Identifying different conceptions of success and how these relate to wellbeing is an important area of research. These insights would be especially beneficial for young people who can be guided through school education to reflect on core values, life goals, and indices of success to promote aspirations that will be conducive to wellbeing. Through a systematic review of the empirical and grey literature, we identify and review 17 studies investigating secondary-school students’ (12–18 years) success conceptions and their association with various components of wellbeing. Results indicate that this area of research has received scant attention in the literature. Nevertheless, there is preliminary evidence to suggest that adolescents value intrinsic success such as self-actualisation, personal satisfaction, and connection and that particular patterns of success beliefs associated with personal development and goal striving relate positively to wellbeing. This is consistent with fulfilling the basic psychological needs of autonomy, relatedness, and competency that are associated with internalised motivation and enhanced wellbeing. These insights can guide the content of education programmes focused on identifying life values and aspirations whilst concurrently fostering wellbeing. In addition, gender and developmental stage should be taken into consideration when developing success and wellbeing educational initiatives.

确定成功的不同概念以及它们与幸福的关系是研究的重要领域。这些见解对年轻人尤其有益，可以通过学校教育引导他们反思核心价值观，生活目标和成功指数，以促进有益于幸福的愿望。通过对经验和灰色文献的系统回顾，我们确定并回顾了17项研究，调查了中学生（12至18岁）的成功构想及其与幸福感各个组成部分的关系。结果表明，这一研究领域在文献中很少受到关注。不过，有初步证据表明，青少年重视内在的成功，例如自我实现，个人满意度，与联系以及与个人发展和目标追求相关的成功信念的特定模式与幸福感正相关。这与满足与内在动机和增进幸福感相关的自治，亲和力和能力的基本心理需求是一致的。这些见解可以指导着重于识别生活价值和愿望并同时促进幸福感的教育计划的内容。此外，在制定成功和福祉的教育举措时，应考虑性别和发展阶段。与内在动机和幸福感相关的能力。这些见解可以指导着重于识别生活价值和愿望并同时促进幸福感的教育计划的内容。此外，在制定成功和福祉的教育举措时，应考虑性别和发展阶段。与内在动机和幸福感相关的能力。这些见解可以指导着重于识别生活价值和愿望并同时促进幸福感的教育计划的内容。此外，在制定成功和福祉的教育举措时，应考虑性别和发展阶段。