<![CDATA[Psychological well-being is an essential dimension for high school adolescents navigating academic demands and social adjustments. This study aimed to empirically examine the direct and indirect effects of emotion regulation on psychological well-being, with resilience operating as a mediating variable, among students of SMA Negeri 2 Medan. A quantitative approach with a correlational design and path analysis was employed. From a population of 432 eleventh-grade students, a sample of 294 participants was selected using proportionate stratified random sampling. Data were gathered via 5-point Likert scale questionnaires measuring emotion regulation (Gross), resilience (Grotberg), and psychological well-being (Ryff), and were subsequently analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM) utilizing SmartPLS version 4.1.1.5. The findings revealed that emotion regulation had a positive and significant direct effect on psychological well-being (β = 0.372; t = 7.651; p = 0.000) and on resilience (β = 0.748; t = 22.228; p = 0.000). Resilience also significantly and positively affected psychological well-being directly (β = 0.530; t = 11.133; p = 0.000). Furthermore, resilience significantly mediated the relationship between emotion regulation and psychological well-being (β = 0.396; t = 10.066; p = 0.000). The integrated structural model demonstrated robust predictive power with a coefficient of determination (R2) of 0.714, indicating that 71.4% of the variance in psychological well-being is simultaneously accounted for by emotion regulation and resilience. These results emphasize the vital importance of emotional management skills and psychological resilience in fostering students' positive mental functioning in academic environments.]]>
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