A considerable amount of literature has been published on students’ well-being, but empirical research has yielded ambiguous results regarding the relationship between well-being and academic achievement. Meta-analysis studies on this issue are scarce, and the available studies focus on a single domain of well-being. Meta-analyses investigating students’ general well-being and academic achievement are needed. To this end, we carried out a meta-analysis study on the association between students’ general well-being and academic achievement based on data from correlational studies involving 54,426 participants in 81 independent samples. We report a significant and positive but small effect size based on this dataset. The effect sizes differ significantly in terms of the moderator variables of publication year, age, school level, and publication type, while the correlation is robust across well-being domains, academic areas, scale types, and development levels of countries. Results are discussed and implications are suggested in line with the literature.

已经发表了大量有关学生福祉的文献，但是实证研究在福祉与学业成绩之间的关系上产生了模棱两可的结果。关于这个问题的荟萃分析研究很少，可用的研究集中在一个单一的幸福领域。需要进行荟萃分析来调查学生的总体健康状况和学习成绩。为此，我们根据来自81个独立样本中的54426名参与者的相关研究数据，对学生的总体福祉与学业成就之间的关联性进行了荟萃分析研究。我们报告了基于此数据集的显着且积极但小影响的大小。在出版年份，年龄，学历和出版类型等主持人变量方面，影响大小存在显着差异，而相关性在各个国家的幸福领域，学术领域，规模类型和发展水平之间均很强。对结果进行了讨论，并暗示了与文献相符的含义。