Abstract
ABSTRACT The influence of personality factors, school achievement goals, academic efficacy, and stressload of serious problems on final grades was studied by giving a questionnaire, The Perceived Stress and Control Assessment Scale, to 915 Swedish high school students. A new measure, Stressload Index, was created by extending the Control-Stress Index. Structural Equation Modeling analysis revealed that the variance in final grades was explained by four predictors, namely academic efficacy, stressload of serious problems, neuroticism, and extraversion, to 13%, academic efficacy contributing most. The effect of stressload of serious problems was shown to be negative. The influence of extraversion was negative, whereas neuroticism had a positive effect on final grades.
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