ArticleBMC psychology2026
Impact of academic stress on achievement among medical postgraduates: the moderating role of the Big Five personality traits.
Article in BMC psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Dietary Omega-3 Fatty Acid Intake, Anxiety, and Depression Among University Students in the UK: An Exploratory Cross-Sectional Study.Nutrients · 2026Article
- When supervisor support is not enough: the roles of impostor syndrome and neuroticism in academic procrastination among doctoral students in China.Frontiers in psychiatry · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
Abstract
purposeThe study aims to examine how academic stress affects academic achievement among medical graduate students and to explore the moderating role of the Big Five personality traits in the relationship between academic stress and academic achievement.
methodsA cross-sectional survey was conducted in December 2024 among 658 participants using an anonymous questionnaire that included three measurement scales (academic stress, academic achievement, and the Big Five personality) and general sociodemographic information. AMOS 26.0 was used to assess the scales' structural validity, and SPSS 26.0 was used to test for common-method bias, provide general descriptive statistics, and conduct correlation analyses. The PROCESS v4.1 macro was used to test for moderated effects.
resultsAcademic stress negatively predicted academic achievement among medical graduate students (β = -0.544, p < 0.001), and the main effects of each factor of academic stress on academic achievement were significant (all p < 0.001). Openness in the Big Five personality played a crucial moderating role in the relationship between academic stress and academic achievement (β = -0.133, F = 144.641, p < 0.05), and it significantly moderated the relationship between each factor of academic stress and academic achievement.
conclusionThe higher the academic stress levels, the lower the academic success of medical master's students; however, students with higher open-mindedness personality traits exhibit a weaker negative correlation between stress and academic achievement. This finding suggests that personality traits are a crucial factor closely linked to academic achievement and may play a positive role in stress coping processes, supported by the most extensive study of these relationships to date. It is advised that colleges and universities implement strategies to lower academic stress among medical master's students to improve their academic achievement.
Indexed as
Identifiers
What Socratic holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.