Several cross-sectional studies have demonstrated an association between subjective
well-being and school success (Gilman & Huebner, 2003; Verkuyten & Thijs, 2002). In a
prospective, longitudinal study, we explored the direction of causality in this relationship.
At the beginning of the school year, fifth grade students completed measures of wellbeing
and an intelligence test. In the spring, we collected report card grades from school
records. One year later, we repeated the same procedure but did not re-administer the
intelligence test. Participants reporting higher well-being were more likely to earn higher
final grades, even when controlling for IQ, age, and the previous year’s GPA.
Furthermore, students earning higher grades tended to go on to experience higher wellbeing,
controlling for IQ, age, and previous well-being. The findings suggest the
relationship between well-being and academic performance may be reciprocally causal.