Descriptive Statistics (n = 1962).

Research evidence exists on associations of subjective well-being, self-efficacy and various academic and non-academic outcomes with older students; however, there is a research gap on how these variables relate to each other in elementary school students. The goal of this cross-sectional study within a larger longitudinal project was to examine the role of subjective well-being and self-efficacy in predicting academic achievement in math and reading among elementary school students in Russia. The sample included 1,962 students’ responses (50.4% girls, 7.7% in rural areas) from elementary schools in central Russia. To measure students’ well-being, two subscales from the Survey of Subjective Well-being in School (SSWBS) were used: satisfaction with school (k = 7) and affect toward school (k = 3). Domain-specific Self-efficacy Scales: self-efficacy for mathematics (k = 4) and self-efficacy for reading (k = 4) were used to measure students’ self-efficacy. To measure students’ academic achievement in mathematics and reading, the Progress assessment – the computer adaptive test – was used. Based on the results, self-efficacy for math relates positively to girls’ (SD = 0.32) and boys’ (SD = 0.34) results in math (p p p