The Effect of Socially Prescribed Perfectionism in Upper Elementary School Students on Their Interpersonal Anxiety: The Sequential Mediating Effect of Dichotomous Thinking and Rejection Sensitivity

Abstract

This study examined the effects of perceived discrimination on multicultural adolescents regarding feelings of This study examined the direct effect of socially prescribed perfectionism on interpersonal anxiety in upper elementary school students and the sequential mediating effect of dichotomous thinking and rejection sensitivity on this relationship. The sample comprised 306 upper elementary school students (grades 4 to 6; 149 boys, 48.7%) in Seoul, Incheon, and Busan. The Data were collected through an online self-report questionnaire completed by the participants and analyzed using SPSS version 27.0 and MPlus version 8.7 software. The analyses revealed three key findings. First the direct effect of socially prescribed perfectionism on interpersonal anxiety was not statistically significant. Second dichotomous thinking mediated the relationship between socially prescribed perfectionism and interpersonal anxiety, whereas rejection sensitivity did not. Finally, socially prescribed perfectionism influenced interpersonal anxiety through the sequential mediation of dichotomous thinking and rejection sensitivity. In conclusion, although socially prescribed perfectionism does not directly influence interpersonal anxiety, children may experience interpersonal anxiety in situations involving dichotomous thinking due to socially prescribed perfectionism, leading to rejection sensitivity. These findings suggest that interventions for interpersonal anxiety in upper elementary school students should focus on psychological problems attributed to socially prescribed perfectionism.