Predicting and explaining students' stress with the demand-control model: Does neuroticism also matter?

Autor/inn/en	Schmidt, Laura I.; Sieverding, Monika; Scheiter, Fabian; Obergfell, Julia
Titel	Predicting and explaining students' stress with the demand-control model: Does neuroticism also matter? Gefälligkeitsübersetzung: Verhersage und Aufklärung von Stress bei Studierenden mit dem Demand-Control-Modell: Spielt Neurotizismus auch eine Rolle?
Quelle	In: Educational psychology, 35 (2015) 4, S. 449-465Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0144-3410; 1469-5820
DOI	10.1080/01443410.2013.857010
Schlagwörter	Arbeitsbelastung; Beruflicher Stress; Neurotizismus; Lernumgebung; Bachelor-Studiengang; Hochschulumwelt; Modell; Student
Abstract	Investigated the structural conditions that influence university students' perceived stress. The current study compared the effects of R. Karasek's demand-control dimensions with the influence of neuroticism to address environmental and individual characteristics related to stress. Two points of measurement were included: T1 in the middle of the term and T2 during the examination period. Participants were 146 psychology students (mean age 23 years) at two German universities. An adapted version of Karasek's Job Content Questionnaire (JCQ), a self-developed stress scale, and the 21-item Big-Five-Inventory (BFI-K) were applied. Results show that at T1, both neuroticism and demands significantly predicted stress, although relative weights analyses indicated that the contribution of demands was more pronounced. Longitudinally, controlling for stress at T1, the demand-control dimensions explained additional variance in the increased stress level at T2, whereas neuroticism did not contribute additionally. Findings are thought to indicate that self-reports on stress among university students are not only a reflection of underlying negative affectivity. It is concluded that perceived stress can be explained by structural conditions rather than personality, providing opportunities to reduce stress among students. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3