Academic Perfectionism Research Articles

Examining School Satisfaction in Adolescents: The Role of Academic Perfectionism and Meaning in Life

Examining School Satisfaction in Adolescents: The Role of Academic Perfectionism and Meaning in Life

Antecedents of school burnout: A longitudinal mediation study

School burnout is a growing problem among university students. This two-wave longitudinal study examined the mediating effects of academic self-efficacy, grit, and academic resilience in the relationship between academic perfectionism and helicopter parenting, and school burnout in university students based on the Theory of Self- vs. Externally-Regulated Learning (SRL vs. ERL), and Social Cognitive Theory (SCT). A total of 481 college students completed measurements at Time 1 (T1) and Time 2 (T2) (Mage = 22.2; 61.5% female, 38.5% male). For analysis, the SPSS version 26 and Mplus version 7.0 were used. The results reveal that academic self-efficacy, grit, and academic resilience at Time 2 mediate the relationship between academic perfectionism and helicopter parent attitude at Time 1 and school burnout at Time 2. These findings reveal the key role of self-efficacy, grit, and academic resilience in reducing school burnout.

Patterns of Academic Perfectionism and their Relation to Burnout and Academic Resilience among University Students

Patterns of Academic Perfectionism and their Relation to Burnout and Academic Resilience among University Students

Correlation Analysis of Academic Perfectionism, Self-Efficacy, and Burnout among English Department Learners

Within applied linguistics and foreign language pedagogy, the role of emotions in language learning has been somewhat overshadowed. Addressing this oversight, our study focuses on psychological elements pertinent to English learning stages. We explore the interplay between academic perfectionism, self-efficacy, and language learning burnout. Survey data was collected from 263 English Department students at a university in Malang across the 2nd, 4th, and 6th semesters using structured questionnaires. Notably, while second-semester students showed no significant correlation among these variables, meaningful connections emerged for students in the fourth and sixth semesters. Analysis revealed that, though academic perfectionism plays a role, its impact on burnout is relatively minor compared to self-efficacy. There was a distinct correlation between academic self-efficacy and language learning burnout throughout the English program's progression, with a weaker relationship in the 2nd semester and a stronger one in the 4th and 6th semesters. The results underscore the need for an educational environment that champions growth over mere perfection. Prioritizing stress management, self-reflection, and goal setting is paramount. Furthermore, specialized support is vital to cater to students' shifting needs as they advance academically.

The Effect of Academic Perfectionism and Social Support from Friends on University Students' Fear of Failure

Within the context of the cognitive-motivational-relational theory of emotion (CMR), current research has examined the relationships between academic perfectionism, social support from friends, and fear of failure in university students. 372 university students (73.5% were female, 26.5% were male) voluntarily completed the questionnaires. The results showed positive relationships between academic perfectionism and fear of failure. In addition, social support from friends and fear of failure were negatively related. Furthermore, as a result of the structural equation modeling applied to determine the relationships between latent variables, it was determined that academic perfectionism predicted fear of failure positively and support from friends negatively. Our findings provide important evidence that academic perfectionism and social support from friends can influence fears of failure in university students.

STUDY OF THE FEATURES OF ACADEMIC PROCRASTINATION OF YOUTH STUDENTS

This article delves into the concept of academic procrastination as a psychological phenomenon that serves as a significant barrier to personal development and lies at the core of the issue of an individual's incapacity to shape a cohesive life vision. This vision encompasses both short-term and long-term planning, goal-setting, and behavior geared toward self-realization. Various approaches to comprehending the essence of this phenomenon, including psychodynamic, behavioral, and cognitive perspectives, are examined. The study reveals that academic procrastination is a considerable issue among student youth, with 75% exhibiting a high level of academic procrastination. Among students in the 3rd and 4th years, a greater inclination towards elevated levels of academic procrastination is observed, whereas 1st and 2nd-year students display higher motivation and less inclination towards procrastination. This could be associated with shifts in study habits and increased workload upon transitioning to higher years. Students in the 3rd and 4th years necessitate the development of time management strategies and overcoming procrastination to attain success. The primary cause of academic procrastination among student youth, according to survey results, is academic perfectionism (76%), while a lack of academic motivation and anxiety are identified as less provocative factors. Approximately half of the respondents are found to be internals, the majority of whom possess a moderate level of internal stimuli orientation. In contrast, 55% of the respondents are classified as externals, relying more on external factors in their academic pursuits.

