Understanding the Longitudinal Associations between Psychological Well-Being and Academic Achievement in Korean Adolescents

Introduction. Academic achievement serves as a critical developmental milestone during adolescence, especially in academically oriented cultures such as South Korea (hereafter Korean), where educational success is often prioritized as the most important avenue for future opportunities (Lee & Larson, 2000). Studies have demonstrated that academic performance is not only influenced by psychological factors such as stress, self-efficacy, and self-esteem but also actively shapes these variables over time (Bandura, 1997). Stress arising from academic pressures can undermine students’ motivation and well-being (Chung & Park, 2024). Conversely, higher self-efficacy and self-esteem have been associated with greater motivation and academic success (Skaalvik & Skaalvik, 2004). Despite these findings, limited research has investigated how these psychological factors and academic achievement are longitudinally associated with each other, particularly within cultures emphasizing high academic performance. To address this gap, the present study examined the cross-lagged associations among stress, self-efficacy, self-esteem, and academic achievement over time among Korean adolescents.

Methods. Using a nationally representative sample of 3,449 Korean adolescents from the Korean Youth Panel Survey (KYPS), we conducted a random intercept cross-lagged panel analysis (RI-CLPM) to distinguish between interpersonal (between-person) and intrapersonal (within-person) associations across five waves of data collection across 5 waves of data from Grade 8 to Grade 12. The RI-CLPM approach allowed us to account for stable between-person differences while capturing dynamic within-person changes over time (Hamaker et al., 2015). Measures included academic achievement (school grades), stress (perceived academic-related stress), self-efficacy (academic self-efficacy scale), and self-esteem (Rosenberg self-esteem scale).

Results. There were significant between-person associations, indicating that adolescents with higher overall academic achievement reported lower stress and higher levels of self-efficacy and self-esteem. At the within-person level, reciprocal negative associations emerged between academic achievement and stress, suggesting that periods of higher-than-usual academic achievement are associated with reduced stress. Moreover, positive bidirectional associations were found between self-efficacy and self-esteem across all waves, highlighting their mutual reinforcement. Additionally, stress and self-efficacy demonstrated reciprocal negative associations from waves 2 to 5. Notably, higher-than-typical academic achievement predicted increased self-efficacy and self-esteem at wave 1, while elevated self-esteem unexpectedly predicted higher stress at waves 2 and 5.

Discussion. The findings support our hypothesis that academic achievement both reflects and shapes adolescents’ stress, self-efficacy, and self-esteem over time. The reciprocal nature of these relationships underscores the importance of considering both interpersonal and intrapersonal processes when examining academic and psychological development. Furthermore, the unexpected finding that elevated self-esteem predicted higher stress at grades 9 to 12 may suggest cultural nuances in the Korean context, where heightened self-esteem could increase pressure to maintain high academic performance. This study contributes to the understanding of how academic achievement and psychological factors interact longitudinally, emphasizing the need for educational policies and interventions that address not only academic skills but also psychological well-being.