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Cross-lagged relations between psychological suzhi and academic achievement
This study examined the relationship between psychological suzhi and academic achievement. Using a two-wave design, data were collected twice with a 6 months’ time lag from a sample of 2735 primary school students in grade 4 to 6. Utilizing cross-lagged analyses, we examined bidirectional effects be...
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Published in: | Current psychology (New Brunswick, N.J.) N.J.), 2020-10, Vol.39 (5), p.1496-1504 |
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Main Authors: | , , |
Format: | Article |
Language: | English |
Subjects: | |
Citations: | Items that this one cites Items that cite this one |
Online Access: | Get full text |
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Summary: | This study examined the relationship between psychological
suzhi
and academic achievement. Using a two-wave design, data were collected twice with a 6 months’ time lag from a sample of 2735 primary school students in grade 4 to 6. Utilizing cross-lagged analyses, we examined bidirectional effects between psychological
suzhi
and academic achievement. The results provided support for the positive relationship of psychological
suzhi
(Time 1) to academic achievement (Time 2), and also provided support for the positive relationship of academic achievement (Time 1) to psychological
suzhi
(Time 2). The positive effect of psychological
suzhi
on academic achievement among primary school students should be more prominent than the positive effect of academic achievement on psychological
suzhi
. Moreover, the cognitive quality, individuality and adaptability of psychological
suzhi
had a positive bidirectional relationship with academic achievement, respectively. Cognitive quality and individuality played more prominent roles in academic achievement. When compared with the effect of adaptability on academic achievement, the role of academic achievement played a more prominent role in adaptability. Overall, the study highlights the importance of psychological
suzhi
for academic achievement and academic achievement for psychological
suzhi
. |
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ISSN: | 1046-1310 1936-4733 |
DOI: | 10.1007/s12144-019-00184-2 |