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<p>Psychological well-being (PWB) plays a crucial role in adolescents’ overall development, influencing their academic performance, emotional resilience, and social relationships. Existing studies have&#xa0;consistently revealed the predictive role of classroom learning environment (CLE) in PWB; however, few studies focus on the underlying mechanism between this association. The current study sought to explore the factors influencing adolescents’ PWB, particularly focusing on the mediating roles of growth mindset (GM) and academic self-efficacy (ASE). Structural Equation Modeling (SEM) was conducted on data from 916 adolescents (416 males, <i>M</i>age = 16.41, <i>SD</i>age = 0.67), who were invited to complete the validated questionnaires. A serial mediation model was applied to investigate the interrelationships among the variables. Findings from SEM revealed that GM, both independently and jointly with ASE, partially mediated the relationship between CLE and PWB. Additionally, multi-group SEM analysis confirmed the model’s invariance across genders. This research enhances theoretical insights into the role of CLE and provides practical implications for policymakers, educators, and teachers aiming to promote students’ PWB.</p>

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A serial mediation model testing classroom learning environment, growth mindset, and academic self-efficacy as predictors of psychological well-being

  • 期刊论文

  • 发表日期：

    2026年3月7日

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  • Yicen Meng,
  • Nik Rosila Nik Yaacob,
  • Yasmin Othman Mydin,
  • Fengjie Li

摘要

Psychological well-being (PWB) plays a crucial role in adolescents’ overall development, influencing their academic performance, emotional resilience, and social relationships. Existing studies have consistently revealed the predictive role of classroom learning environment (CLE) in PWB; however, few studies focus on the underlying mechanism between this association. The current study sought to explore the factors influencing adolescents’ PWB, particularly focusing on the mediating roles of growth mindset (GM) and academic self-efficacy (ASE). Structural Equation Modeling (SEM) was conducted on data from 916 adolescents (416 males, Mage = 16.41, SDage = 0.67), who were invited to complete the validated questionnaires. A serial mediation model was applied to investigate the interrelationships among the variables. Findings from SEM revealed that GM, both independently and jointly with ASE, partially mediated the relationship between CLE and PWB. Additionally, multi-group SEM analysis confirmed the model’s invariance across genders. This research enhances theoretical insights into the role of CLE and provides practical implications for policymakers, educators, and teachers aiming to promote students’ PWB.