Abstract
INTRODUCTION: Academic pressure can significantly impact the mental health and overall well-being of children. This study investigates the relationship between subjective well-being and academic performance, with a focus on the mediating role of learning self-efficacy. METHODS: Data were collected through questionnaire surveys administered to a sample of 1,022 children from seven schools in City A. Statistical analyses, including Pearson correlation and structural equation modeling using the Bootstrap method's Model 4, were conducted to examine the direct and indirect effects of subjective well-being on academic performance, with learning self-efficacy as a mediating variable. The influence of demographic factors, such as family structure and upbringing, on subjective well-being and learning self-efficacy was also explored. RESULTS: The findings demonstrate a significant positive relationship between subjective well-being and academic performance (r = 0.343-0.351, p < 0.01). Mediation analysis revealed that learning self-efficacy partially mediated this relationship, with direct effects of subjective well-being on academic performance (B = 0.24, p < 0.001) and indirect effects via learning self-efficacy (B = 0.46, p < 0.001; 95% CI [0.33, 0.48]). Additionally, demographic factors, such as being an only child (t(1020) = 2.69, p = 0.008), being raised by both parents (t = 2.79-3.56, p < 0.001), and urban/rural upbringing (r = 0.35, p < 0.01), were significantly associated with both subjective well-being and learning self-efficacy. CONCLUSION: This study underscores the dual pathways through which subjective well-being influences academic performance in children: directly and via learning self-efficacy. Practically, these findings advocate for targeted interventions to enhance children's mental health and learning self-efficacy, such as integrating resilience-building modules into school curricula and training educators to recognize early signs of low well-being. Additionally, the findings highlight the importance of considering demographic factors in educational planning and policy-making to further support students' academic success.