This study explores the association between adolescents’ academic achievement and various positive traits, including learning
interest, emotional regulation, learning habits, and interpersonal relationships. A comprehensive survey was conducted among 1465 fifth_x005fgrade students (53% male, 47% female) from 30 primary schools and 1243 ninth-grade students (52.5% male, 47.5% female) from 25 junior
schools in T City, China, as part of the Educational Quality Monitoring Program. The findings indicate a positive predictive relationship
between adolescents’ positive traits and academic achievement. However, it is noteworthy that these positive traits demonstrate a negative
correlation with the development of test anxiety and academic burden, potentially exerting a negative impact on students’ academic performance. Furthermore, the results reveal a significant age difference in the manifestation of positive qualities, with younger students exhibiting
a higher positive developmental level compared to their elder counterparts. Additionally, each positive quality exhibits varying effects on
academic achievement, displaying differences across categories and subjects. Importantly, the correlation between negative developmental
outcomes and academic achievement is not exclusively negative; there is a likelihood of a positive association.

Adolescent；Positive traits；Academic achievement；Positive youth development

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