Abstract
University students experience significantly high levels of psychological distress. Maladaptive perfectionism has been identified as a common trait among students that leads to diagnosed conditions such as depression and anxiety. Resilience and trait emotional intelligence have also been identified as common predictors of psychological illness and mediators between related maladaptive perfectionism. However, no current research has investigated maladaptive perfectionism’s relationship with a more general psychological distress experienced by university students. Therefore, the current study aimed to investigate maladaptive perfectionism, resilience and trait emotional intelligence association with psychological distress in 171 university students (29 males; 138 females; Mage = 28.48 years; SD = 11.58). Results identified maladaptive perfectionism to significantly, positively correlate with psychological distress in university students. The combination of increased maladaptive perfectionism, low resilience and low trait emotional intelligence significantly predicted psychological distress. Additionally, resilience and trait emotional intelligence significantly added to the prediction of psychological distress, above and beyond maladaptive perfectionism. Finally, resilience and trait emotional intelligence both partially mediated the relationship between maladaptive perfectionism and psychological distress in university students. Findings suggest resilience and trait emotional intelligence to be important factors in predicting general psychological distress in student maladaptive perfectionists. The current study provided additional supporting evidence for the importance of resilience and trait emotional intelligence in intervention and prevention strategies for psychological distress in maladaptive perfectionist students.
Highlights
1.1 IntroductionMental health issues are significant problems within academic settings, with 84 percent of university students reporting elevated levels of psychological distress (Stallman, 2010), linked to maladaptive perfectionism (Antony, Purdon, Huta, & Swinson, 1998; Blatt, 1995; Flett, Madorsky, Hewitt, & Heisel, 2002; Sassaroli et al, 2008)
Whilst previous literature has documented the relationship between psychological distress elements and resilience, our current study investigated whether resilience mediates the relationship between maladaptive perfectionism and generalised distress
The purpose of this research was to investigate the relationship between maladaptive perfectionism and psychological distress in university students
Summary
1.1 IntroductionMental health issues are significant problems within academic settings, with 84 percent of university students reporting elevated levels of psychological distress (Stallman, 2010), linked to maladaptive perfectionism (Antony, Purdon, Huta, & Swinson, 1998; Blatt, 1995; Flett, Madorsky, Hewitt, & Heisel, 2002; Sassaroli et al, 2008). The current study investigated a number of characteristics, including maladaptive perfectionism, that predict psychological distress in university students, or that mediate between maladaptive perfectionism and psychological distress. Identifying predictors of psychological distress and mediators between maladaptive perfectionism and psychological distress yields useful information that can be used in intervention and prevention strategies. Maladaptive perfectionism is the relentless striving for extremely high standards and critical self-evaluation of performance. It presents itself as an over concern for mistakes and setting unattainable goals (Enns & Cox, 2012; Slaney, Rice, & Ashby, 2002). Maladaptive perfectionism was operationally defined as Concerns for Mistakes and Doubts about Actions based on previous research and factor analysis (Frost, Heimberg, Holt, Mattia, & Neubauer, 1993; Frost, Marten, Lahart, & Rosenblate, 1990; Stoeber & Otto, 2006); similar studies have utilised these constructs to measure maladaptive Perfectionism in university students (Williams & Cropley, 2014)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