Relationship between Academic Perfectionism and Depression: Role of Self Concealment among Students

The mediational role of self-concealment in relationship withAcademic Perfectionism and Depression is explored in the present study.A sample of students (N=200) was taken from various departments of the
 University of Sargodha using a purposive sampling technique. Self-concealment, academic perfectionism and depression were measured by
 using Urdu translated Self-Concealment Scale (SCS; Malik & Ghayas,2014) Academic Perfectionism Scale (APS; Malik & Ghayas, 2014) andUrdu translated depression subscale of DASS (Farooqi & Habib, 2010)respectively. Results indicated the academic perfectionism as asignificant positive predictor of self-concealment and depression.Furthermore, data analysis revealed that self-concealment was asignificant positive predictor of depression among university students.The results of this study also indicated that self-concealment also playsthe role of a mediator in the relationship between perfectionism anddepression. Non-significant gender differences were found in depressionamong university students. Moreover, the current study yielded that thelevel of self-concealment was higher among males than females, whereasthe level of academic perfectionism was higher among females ascompared to males.

Relationship between Academic Perfectionism and Depression: Role of Self Concealment among Students

The present study aimed to examine the relationship betweenschool bullying and empathy among preadolescents. Bullying was studiedacross three dimensions of being a bully, victim, and fighting, whereasempathy was examined as a unidimensional construct. Data werecollected from preadolescents between ages 10-12 years in DistrictHaripur. Descriptive statistics, frequencies/percentages, correlation, andt-tests were performed. The findings showed that there is a negativerelationship between school bullying and empathy, and less empathicpreadolescents were more tended to bully and fight more than moreempathic. An equal number of participants reported fighting with othersand bullying them in one last month. However, a large majority reportedbeing the victims of bullying 7 or more times in the last 30 days (52,36.4%). The level of empathy was in the moderate to high range among178 students and low among 22 students. Boys scored higher on alldimensions of bullying and were less empathic than girls. These findingshighlight the need for the screening, prevention, and intervention of schoolbullying. Can help teachers, parents, school administrators, and counselorsto eradicate aggressive behavior.

Influence of Academic Perfectionism on University Students’ Self-Regulated Learning

Influence of Academic Perfectionism on University Students’ Self-Regulated Learning

Self-Esteem as a Mediator Between Passion and Academic Perfectionism for Postgraduate Students

Self-Esteem as a Mediator Between Passion and Academic Perfectionism for Postgraduate Students

Academic Perfectionism, Psychological Well-Being, and Suicidal Ideation in College Students.

High levels of perfectionism in college students can compromise their academic performance and psychological well-being. This study aims to analyze the implication of perfectionism in psychological well-being and suicidal ideation in the last year. A total of 1.287 students from different degrees reported their academic performance in the previous academic year and completed questionnaires on academic perfectionism, psychological well-being, and suicidal thoughts in the last year. In both men and women, academic perfectionism correlates positively with academic performance and negatively with the different dimensions of psychological well-being. Likewise, both the average grade in the previous year (β = 0.364) and the level of demand of the degree (β = -0.461) are mediating variables between perfectionism and psychological well-being. Furthermore, the interaction between perfectionism and academic performance is related positively to psychological well-being, but not to with suicidal ideation. So, the relation between suicidal ideation and perfectionism is positive (OR = 1.075), but this is negative with academic performance (OR = 0.900), although both variables show a mild predictive capacity. These findings suggest that the levels of perfectionism are associated differently with the mental health of students, since if perfectionism is effective (high academic performance), psychological well-being is high, although in our results, this interaction is not as important for suicidal thoughts.

Intervention for Nigerian preservice historians' maladaptive academic perfectionism: Implications for history lecturers.

Background:Individuals enrolled in a university program that will lead to a degree in history are considered preservice historians in the context of this study. Their goal is to become professional historians after graduating from the university. The purpose of this study was to determine whether cognitive behavioral coaching (CBC) had an effect on maladaptive academic perfectionism in Nigerian preservice historians.Method:The study included a randomized sample of 98 preservice historians from Nigerian public universities in the country's Southeast zone [49 preservice historians were assigned to the cognitive behavioral coaching group—CBC Group, while 49 preservice historians were assigned to the waitlist control group—Waitlist control Group].Results:The finding indicate that preservice historians’ maladaptive academic perfectionism decreased significantly following cognitive behavioral coaching. There was also a significant interaction effect of time and group on the reduction of preservice historians’ maladaptive academic perfectionism.Conclusion:This study suggests that cognitive behavioral coaching is an effective intervention for preservice historians who struggle with maladaptive academic perfectionism. The study's implications for history lecturers were discussed. Future study could investigate how maladaptive academic perfectionism affects postgraduate history students and how CBC can help them.

