There have been few studies in the past on how student leadership experience influences academic performance and none that offer a detailed study of the short- and long-run effects of such experience. In this study, we extend the investigation, using a unique panel dataset to thoroughly explore this effect and achieve the following findings. First, the ordinary least squares and fixed-effects estimates, as well as propensity-score matching analyses, suggest that being a leader can enhance academic performance in both the short and long run. Second, student leadership experience in primary school most effectively improves contemporary academic achievement. Third, compared with class commissaries and delegates, the position of class monitor is usually more conducive for promoting academic performance. Fourth, holding a leader position reduces study time but improves learning autonomy; the latter outweighs the former, thereby enhancing academic performance.

过去很少有关于学生领导经历如何影响学习成绩的研究，没有一项研究可以详细研究这种经历的短期和长期影响。在这项研究中，我们使用独特的面板数据集来扩展研究范围，以彻底探索这种效果并获得以下发现。首先，普通的最小二乘和固定效应估计以及倾向得分匹配分析表明，成为领导者可以在短期和长期内提高学业成绩。其次，在小学阶段的学生领导经验最有效地提高了当代学业成绩。第三，与班级小卖部和代表相比，班长的位置通常更有利于提升学业成绩。第四，担任领导职务可以减少学习时间，但可以提高学习自主性；后者胜过前者，从而提高了学业成绩。