Impacts of proactive personality on students' academic achievement: a moderated mediation model
IntroductionA proactive personality, characterized by an individual's tendency to take initiative and actively shape their environment, has been increasingly recognized as a critical factor in academic success. Drawing on Job Demands-Resources (JD-R) theory and proactive motivation frameworks,...
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| Format: | Article |
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Frontiers Media S.A.
2025-06-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1596032/full |
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| author | Dongmei Liu Ye Lin Yongchao Jin Zongjin Li Kexin Fu Rui Yang |
| author_facet | Dongmei Liu Ye Lin Yongchao Jin Zongjin Li Kexin Fu Rui Yang |
| author_sort | Dongmei Liu |
| collection | DOAJ |
| description | IntroductionA proactive personality, characterized by an individual's tendency to take initiative and actively shape their environment, has been increasingly recognized as a critical factor in academic success. Drawing on Job Demands-Resources (JD-R) theory and proactive motivation frameworks, this study investigates the relationship between proactive personality and academic achievement, focusing on the mediating role of academic self-efficacy and the moderating role of perceived social support.MethodData on proactive personality, academic self-efficacy, perceived social support, and academic achievement were gathered through WJX, yielding a total of 1,153 completed questionnaires. Statistical analyses were performed using SPSS and Mplus software, including correlation analysis, principal component analysis, t-tests, and parametric statistics.ResultsResults indicate that proactive personality positively predicts academic achievement, with academic self-efficacy serving as a significant mediator. Furthermore, perceived social support moderates this relationship, enhancing the positive effects of proactive personality on academic achievement through strengthened self-efficacy.DiscussionThe study highlight the importance of fostering proactive behaviors and providing robust social support systems in educational settings to promote students' academic success. |
| format | Article |
| id | doaj-art-2db8acf34cfe40c090ddea0d21792add |
| institution | OA Journals |
| issn | 1664-1078 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-2db8acf34cfe40c090ddea0d21792add2025-08-20T02:05:20ZengFrontiers Media S.A.Frontiers in Psychology1664-10782025-06-011610.3389/fpsyg.2025.15960321596032Impacts of proactive personality on students' academic achievement: a moderated mediation modelDongmei Liu0Ye Lin1Yongchao Jin2Zongjin Li3Kexin Fu4Rui Yang5School of Science, North China University of Science and Technology, Tangshan, ChinaSchool of Science, North China University of Science and Technology, Tangshan, ChinaSchool of Science, North China University of Science and Technology, Tangshan, ChinaSchool of Science, North China University of Science and Technology, Tangshan, ChinaSchool of Science, North China University of Science and Technology, Tangshan, ChinaSchool of Philosophy and Sociology, Jilin University, Changchun, ChinaIntroductionA proactive personality, characterized by an individual's tendency to take initiative and actively shape their environment, has been increasingly recognized as a critical factor in academic success. Drawing on Job Demands-Resources (JD-R) theory and proactive motivation frameworks, this study investigates the relationship between proactive personality and academic achievement, focusing on the mediating role of academic self-efficacy and the moderating role of perceived social support.MethodData on proactive personality, academic self-efficacy, perceived social support, and academic achievement were gathered through WJX, yielding a total of 1,153 completed questionnaires. Statistical analyses were performed using SPSS and Mplus software, including correlation analysis, principal component analysis, t-tests, and parametric statistics.ResultsResults indicate that proactive personality positively predicts academic achievement, with academic self-efficacy serving as a significant mediator. Furthermore, perceived social support moderates this relationship, enhancing the positive effects of proactive personality on academic achievement through strengthened self-efficacy.DiscussionThe study highlight the importance of fostering proactive behaviors and providing robust social support systems in educational settings to promote students' academic success.https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1596032/fullproactive personalityacademic achievementacademic self-efficacyperceived social supportstudent |
| spellingShingle | Dongmei Liu Ye Lin Yongchao Jin Zongjin Li Kexin Fu Rui Yang Impacts of proactive personality on students' academic achievement: a moderated mediation model Frontiers in Psychology proactive personality academic achievement academic self-efficacy perceived social support student |
| title | Impacts of proactive personality on students' academic achievement: a moderated mediation model |
| title_full | Impacts of proactive personality on students' academic achievement: a moderated mediation model |
| title_fullStr | Impacts of proactive personality on students' academic achievement: a moderated mediation model |
| title_full_unstemmed | Impacts of proactive personality on students' academic achievement: a moderated mediation model |
| title_short | Impacts of proactive personality on students' academic achievement: a moderated mediation model |
| title_sort | impacts of proactive personality on students academic achievement a moderated mediation model |
| topic | proactive personality academic achievement academic self-efficacy perceived social support student |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2025.1596032/full |
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