How Socioeconomic Context, Academic Standing, and Affective Adaptability Shape Learning Self-Beliefs in Adolescence

In stratified societies, structural and perceived socioeconomic inequalities increasingly shape adolescents’ learning trajectories—not only through access to resources but also through their self-beliefs and adaptive functioning. This study investigates how both objective socioeconomic status (SES) and perceived academic standing influence the development of general self-efficacy (GSE), a core motivational mechanism linked to learning and well-being. Using longitudinal survey data from 6,994 adolescents in Singapore, we show that subjective perceptions of academic standing significantly mediate the relationship between SES and self-efficacy, underscoring the cognitive salience of relative academic rank in high-stakes systems. We further disentangle adaptability into cognitive, behavioural, and affective domains and identify affective adaptability as the most robust predictor of GSE across all SES levels. Notably, for adolescents in the lowest SES deciles, the predictive value of perceived rank is attenuated, whereas affective adaptability remains a stable, universal predictor. These findings highlight GSE as a malleable cognitive-motivational construct shaped by both sociocultural and intrapersonal factors. We discuss implications for designing equity-oriented learning environments that support emotional adaptability and foster positive learning beliefs, especially among socioeconomically disadvantaged youth.