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
Authors
Iqo Riqotul Umami
Universitas Majalengka
Nur Amalina
Universitas Majalengka
Uwaimir Ahad
Universiti Teknologi Mara
Abstract
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.