THE EFFECT OF EMOTIONAL INTELLIGENCE AND PSYCHOLOGICAL WELL-BEING ON ACADEMIC SELF-EFFICACY AND ACADEMIC PERFORMANCE IN ELEMENTARY SCHOOL STUDENTS

This study aims to analyze the impact of psychological well-being and emotional intelligence on the academic self-efficacy and academic achievement of elementary school students. A quantitative cross-sectional survey design was employed, involving 240 students in grades 4, 5, and 6 from two public elementary schools in Cirebon, West Java, Indonesia. Data were collected using a four-point Likert scale assessing emotional intelligence, mental well-being, and academic aspects. self-efficacy, and academic performance. Data were analyzed using SmartPLS 4 to evaluate measurement and structural models, complemented by PROCESS Macro Model 8 in SPSS to examine conditional direct and indirect effects. Research findings indicate that psychological well-being contributes positively and significantly to academic self-efficacy and academic performance. Emotional intelligence also has a positive and significant impact on academic self-efficacy performance. Academic Self-efficacy significantly mediates the relationship between psychological well-being and academic aspects. performance. Emotional intelligence moderates a direct link between mental well-being and academic achievement, but does not moderate the association between mental well-being and academic self-efficacy. The moderated mediation effect was not significant. These findings indicate that students' academic achievement is influenced not only by mental well-being but also by academic factors. self-efficacy and emotional intelligence. Therefore, efforts in order to improve academic performance in primary education must include strengthening students' mental health, emotional management, and academic self-confidence.