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Schmidt, Laura I.; Sieverding, Monika; Scheiter, Fabian; Obergfell, Julia – Educational Psychology, 2015
University students often report high stress levels, and studies even suggest a recent increase. However, there is a lack of theoretically based research on the structural conditions that influence students' perceived stress. The current study compared the effects of Karasek's demand-control dimensions with the influence of neuroticism to address…
Descriptors: Anxiety, Neurosis, Models, College Students
Zhang, Li-Fang – Educational Psychology, 2012
The primary objective of this study was to examine the predictive power of personality traits for occupational stress among Chinese university academics. Two hundred and forty-six participants responded to the NEO Five-Factor Inventory and the Occupational Stress Inventory-Revised. Results indicated that the strongest predictor for occupational…
Descriptors: College Faculty, Personality Traits, Personality, Coping
Swanberg, Anne Berit; Martinsen, Oyvind Lund – Educational Psychology, 2010
The present study investigated the relationships between the five-factor model of personality, approaches to learning and academic achievement. Based on the previous research, we expected approaches to have a mediating effect between personality and academic achievement. Six hundred and eighty-seven business students participated in a survey; 56%…
Descriptors: Academic Achievement, Personality Traits, Cognitive Style, Business Administration Education
Chen, Chen; Zhang, Li-Fang – Educational Psychology, 2011
Temperament and personality have been presumed to affect achievement goals based on the hierarchical model of achievement motivation. This research investigated the relationships of temperament dimensions and the Big Five personality traits to achievement goals based on the 2 x 2 achievement goal framework among 775 Chinese adolescent students.…
Descriptors: Personality Traits, Achievement Need, Student Motivation, Personality