The role of student well-being for academic outcomes is increasingly gaining attention. However, studies on the relationship between well-being and achievement are inconclusive, and evidence regarding associations between well-being and motives for achievement related behavior is scarce. The present study therefore investigates relations between students' school-related well-being, achievement goals and academic achievement, applying multidimensional measures to examine relations between sub-facets. We assumed achievement goals to mediate the relation between well-being and achievement. Data were collected from 1484 Austrian secondary school students. Whereas the mediation assumption was rejected, several effects of the school-related well-being components on achievement goals and academic achievement were identified, including associations of engagement, perseverance, and optimism in school with mastery goals, and optimism and perseverance in school with academic achievement. The study thus contributes to differentiating the evidence regarding the investigated constructs and supports the approach to apply multidimensional measures for both well-being and achievement goals.

学生福祉对学业成绩的作用越来越受到关注。然而，关于幸福感与成就之间关系的研究尚无定论，关于幸福感与成就相关行为动机之间关联的证据也很少。因此，本研究调查了学生与学校相关的幸福感、成就目标和学业成就之间的关系，应用多维测量来检查子方面之间的关系。我们假设成就目标来调节幸福感和成就之间的关系。数据来自 1484 名奥地利中学生。虽然中介假设被拒绝，但确定了与学校相关的幸福感成分对成就目标和学业成就的若干影响，包括在学校的参与、毅力和乐观与掌握目标的关联，以及在学校的乐观和毅力与学业成就的关联。因此，该研究有助于区分有关所调查结构的证据，并支持将多维措施应用于幸福和成就目标的方法。