Using data from two studies, we investigate the role of basic values in predicting academic achievement. We focus on self-direction and conformity, two-value domains that have been neglected or understudied in earlier research on academic success. In line with the refined value theory, we split self-direction into independence of thought and of action, and conformity into compliance with rules and formal obligations (Rules), and avoidance of upsetting others (Interpersonal). We obtained grades as measures of academic achievement in two samples of Italian high-school students. In Study 1 (n = 234), we measured values with the PVQ-40 and academic motivation. In Study 2 (n = 215), we measured values with the PVQ-RR and both attendance rates and classroom conduct. Results: Both self-direction–thought and conformity–rules correlated with higher grades. These two values related to grades through a different path. Self-direction thought promoted grades through autonomous forms of academic motivation. Conformity rules promoted grades through better teachers’ evaluations of students’ classroom behaviour. Self-direction–action and conformity–interpersonal were unrelated to grades. Regarding the other values, hedonism and stimulation related negatively to grades. Theoretical and practical implications of results are discussed.

中文翻译：

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个人价值观和学业成就

使用来自两项研究的数据，我们调查了基本价值观在预测学业成就中的作用。我们专注于自我导向和从众，这两个价值领域在早期的学术成功研究中被忽视或研究。根据精炼的价值理论，我们将自我指导分为思想独立和行动独立，顺从为遵守规则和正式义务（Rules），避免惹恼他人（Interpersonal）。我们在两个意大利高中生样本中获得了作为学术成就衡量标准的成绩。在研究 1 ( n  = 234) 中，我们使用 PVQ-40 和学术动机测量值。在研究 2 ( n = 215），我们用 PVQ-RR 以及出勤率和课堂行为测量值。结果：自我导向思维和从众规则都与较高的成绩相关。这两个值通过不同的路径与成绩相关。自我导向思想通过自主形式的学术动机提高成绩。一致性规则通过更好的教师对学生课堂行为的评价来提高成绩。自我指导-行动和从众-人际交往与成绩无关。关于其他价值观，享乐主义和刺激与成绩负相关。讨论了结果的理论和实践意义。