Predicting mathematics well-being in secondary school students: An integrated model of self-determination and social support in Indonesia
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Abstract
Improving students’ mathematical wellbeing is important because it supports their positive feelings toward mathematics and contributes to better learning outcomes. However, limited research has explored which factors influence mathematical wellbeing from the students’ own perspective. This study aims to address this gap by examining both external and internal predictors, drawing on Self-Determination Theory and Social Support Theory. Data were collected from 449 secondary school students in Indonesia, and Structural Equation Modelling was conducted using SmartPLS. The findings show that five out of six proposed hypotheses were supported. Specifically, autonomy, competence, and relatedness, as well as parent support and peer emotional support, were found to have significant positive effects on students’ mathematical wellbeing, whereas teacher social support did not show a significant direct effect. The structural model demonstrated strong explanatory power, with the predictors jointly explaining 70.2% of the variance in mathematical wellbeing. These findings suggest that enhancing students’ mathematical wellbeing requires attention to both basic psychological needs and social support systems, particularly support from parents and peers. Interventions aimed at fostering autonomy, competence, and relatedness may be effective strategies for promoting positive experiences in mathematics learning.
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