Associations among Measures of Perfectionism, Self-Concept and Academic Achievement Identified in Primary School Students in Hong Kong

Abstract

This study investigated relationships among measures of perfectionism, academic self-concept, and academic achievement in fourth and fifth grade children from selective primary schools in Hong Kong where admission involves strict assessment of students' aptitude and potential. Based on their overall academic performance 331 students were recruited, with half the sample comprising high achievers and the other half lower achievers in their respective cohorts. A 37-item questionnaire adapted from the Almost Perfect Scale-Revised (APS-R) (Slaney, Rice, Mobley, Trippi, & Ashby, 2001) and the Self-Description Questionnaire I (SDQ) (Marsh, Relich, & Smith, 1983) was administered in a classroom setting. Dependent upon their APS-R scores, participants were sorted into three comparison groups: (i) adaptive perfectionists (ii) maladaptive perfectionists and (iii) nonperfectionists. Pearson correlation, univariate analysis, hierarchical regression analysis and independent-samples t-tests were employed to assess the links among the variables. Results showed perfectionism was directly and indirectly correlated to academic achievement, with academic self-concept as a significant mediator. High achievers were associated with adaptive perfectionism and high academic self-concept. The present findings reflect the distinctive roles of perfectionism in the personal and cognitive developments of primary school students often been downplayed or overlooked in China. Implications for future research and educational guidance are suggested.