College Academic Perfectionism Scale: Development and Validation

Maladaptive perfectionism has a documented association with mental health problems, yet the context of maladaptive perfectionism (i.e., the domain where individuals exhibit such a trait) is rarely considered. This study aimed to develop a measure for academic perfectionism among college students and assess its psychometric properties. Five hundred and thirty-two college students were recruited from introductory-level psychology courses and completed questionnaires online. Exploratory and confirmatory factor analyses determined the factor structure and model fit of the scale, and bivariate correlation and multiple regression analyses assessed the validity of the scale. The results suggested that the College Academic Perfectionism Scale consists of two higher order factors, rigid academic perfectionism and self-critical academic perfectionism, and self-critical academic perfectionism consists of three sub-factors, academic self-criticism, doubts about actions, and socially prescribed academic perfectionism. The scale has an adequate confirmatory model fit, excellent reliability, and high construct validity. Incremental validity over general perfectionism was established.

Academic perfectionism of university students in online English learning

Academic perfectionism of university students in online English learning

PENERIMAAN DIRI DARI KEGAGALAN AKADEMIK PEREMPUAN PERFEKSIONISME

This research aims to describe how academic perfectionism women rise from failure. This research uses a qualitative method with a case study approach. The number of participants in this study was four people obtained by purposive sampling technique with the characteristics of middle-aged adult women, the type of perfection in completing academic tasks, had experienced academic failure, and were willing to become research participants. In-depth interviews and observations collect data. This study indicates that educated perfectionist women always try to achieve maximum results io doing academic work. They also always have high targets that must be completed in their academic life. When they experience academic failures, at first, they tend to be sad, but after that, they can get up quickly. That is because they have a good self-concept of achievement, emotional maturity, belief in God's destiny, and a sense of optimism in themselves, and they also get reinforced motivation through social support from close relatives.

Gender Specificities of the Relationship between Academic Procrastination and Academic Perfectionism among University Students

Gender Specificities of the Relationship between Academic Procrastination and Academic Perfectionism among University Students

Academic Perfectionism of High-Ability and High-Achieving Students in Mathematics and Science: Differential Relations by Identification Criteria of Giftedness

ABSTRACT We investigated whether gifted students’ academic perfectionism is associated with their intellectual abilities or learned behaviors as they aim for achievement. Comparing four groups classified by achievement and intellectual ability among 443 Korean students, we examined the differential relations between gifted students and academic perfectionism by identification methods of giftedness. Using multigroup confirmatory factor analysis and multiple indicators multiple causes analysis, we found that students identified by their high intellectual ability were neither positive nor negative perfectionists. For high-achieving students, appropriate uses of perfectionistic self-regulation in academic settings were beneficial for their achievement. However, those students had a higher risk of depression when they lost control over their academic plans and behaviors, overwhelmed by their perfectionistic beliefs and excessive self-evaluations. The findings can be applied to the guidance and counseling for gifted students and underachieving students.

The Effects of Socially Prescribed Academic Perfectionism on Self-handicapping and Academic Procrastination of Female College Students: The Moderating Role of Growth Mindset

The Effects of Socially Prescribed Academic Perfectionism on Self-handicapping and Academic Procrastination of Female College Students: The Moderating Role of Growth Mindset

Academic Risk Taking Behavior in University Students: Academic Procrastination, Academic Locus of Control, and Academic Perfectionism

