Self-control plays a crucial role in academic success, particularly for adolescents navigating the challenges of school and personal growth. A recent study by Lee and Jang (2025) examines how academic self-control interacts with achievement motivation over time, offering new insights into its development and impact on student outcomes.

The researchers analyzed three years of longitudinal data from the Korean Children and Youth Panel Survey, following over 4,000 students in early (11–13 years) and middle adolescence (14–16 years). They explored the relationship between self-control, attainment value (the importance students place on academic success), and mastery-approach goals (striving to improve one’s competence). By applying a multigroup random intercept cross-lagged panel model, the study distinguished between stable, trait-like aspects of self-control and its fluctuations over time.

The findings reveal distinct patterns between early and middle adolescents. Early adolescents exhibited relatively stable self-control, which was strongly linked to their pursuit of mastery-approach goals. This suggests that fostering habitual self-control strategies in younger students can reinforce their motivation to learn. In contrast, middle adolescents displayed more variability in self-control, which was primarily influenced by their attainment value. This indicates that helping older students connect academic tasks to their personal identity and future aspirations may enhance their ability to exercise self-control.

Educators and parents can apply these insights by tailoring interventions to different age groups. For younger students, emphasizing structured self-control practices (e.g., goal setting and routine building) can strengthen their long-term academic habits. For older students, integrating career exploration and personal goal-setting activities into the curriculum can reinforce their motivation and improve self-discipline.

Future research could further investigate how external factors, such as peer influence and school climate, shape the development of self-control. Understanding these dynamics may help educators create more effective strategies to support students in different stages of adolescence.

For a deeper look into this study, visit the full research article linked here: https://psycnet.apa.org/record/2022-43844-001

This post is written by Zainah Elsaid.

Reference:

Lee, M., & Jang, Y. (2025). Longitudinal relationships between academic self-control and achievement motivation during different adolescence stages. Journal of Educational Psychology, 117(2), 292–307. https://doi.org/10.1037/edu0000922