Challenge–hindrance stress and academic achievement: Proactive personality as moderator

Yu Zhu1, Wei He2, Yanfei Wang3
1College of Management, Jinan University, People’s Republic of China
2Scott College of Business, Indiana State University, United States
3College of Business Administration, South China University of Technology, People’s Republic of China
Cite this article:  Zhu, Y., He, W., & Wang, Y. (2017). Challenge–hindrance stress and academic achievement: Proactive personality as moderator. Social Behavior and Personality: An international journal, 45(3), 441-452.

Volume 45 Issue 3 | e5855 | Published: April 2017 | DOI: https://doi.org/10.2224/sbp.5855

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We examined the influence of challenge stress and hindrance stress on the academic achievement of college students and whether or not the effect of the type of stress was moderated by proactive personality. Data were collected from 246 students at 4 universities in southern China through a 2-phase longitudinal survey. The results indicated that challenge stress was positively related to academic achievement and hindrance stress was negatively related to academic achievement. In addition, both these relationships were moderated by proactive personality. Theoretical and practical implications, limitations, and directions for future research are discussed.

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