LAUSR

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.