Problem Durumu ve Arastirmanin Amaci: 21. yy.da egitim, modern toplumlarda bireylerin kendilerini gelistirebilmeleri ve toplum icinde nitelikli bireyler olarak var olabilmeleri icin onemli bir aractir. Egitim bireylere atilgan, sorumluluk sahibi ve realist dusunebilen kisiler olmalari yolunda destek saglarken, nitelikli egitim yasantisi akademik basariyi da beraberinde getirir. Toplumun ileriye ivme kazanmasinda tek basina yeterli olarak gorulmese de akademik basari egitim kurumlarinin en temel hedefleri arasindadir. Akademik basari ile iliskili oldugu dusunulen bircok degisken bulunmaktadir. Egitim yasantilari sonucu elde edilmesi planlanan kazanimlar degerlendirildiginde bir takim belirsizliklerin varligindan soz etmememiz mumkun olamaz. Bu belirsizlikler karsisinda kisilerin aldigi pozisyonun onlarin basarilari uzerinde rol oynayacagini soyleyebiliriz. Bu baglamda akademik basariya kisileri goturecek degiskenlerden biri olarak risk almanin onemine vurgu yapilabilir. Bu calismanin amaci universite ogrencilerinin akademik basarilari uzerinde onemli bir yer sahibi oldugu dusunulen akademik risk alma davranislarini akademik erteleme, akademik kontrol odagi ve akademik mukemmeliyetciligin ne derecede yordadigini incelemektir. Arastirmanin Yontemi: Bu calisma, universite ogrencilerinin akademik risk alma davranislarini akademik erteleme, akademik kontrol odagi ve akademik mukemmeliyetciligin ne derecede yordadigini incelemek amaciyla yapilan, iliskisel tarama modelinde betimsel bir calismadir. Iki ya da daha fazla sayidaki degisken arasinda birlikte degisimin varligini ve derecesini belirlemeyi amaclayan calismalar iliskisel tarama modeli arastirmalardir (Kuzu, 2005). Katilimcilar: Bu arastirmanin calisma grubunu, Turkiye’nin Guney bolgesinde yer alan bir Universitenin 2018-2019 bahar doneminde 4 buyuk fakultesinde (Egitim Fakultesi, Fen-Edebiyat Fakultesi, IIBF ve Muhendislik Fakultesi) ogrenim gormekte olan 507 ogrenci olusturmustur. Bu ogrencilerin 351’i kadin (%69,2), 154’u erkektir (%30,4). Iki ogrenci cinsiyetini belirtmemistir. Katilimcilarin yas araligi 18 ile 33 arasinda degismekte olup, ortalamasi 20,73’tur (SS=1,84). Bununla birlikte katilimcilarin 151’i birinci sinif (%29,8), 123’u ikinci sinif (%24,3), 171’i 3. sinif (%33,7) ve 60’i da 4. sinif (%11,8) ogrencilerinden olusmaktadir. Yine iki ogrenci sinif duzeyini belirtmemislerdir. Calisma gurubunun belirlenmesinde kolay ulasilabileni ornekleme yontemi kullanilmistir.

Türkçe Öğretmeni Adaylarının Akademik Erteleme Davranışları ile Akademik Öz Yeterlikleri Arasındaki İlişkinin İncelenmesi

Bu arastirmanin amaci, Turkce ogretmeni adaylarinin akademik erteleme davranislari ve akademik oz yeterlikleri ile ilgili gorusleri arasindaki iliskiyi belirlemektir. Calismada iliskisel tarama modeli kullanilmistir. Arastirmanin orneklemini Turkiye Istatistik Kurumu (TUIK) tarafindan ortaya konan istatistiki bolge birimlerinden secilen 13 ilde bulunan devlet universitelerindeki egitim fakultelerinin Turkce ogretmenligi programlarinda 2017-2018 egitim-ogretim yilinda ogrenim gormekte olan 4. sinif ogrencisi 557 Turkce ogretmeni adayi olusturmaktadir. Arastirmada, veri toplama araci olarak “Kisisel Bilgi Formu”, “Akademik Erteleme Davranisi Olcegi” ve “Akademik Oz Yeterlik Olcegi” kullanilmistir. Turkce ogretmeni adaylarinin akademik erteleme davranisi duzeyleri incelediginde; Sorumsuzluk (X =2.62), Akademik Gorevin Algilanan Niteligi (X =2.31), Ogretmenlere Iliskin Olumsuz Algi (X =3.15), Akademik Mukemmeliyetcilik (X =2.77) boyutlarinin ortalamalarin dengeli dagildigi, Turkce ogretmeni adaylarinin, Akademik Gorevin Algilanan Niteligi boyutunda dusuk duzeyde ve diger boyutlarda orta duzeyde bir puana sahip olduklari tespit edilmistir. Turkce ogretmeni adaylarinin akademik oz yeterlik duzeyleri incelendiginde, Bilissel Uygulamalar (X =3.21), Sosyal Statu (X =2.83), Teknik Beceriler (X =3.02) boyutlarinin ortalamalarinin dengeli dagildigi ve puanlarin orta duzeyde oldugu saptanmistir. Akademik Erteleme Davranisi Olcegi genel aritmetik ortalamasinin orta duzeyde oldugu (X =2.61), Akademik Oz yeterligin genel aritmetik ortalamasinin da orta duzeyde oldugu (X =3.07) tespit edilmistir. Arastirma sonucunda, akademik erteleme davranisi ile akademik oz yeterlik arasindaki negatif yonde dusuk seviyede iliski tespit edilmistir. Akademik oz yeterligin akademik erteleme davranisini yordayip yordamadigina bakildiginda Teknik Beceriler haric diger akademik oz yeterlik boyutlarinin akademik erteleme davranisini yordadigi gorulmustur.