Longitudinal relations between academic performance and life satisfaction among elementary and secondary school students

There is robust evidence that students’ academic performance and life satisfaction are positively related, but little is known about how the relations differ across different learning stages (e.g., elementary school and secondary school). Utilizing nationally representative data from two cohorts in South Korea, this longitudinal study examined the relations between academic performance and life satisfaction among elementary (Grade 4–6, N = 2607) and secondary school students (Grade 7–9, N = 2590), respectively. Results of cross-lagged models revealed that academic performance and life satisfaction were reciprocally linked over time among secondary school students. Specifically, students’ academic performance positively predicted subsequent life satisfaction, and life satisfaction positively predicted subsequent academic performance. However, for elementary school students, life satisfaction positively predicted academic performance, while the effects of academic performance on life satisfaction were found to be nonsignificant. These findings contribute to ongoing research into ways researchers and educators may support and optimize students’ academic success and psychological well-being.