<![CDATA[This study aims to analyze the relationship between subjective well-being and mathematical spatial ability in students of SMP Negeri 11 Cirebon. This study uses a quantitative approach with a correlational design, with a sample of 31 students of class VIII-H selected through cluster random sampling technique. Data were collected through a subjective well-being questionnaire and a mathematical spatial ability test, then analyzed using the Spearman's Rho correlation test. The results showed that the level of students' subjective well-being was in the high category, while the average component of students' mathematical spatial ability was also in the high category. The results of the correlation test showed a significant negative relationship between the two variables (ρ = -0.358; p = 0.048), which indicates that the higher the students' subjective well-being, the lower the tendency of their mathematical spatial ability scores, and vice versa. This finding contradicts the majority of literature reporting a positive relationship between psychological well-being and academic achievement in general, and can be explained through the perspectives of cognitive load theory, cognitive tuning hypothesis, and the concept of mathematical well-being, which emphasizes that positive affect does not always go hand in hand with maximal cognitive effort on mathematical tasks]]>
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