ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1596032
Impacts of Proactive Personality on Students' Academic Achievement: A Moderated Mediation Model
Provisionally accepted
- 1North China University of Science and Technology, Tangshan, China
- 2School of Philosophy and Sociology, Jilin University, Changchun, Jilin Province, China
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A 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.Results 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. These findings highlight the importance of fostering proactive behaviors and providing robust social support systems in educational settings to promote students ' academic success.
Keywords: proactive personality, Academic Achievement, Academic self-efficacy, perceived social support, student
Received: 19 Mar 2025; Accepted: 15 May 2025.
Copyright: © 2025 Liu, Lin, Jin, Li, Fu and Yang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Rui Yang, School of Philosophy and Sociology, Jilin University, Changchun, 130012, Jilin Province, China
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