Abstract
The well-being of young people in relation to their school performance has received increased attention in recent years. However, there is a lack of knowledge about the longitudinal and reciprocal relationship between adolescents’ subjective well-being and their academic achievements. The current study examined the bidirectional relationship between subjective well-being and academic achievement across two timepoints (T1 and T2) during the course of mid to late adolescence, i.e., in school year 9 (age 15), and school years 11–12 (ages 17–18). The study also investigated variation in the association as a function of adolescent gender. Data on subjective well-being and teacher-assigned school grades of 723 adolescents (48.7% girls) residing in Sweden were analyzed by estimating a series of cross-lagged path models. The findings suggest gender differences in the relationship as no associations were found among boys. Support for a bidirectional relationship between the constructs was only found for girls. For girls, higher subjective well-being at T1 was associated with higher academic achievements at T2, while higher academic achievements at T1 was associated with lower subjective well-being at T2. These findings highlight that the subjective well-being of adolescent girls may be important for their ability to perform at school, but their academic achievements may also inflict negatively on their subjective well-being.
Highlights
Despite a growing interest in adolescents’ well-being in relation to their achievements at school, existent literature on the topic has two major limitations
To address these important gaps in the literature, the present study investigated the bidirectional relationship between subjective well-being and school grades across two timepoints during mid to late adolescence
The results showed that the relationship between well-being and achievement was influenced by adolescent gender: support for a bidirectional relationship was found for girls, but not boys
Summary
Despite a growing interest in adolescents’ well-being in relation to their achievements at school, existent literature on the topic has two major limitations. There is a lack of research on the reciprocity between adolescents’ subjective well-being and their academic achievements. While prior research has established that a general correlation between subjective well-being and academic achievement may exist (see Bücker et al, 2018 for a meta-analysis), it does not provide insights into changes in this relationship over time. To address these important gaps in the literature, the present study investigated the bidirectional relationship between subjective well-being and school grades across two timepoints during mid to late adolescence
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