Abstract 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.