The influence of emotionality and conscientiousness, the personality traits, on academic performance were examined on students of higher education using the perspectives of conservation of resources theory and social cognitive theory. Skinner's coping model was utilized to understand coping mechanisms in the context of engineering education. Ability groups were formed by differentiating the students on academic performance. The mediation effects of demands intervening between exogenous personal resources, institutional teaching support and coping were tested for significance using structural path models. Results suggest significant challenges exist in enabling adaptive coping processes across ability groups. The absence of hypothesized conscientiousness trait reveals lack of task engagement coupled with the presence of high levels of anxiety across ability groups. Differentiating the demands placed on students on the basis of ability grouping might reduce distress and promote adaptive coping behaviours. The insights of the study are key to future institutional interventions and research possibilities.