Perfectionism In University Students Research Articles

Pilot implementation of an evidence-based online cognitive behavioural therapy for perfectionism in university students: Lessons learnt.

Higher Education Institutes (HEIs) have been met with an unprecedented demand on their student counselling and wellbeing services in recent years with the impacts of COVID-19 and high rates of mental health concerns amongst student populations. Online mental health programs offer one solution by providing students with quick and easy access to effective therapeutic content. The Focused Minds Program is an evidence-based eight-module online self-guided cognitive behavioural intervention that targets the transdiagnostic risk factor of perfectionism and has been shown to decrease depression, anxiety, and disordered eating. The program was implemented at a UK university between 2021 and 2023. Recruitment occurred via departmental emails, academic staff, and the university's counselling staff and website. Participants were provided with access to the intervention for 6-weeks and completed weekly surveys of psychosocial measures. The trial's implementation was assessed using the Reach, Effectiveness, Adoption, Implementation, and Maintenance framework: reach (uptake via the recruitment channels), effectiveness (outcomes on psychometric measures of mental wellbeing), adoption (staff and organisational support), implementation (intervention engagement and attrition), and maintenance (continued implementation across the trial period). Key barriers to successful implementation, as well as proposed solutions, are discussed to guide future online mental health interventions provided in HEIs.

The Relationship Between Mindfulness and Perfectionism in University Students During Emerging Adulthood

The present study examined the empirical and conceptual association between two definitions of trait mindfulness (socio-cognitive and mindfulness-meditation) and trait, cognitive, and self-presentational components of perfectionism. These associations were investigated in a student sample of emerging adults ( n = 390), who completed measures of trait perfectionism, perfectionistic self-presentation, perfectionistic cognitions, trait mindfulness-meditation, and trait socio-cognitive mindfulness. Hierarchical linear regression analyses revealed that socially prescribed perfectionism was negatively related to the non-reactivity and acting with awareness facets of mindfulness-meditation, while self-oriented perfectionism had a positive relationship with the novelty seeking and novelty producing facets of socio-cognitive mindfulness. Perfectionistic cognitions were negatively associated with non-judging. Non-display and non-disclosure of imperfections were also negatively associated with facets of mindfulness-meditation and socio-cognitive mindfulness. Level of study (i.e., undergraduate or graduate) did not moderate the associations between perfectionism and mindfulness variables. Our study provides evidence for negative and positive associations between specific mindfulness facets and components of perfectionism. The results have implications for a theoretical and empirical understanding of the relationship between perfectionism and mindfulness and can inform the design of interventions to teach students how to cope with distressing forms of perfectionism during emerging adulthood.

A mixed methods study of an online intervention to reduce perfectionism

Perfectionism is linked to a variety of mental health conditions in university students. Guided by the Perfectionism Social Disconnection Model, the purpose of the current mixed methods feasibility study was to evaluate the acceptability and potential effectiveness of a brief online intervention designed to reduce the negative consequences of perfectionism in university students. Seventy university students (83.9% female; Mage = 19) reporting moderate to extreme levels of perfectionism completed the two hour ‘Intentional Imperfection Program’ (IIP). The IIP includes techniques to increase mindfulness, compassion for self and others, distress tolerance, and social skills. Participants completed self-report measures at baseline and at a two-week follow-up. Quantitative data showed statistically significant small to moderate reductions in self-oriented perfectionism (d = −0.48, p < .001), socially-prescribed perfectionism (d = 0.40, p < .001), hostility (r = 0.53, p < .001), rejection sensitivity (d = 0.37, p < .001), depression (r = −0.47, p < .001), and anxiety (r = −0.33, p = .010) and a small increase in perceived social support (r = −0.29, p = .023). Thematic analyses of qualitative data indicated that participants found the IIP feasible, enjoyable, and useful. A brief online intervention may be a feasible way of reducing the negative consequences of perfectionism among university students. A randomised control trial is warranted to further evaluate the efficacy of the IIP. This research was registered with the Australian New Zealand Clinical Trials Registry (no. ACTRN12620000574943).

