THE INFLUENCE OF TEACHER SUPPORT, SELF-EFFICACY, AND ACADEMIC EMOTIONS ON LEARNING PERFORMANCE

: Elementary school students need a supportive learning environment in order to develop self-efficacy, academic emotion regulation, and obtain optimal learning performance. One important factor in this process is teacher support through effective formative assessment. This study aims to develop and test a formative assessment model to measure the extent to which teacher support, self-efficacy, and academic emotion affect elementary students' learning performance. The study used a quantitative approach with a survey method, involving 240 students in several elementary schools in Cirebon. The instruments used included teacher support questionnaire, academic self-efficacy questionnaire, academic emotion questionnaire, and learning performance questionnaire. Data analysis was conducted using multiple linear regression. The results showed that teacher support through formative assessment had a significant effect on students' academic self-efficacy and emotions, which in turn had a positive impact on improving learning performance. This study concludes that a formative assessment model that considers students' psychological aspects can be an effective approach to learning in elementary schools. The contribution of this research lies in the development of measurement tools and learning models based on social and emotional support in the context of primary education.