Cross-lagged relations between psychological suzhi and academic achievement

This study examined the relationship between psychologicalsuzhiand 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 psychologicalsuzhiand academic achievement. The results provided support for the positive relationship of psychologicalsuzhi(Time 1) to academic achievement (Time 2), and also provided support for the positive relationship of academic achievement (Time 1) to psychologicalsuzhi(Time 2). The positive effect of psychologicalsuzhion academic achievement among primary school students should be more prominent than the positive effect of academic achievement on psychologicalsuzhi. Moreover, the cognitive quality, individuality and adaptability of psychologicalsuzhihad 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 psychologicalsuzhifor academic achievement and academic achievement for psychologicalsuzhi.