ArticleBMC psychology2026
Disentangling the dynamic directional associations between positive and negative risk-taking behaviors and academic development in adolescents: a four-wave longitudinal analysis.
Article in BMC psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Empirical research examining the associations between adolescents' risk-taking behaviors and academic development has relied predominantly on cross-sectional designs, which are insufficient to disentangle the complex dynamic associations between positive and negative risk-taking behaviors and academic development among adolescents, particularly in China. Using a four-wave longitudinal design, this study examined the dynamic directional associations between positive and negative risk-taking behaviors and academic development (operationalized as academic engagement and academic achievement) in a sample of 672 adolescents (Mage = 12.21, SD = 0.87). The results indicated that positive risk-taking behaviors exert a transient negative effect on academic engagement from T2 to T3, but sustained positive effects on academic achievement from T1 to T4, with a bidirectional and mutually reinforcing association between positive risk-taking behaviors and academic achievement from T3 to T4. In contrast, academic engagement consistently negatively predicts subsequent negative risk-taking behaviors from T1 to T4, whereas academic achievement has limited negative predictive effects on such behaviors from T1 to T2. Moreover, negative risk-taking behaviors adversely predict both academic engagement and academic achievement, establishing a bidirectional and mutually deteriorating association with academic engagement from T3 to T4 and forming a vicious cycle with academic achievement from T1 to T3. These findings highlight that the associations between adolescents' positive and negative risk-taking behaviors and academic development are dynamic and time-varying. The present study contributes to the growing body of literature on facilitating adolescents' academic development within the positive risk-taking framework and provides evidence-based implications for mitigating negative risk-taking behaviors by targeting improvements in academic development.
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