Self Compassion as Predictor of Positive-Negative Affect and Perfectionism in University Students

Bu araştırmanın amacı, üniversite öğrencilerinde öz anlayışın pozitif-negatif duyguyu ve mükemmeliyetçiliği yordayıcı rolünü incelemektir. Araştırmanın çalışma grubu, Necmettin Erbakan Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesinde öğrenim gören öğrencilerden rastgele seçilen 303 öğrenciden oluşmaktadır. Katılımcıların 248’i (%81.8) kadın, 55’i (%18.2) erkektir. Çalışma grubunun yaş ortalaması 20.51’dir (17-37 yaş arası; Standart sapma: 2.15). Araştırmada ‘Öz-Anlayış Ölçeği’, ‘Pozitif-Negatif Duygu Ölçeği’ ve ‘Frost Çok Boyutlu Mükemmeliyetçilik Ölçeği’ veri toplama araçları olarak kullanılmıştır. Verilerin analizinde yapısal eşitlik modellemesi kullanılmıştır. Araştırma bulgularına göre, öz anlayış mükemmeliyetçiliğin, olumlu ve olumsuz duygunun anlamlı bir yordayıcısıdır. Üniversite öğrencilerinde öz anlayışın artması mükemmeliyetçiliğin ve olumsuz duygunun azalmasını sağlayabilir. Ek olarak, üniversite öğrencilerinde öz anlayışın artması olumlu duygunun da artmasını sağlayabilir. Sonuçlar ilgili literatür çerçevesinde tartışılmış ve önerilere yer verilmiştir.

Identifying Pattern of Relationships between Attachment Styles, Life Satisfaction and Perfectionism in University Students

Abstract Background: Life satisfaction is a subjective and unique concept to every human being which constitutes an essential component of subjective well-being. Objectives: The purpose of the present studywas identifying the patternof relationship betweenattachment styles, life satisfaction and perfectionismin university students. Methods: The statistical society included all students of Azad university of Roodehen who were studying at this university in 2014 - 15 academic year. The sample size was 271 undergraduate students who were selected by stratification randomsampling fromall faculties except faculty of education and counseling and also Psychology. The datawere collected using life satisfaction scale, collins and reid’s adult attachment styles and terry and short’s positive and negative perfectionismscale. Results: The findings showed that positive and negative perfectionism variables influence on explanation of life satisfaction changes. Anxious attachment through negative perfectionisminfluences directly and indirectly on explanation of life satisfaction changes. Also avoidant attachment through positive and negative perfectionisminfluences directly and indirectly on explanation of life satisfaction changes. However, secure attachment neither directly nor indirectly influences on explanation of life satisfaction changes. Conclusions: The resultsof this studyhave several important implications for counselorswhoworkwithperfectionism. Counselors should consider perfectionismas amultidimensional construct with both healthy and unhealthy dimensions rather than as only problematic construct.

Relationship between suicide ideation and Behavioral Inhibition/Activation Systems (BIS/BAS) and perfectionism

Background: The present research investigated the relationship between suicide ideation and Behavioral Inhibition/Activation Systems (BIS/BAS) and perfectionism in university Students. Methods: This descriptive-correlational study was conducted on200 students at university of Tabriz that were selected by multistage cluster sampling. The subjects answered three questionnaires: Beck Scale for Suicide Ideation (BSSI), Multidimensional Perfectionism Scale (MPS) and Gray-Wilson Personality Questionnaire (GWPQ). Data were analyzed by Pearson correlation and multiple regression. Results: Results showed that there is a significant relationship between suicide ideation and behavioral inhibition system (R=0/55), self-oriented perfectionism(R=0/40) and socially- prescribed perfectionism (0/47) (p=0.01). Also, the results of regression analysis showed that behavioral inhibition system, self-oriented and socially-prescribed perfectionism could significantly predict suicide ideation. Conclusion: Behavioral activation system (BIS) and self-oriented /socially prescribed perfectionism were correlated to and could predict suicide ideation.

Relationship between personality type and happiness with perfectionism in university students

