Effective educational practices aim to promote students’ academic achievement; however, they also have an impact on students’ well-being which is a growing topic of interest in educational research. In a sample of 2242 students (5th to 10th grades) nested in 104 classrooms from Spanish schools, we have tested the mediating role of students’ self-efficacy on the relationship between effective educational practices and both students’ well-being and academic performance. Analyses were run at student and class levels, by performing a multilevel mediation structural equation model with cross-sectional data. Results supported a partial mediation model at the individual level, in which effective educational practices had a direct and indirect effect on students’ well-being, and indirect effect on academic performance in math and language through self-efficacy. At the group level, results support a full mediation model of the effect of effective educational practices in class well-being and in class math performance (but not in language), mediated by the group mean of self-efficacy. These findings suggest the importance of educational practices in increasing self-efficacy beliefs on their students, as a source to increase students’ well-being and academic performance.

有效的教育实践旨在促进学生的学业成就；然而，它们也对学生的幸福感产生影响，这是教育研究中越来越受关注的话题。在西班牙学校 104 间教室中的 2242 名学生（5 至 10 年级）的样本中，我们测试了学生自我效能感在有效教育实践与学生幸福感和学业成绩之间的关系中的中介作用。通过使用横截面数据执行多级中介结构方程模型，在学生和班级水平上进行分析。结果支持个人层面的部分中介模型，其中有效的教育实践对学生的幸福感有直接和间接的影响，以及通过自我效能对数学和语言学业成绩的间接影响。在小组层面，结果支持有效教育实践对课堂幸福感和课堂数学表现（但不是语言）的影响的完整中介模型，该模型由自我效能的群体平均值介导。这些研究结果表明，教育实践在提高学生的自我效能感信念方面的重要性，作为提高学生幸福感和学业成绩的来源。