Abstract
This study aims at identifying the association between perfectionism, academic burnout and engagement in college students. A dual-process model was tested in which negative perfectionism (doubts about actions, concerns over mistakes, et al.) were related to burnout symptoms while positive perfectionism (personal standards and organization) to engagement. A sample of Chinese undergraduates ( N = 482) completed a battery of questionnaires including the Frost Multidimensional Perfectionism Scale (FMPS), the Maslach Burnout Inventory-Student Survey (MBI-SS), and the Utrecht Work Engagement Scale for Students (UWES-S). Results confirm our hypothesis by indicating that: (1) burnout and engagement were moderately and negatively correlated conceptions, with efficacy, the positively worded subscale of MBI, better loaded as an extended engagement dimension; (2) maladaptive aspects of perfectionism were mainly correlated with burnout, whereas positive perfectionism with engagement; (3) the dual-process model fitted well to the data, with cross-links identified. Implication of the current study for school counseling was also proposed.
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