Today, seeking has turned into to a challenging issue in philosophical texts, religious writings and speeches of psychologists. Books and magazine articles have recently discussed as the main outcome of study and practice in positive psychology. Of course, seeking is only one aspect of positive psychology. Due to this account, the main interests of positive psychology domain are and life satisfaction. (Schneider & Lopez, 2007)Martin Seligman as a well-known contemporary psychologist and as someone who's known as a pioneer and founder of positive psychology believes that psychology followed three main purposes before the Second World War: a) psychological disorder treatment, b) helping people enjoy a happy life, c) identifying and improving hidden powers of people (Seligman, 2002)This term happiness brings to mind several different concepts (e.g. happiness, satisfaction, joy, agreeableness, etc.). Thus, some so called mental improvement psychologists argue that it is an umbrella term including all the tests taken by a person about himself and his life. These tests consist of life satisfaction, excitement and positive temper, absence of depression and anxiety and its various dimensions are in form of understandings and sentiments. Therefore, if one claims life dissatisfaction, he or she enjoys little agreeable experiences and positive sentiments and has negative exciting emotions such as rage, anxiety and little mental prosperity. (Diner, 2003) Schwartz and Stark (2000) believe that happy people are those who are oriented toward optimisticism, in processing data, that is to say they process and interpret data in such a way that leads to happiness.Another definition regards as a relative issue and sensitive to the quality of one's life. For instance, someone might generally and constantly develop judgments on life satisfaction or points to some particular aspects of life such as entertainments (Abdolsallah, 2009). Personality is a concept which anyone knows but is not able to precisely define. The concept of personality is a prevailing and common concept and at the same time extremely complex concept in psychology. Its popular usage has declined to a desirable concept in other people's view while its scientific concepts are totally wrangled about. Any person is a combination of the three typical, cultural and individual characteristics and overall makes an extraordinary totality which is specifically considered in psychology of personality. As Parvin aigues, the range of definitions sways along the internal procedures of organism to apparent behavior of people interactions (Garoosi, 2001).Personality evaluation is also the most practical method in this field. Clinical psychologists attempt to study their patients or therapy seeking personalities in order to know their symptoms. They can only diagnose disorders and determine the best treatment process through personality evaluation using this method. Personality awareness is the fundamental part of most psychotherapies and pathology theories. Probably it is not exaggeration to say that without understanding this concept, psychotherapist methods and some psychological disorders cannot be clearly understood (Shoultz & Shoultz, 2006). Robert Me Crea and Paul Costa (1991) have presented the well-known five factor theory regarding personality and they attempt to prove the convergence of various approaches about this issue. The basis of factor analysis methods, according to Parvin, is characteristic which means one's general readiness to behave in a certain manner. Personality in this concept is a set of characteristics which determines a person.This form measures the main five factors of personality. These five factors include neuroticism (N), extroversion (E), openness (O), agreeableness (A) and conscientiousness(C). Each one of these factors consists of six characteristics. The five factor model has extensive uses in clinical issues and clinical specialist may use evaluation strategies of five factor model (Garoosi, 2001 ). …

Evaluating a Web-Based Cognitive-Behavioral Therapy for Maladaptive Perfectionism in University Students

Objective: This study assessed a Web-based cognitive-behavioral therapy (CBT) for maladaptive perfectionism, investigating perfectionism, anxiety, depression, negative automatic thoughts, and perceived stress. Participants: Participants were undergraduate students defined as maladaptive perfectionists through a screening questionnaire at an urban university. The data were collected from July 2009 to August 2010. Methods: Forty-seven maladaptive perfectionists were randomly assigned to a 12-week CBT or a wait-list control group and assessed via questionnaires at pre- and postintervention. Statistical procedures included t tests, Pearson correlations, and analysis of covariance. Results: At the postintervention measure, the CBT group demonstrated significant decreases in anxiety sensitivity and negative automatic thoughts compared to the control group. Within the CBT group, changes in perfectionism scores were significantly correlated with positive changes in depression, anxiety, stress, and automatic thoughts. Conclusions: The treatment group improved on psychological outcomes, demonstrating the effectiveness of a Web-based CBT for perfectionism in a university setting.

An investigation of loneliness and perfectionism in university students

The purpose of this study is to investigate loneliness and perfectionism of the university students. The sample set of the research was 535 university students 328 of which were female and 207 were male. T test and Pearson's product moment coefficient technique were used for the statistical analyses of the research. As a result of the study with respect to gender, the concern over mistakes, parental expectations, parental criticism and personal standards scores of the male students were significantly higher than the scores of female students. However the relationship between loneliness and concern over mistakes, doubts about actions, parental criticism was positively significant, there was a negatively significant relationship between loneliness and organization.

Treatment Interventions for Perfectionism—A Cognitive Perspective: Introduction to the Special Issue

The current article provides an overview of the papers included in this special issue and includes a discussion of key issues pertaining to psychological treatments for perfectionism. We describe and review two new treatment intervention studies in this special issue that focus on perfectionism in university students as well as other contemporary research on the use of cognitive-behavioral therapy to treat perfectionists. While the significant reductions in levels of perfectionism as a result of treatment are noteworthy, we caution that perfectionism is a relatively enduring trait; thus, some perfectionists will remain treatment resistant and overall levels of perfectionism may remain relatively high even when significant improvements are realized. Moreover, we discuss the established tendency for perfectionism to be associated with residual symptoms of distress following treatment. As part of our discussion of the other articles in this special issue, we highlight cognitive factors of likely significance in the treatment of perfectionism, including the ruminative response style, the tendency to experience perfectionistic automatic thoughts, and the role of core irrational beliefs in the development of perfectionism. These articles underscore the need to consider key cognitive factors that are central to dysfunctional forms of perfectionism.