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Cited by 3Psychological Well-being and Life SatisfactionEducation, Achievement, and GiftednessEarly Childhood Education and Development

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How Do Sex and Family SES Influence the Relation Between School Well-Being and Academic Domains? A Multi-Group Cross-Lagged Panel Analysis from Fifth To Eighth Grade

Rémeau, Margot, Raffy, Gaël, Borst, Grégoire·2026·Journal of Youth and Adolescence
DOI 10.1007/s10964-025-02281-x
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Abstract

Although the association between academic achievement and well-being has been widely studied in cross-sectional and correlational studies, prior research has rarely clarified the directionality of these links by adopting a longitudinal design or tested whether they vary across academic domains, sex, and socioeconomic status (SES). Filling this gap is particularly important for designing interventions that reduce social inequalities while fostering both learning and well-being. Leveraging a nationally representative sample of 14,513 French students assessed in fifth (Mage = 10.50, SD = 0.30; 49.6% girls) and eighth grade, we applied cross-lagged panel models to examine reciprocal relations between subjective school well-being, numeracy, and literacy. Results revealed a striking asymmetry: subjective school well-being did not predict later achievement, whereas achievement predicted subsequent subjective school well-being in divergent ways—higher numeracy in Grade 5 fostered greater subjective school well-being in Grade 8, while higher literacy predicted lower subjective school well-being. These patterns were concentrated among girls and low-SES students, with no longitudinal effects detected for boys or middle-SES groups. By demonstrating that the interplay between achievement and subjective school well-being is asymmetric, domain-specific, and socially stratified, this study challenges the assumption of uniform bidirectionality and identifies critical leverage points for polic…

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Authors
Rémeau, M., Raffy, G., & Borst, G.
Affiliations
  • Centre National de la Recherche Scientifique (FR)
  • Ministere de l'Education Nationale (FR)
Corresponding author
Rémeau, Margot
ORCID
Venue
Journal of Youth and Adolescence
Publisher
Springer Science and Business Media LLC
Published
2025-10-31
Volume
55
Issue
4
Pages
864-884
ISSN
  • 0047-2891 (ISSN-L)
  • 1573-6601
DOI
10.1007/s10964-025-02281-x
OpenAlex
W4415736185
Cited by
3
References
12
Citations by year
2026: 3
FWCI
1.98
Type
journal article
Language
en
Open access
closed
Licence
Locations
  • Journal of Youth and Adolescence (publishedVersion)
  • PubMed (publishedVersion)
Funders
Agence Nationale de la Recherche (ANR-21-ESRE-0034)
Topics
  • Social Sciences › Psychology › Social Psychology › Psychological Well-being and Life Satisfaction
  • Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Education › Early Childhood Education and Development
Keywords
academic performance, numeracy, literacy, sex differences, socioeconomic status, bidirectional relationship, bidirectional effects, educational inequality, elementary school students
MeSH terms
Academic Success, Psychological Well-Being, Low Socioeconomic Status, Adolescent, Child, Educational Status, Female, France, Humans, Longitudinal Studies, Male, Schools, Sex Factors, Social Class, Students

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