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. 2025 Jun 9:16:1596032.
doi: 10.3389/fpsyg.2025.1596032. eCollection 2025.

Impacts of proactive personality on students' academic achievement: a moderated mediation model

Dongmei Liu  1 , Ye Lin  1 , Yongchao Jin  1 , Zongjin Li  1 , Kexin Fu  1 , Rui Yang  2
Affiliations

Impacts of proactive personality on students' academic achievement: a moderated mediation model

Dongmei Liu et al. Front Psychol. .

Abstract

Introduction: 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.

Method: Data 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.

Results: 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.

Discussion: The study highlight the importance of fostering proactive behaviors and providing robust social support systems in educational settings to promote students' academic success.

Keywords: academic achievement; academic self-efficacy; perceived social support; proactive personality; student.

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Conflict of interest statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Figures

Figure 1
Figure 1
Proposed theoretical framework of the study.
Figure 2
Figure 2
Structural model. ***p < 0.001.
Figure 3
Figure 3
The interaction between academic self-efficacy (ASE) and perceived social support (PSS) on academic achievement (AA).
See this image and copyright information in PMC

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