The mediating role of learning self-efficacy in the relationship between subjective well-being and academic performance in children

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.