Social and academic intrinsic values: A random intercept cross-lagged panel analysis

Adolescence is crucial for nurturing motivation in peer relationships and for academic achievement. Although social and academic intrinsic values develop together, the direction of their development remains inconclusive.

This study examined the longitudinal relations between social and academic intrinsic values to clarify their associations and directionality.

A cohort of fifth-grade students in South Korea (n = 7324; 50.5% female) was followed annually through 12th grade using a nationally representative dataset.

Using a random intercept cross-lagged model, reciprocal relations between social and academic intrinsic values from fifth to 12th grade were analysed.

At the between-individual level, the association between social and academic intrinsic value was strong and positive. At the within-individual level, significant reciprocity was observed from grades 5-6 and 8-11. However, the reciprocal relation between the two variables was less evident during middle school. Across all the grades, a significant relation was found between previous academic intrinsic values and subsequent social intrinsic values.

This study confirmed the positive association between social and academic intrinsic values among South Korean adolescents, suggesting they often develop hands-in-hand. Reciprocal effects were notable during early adolescence, with enjoyment in one domain closely linked to enjoyment in another. This effect weakened during middle school, but strengthened during high school, suggesting a shift in priority or social dynamics at different developmental stages. These findings highlight the importance of considering developmental stages in social and academic motivation research.