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Роль академических успехов и родительского благополучия в субъективном благополучии учащихся в начальной школе
An increasing attention is observed around children's subjective well-being (SWB) in educational contexts (Polivanova, 2020). Research shows associations between children’s SWB and their academic outcomes, motivation, social-emotional skills, self-efficacy, and self-regulated learning (SRL; Cespedes et al., 2021; Chu et al., 2020; Kanonire et al., 2020). Parental stress and satisfaction also associate with children's SWB (Ozornina et al., 2022). There is a dearth of research on the role of elementary school children’s SWB and parental stress and satisfaction in relation to academic achievement. The purpose of this study was to examine the relationship between SWB, SRL, self-efficacy, parental stress and satisfaction with academic outcomes of school students as part of the longitudinal study of school failure factors. Method. The sample included 2475 fourth-grade students (49.4% girls, 50.6% boys) and 1032 parents (87% mothers, 13% fathers). Tools. The Subjective Well-Being Questionnaire (Kanonire et al., 2020; Kanonire et al., 2022) was used to measure SWB, and the Domain-Specific Self-efficacy Scales for Elementary School (Akhmedjanova, 2024) to assess self-efficacy. To measure SRL, the Self-Regulated Learning Strategies Scale in Elementary School was used (Akhmedjanova & Lizunova, 2024). To assess mathematical and reading literacy, we used the “Progress” test (Federyakin et al., 2021; Bakai et al., 2023). The Parental Stress Scale (Bochaver et al., 2023) was used to measure parental stress and satisfaction. The multiple regression method was used to analyze data. Conclusion. The results showed that parental stress and satisfaction are associated with children's SWB, and these associations vary depending on the children’s gender. Such factors as math grades, self-efficacy in math and reading, and SRL are positively associated with children's SWB in the 4th grade. While parental stress is negatively associated with child well-being, especially in girls. The report discusses how the results can be used to improve SWB in elementary school students.