Background: Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: assessment and locomotion. Moreover, both subjective and psychological well-being along exercise behavior might also play a role on adolescents academic achievement.
Method: Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Assessment and Locomotion Scales to measure self-regulation; Ryff’s Psychological Well-Being Scales short version, the Temporal Satisfaction with Life Scale, and the Positive Affect and Negative Affect Schedule to measure well-being and the Archer Ratio to measure exercise behavior. Academic achievement was operationalized through pupils’ the mean value of final grades in Swedish, Mathematics, English, and Physical Education.
Results: Academic achievement was positively associated to assessment, subjective well-being, and frequent/intensive exercise behaviour. Assessment was, however, negatively related to subjective well-being. Locomotion on the other hand was positively associated to subjective and psychological well-being and also to exercise behaviour.
Conclusions: Here we propose a dual (in)direct approach to increase pupils’ academic achievement and well-being—locomotion being related to frequently exercising and well-being, in turn, increasing academic achievement; while assessment being directly related to higher academic achievement.