Abstract

This study explores the role of resilience in influencing self-efficacy and well-being among primary school students in the context of mathematics education. Specifically, the study investigates whether resilience mediates and moderates the relationship between self-efficacy and well-being. The research adopts an explanatory quantitative design with a survey approach, involving 252 primary students from Indonesia. Data were collected using three questionnaires measuring resilience, self-efficacy, and well-being, along with demographic data. The analysis employed mediation and moderation techniques, using SPSS PROCESS macro, to examine the complex interplay between these psychological constructs. The results indicate that resilience acts as a significant mediator in the relationship between self-efficacy and well-being, enhancing the positive effects of self-efficacy on well-being. Moreover, resilience was found to moderate the relationship between self-efficacy and well-being, amplifying the positive impact of self-efficacy. These findings contribute to the understanding of how resilience supports both academic success and emotional well-being in mathematics education, providing new insights into the ways resilience can be leveraged to promote a positive learning environment. The study's significance lies in its potential to inform educational interventions aimed at improving students' resilience, self-efficacy, and well-being, with implications for enhancing academic performance and reducing math-related stress. The findings highlight the importance of fostering resilience in primary school students as a key factor for promoting overall academic success and emotional health.

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