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

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.