Beyond Life Satisfaction: Wellbeing Correlates of Adolescents’ Academic Attainment

Academic attainment is a core education policy priority. Wellbeing is recognized as critical for adolescent development, and is linked to academic attainment. Yet research with adolescents primarily focuses on life satisfaction or overall wellbeing, despite differentiating conceptually between two wellbeing components feeling good (life satisfaction) and functioning well (eudaimonia). This study examined whether operationalizing wellbeing as overall, life satisfaction, or eudaimonia, derived different associations with academic attainment. Potentially cooccurring motivational states were also accounted for. Participants were 607 adolescents (354 male, Mage = 15.03; 253 female, Mage = 15.10) from seven English schools (UK). Adolescents' wellbeing questionnaire responses were matched to prior and current academic attainment in English and Mathematics. Structural equation models demonstrated adolescents reporting higher eudaimonia and overall wellbeing had significantly higher academic attainment in school-based examinations (General Certificate in Secondary Education, England). Life satisfaction was not significantly related to academic attainment. Findings suggest eudaimonia has developmental significance during adolescence, requiring greater attention.Impact StatementThis study found adolescents' overall wellbeing at school was positively associated with their academic attainment in English and Mathematics. Further analyses demonstrated eudaimonia (feeling competent, successful and good about themselves) was the most important wellbeing experience for adolescents' academic attainment. At the policy-level, implications include ensuring whole-school wellbeing approaches and curricula avoid solely focusing on happiness while overlooking eudaimonia. At the practice-level, findings suggest schools should pay attention to adolescents' eudaimonia, creating space for adolescents to actively cultivate their personhoods. For example, supporting adolescents to identify their unique talents, set personal goals and contemplate their lives temporary. Overall, our findings suggest teachers can support positive adolescent development by helping pupils make meaningful connections between their personal strengths and academic work, tailored to their life goals and interests.