic health if it's not accompanied by greater learning motivation and self-directed teaching. By providing an integrated model that explains how academic well-being affects the academic resilience of elementary school students in Indonesia, this study helps educational psychology. In addition, it also offers practical advice on how to create school interventions that support students' academic achievement and overall well-being.
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