Perfectionistic Students Research Articles

Assessing and Evaluating the Perfectionism Social Disconnection Model: Social Support, Loneliness, and Distress Among Undergraduate, Law, and Medical Students.

The current research evaluates the Perfectionism Social Disconnection Model (PSDM) by considering the links between measures of trait perfectionism and perfectionistic self-presentation and measures of social support, loneliness, and distress in cross-sectional research. A particular focus is on perfectionism and levels of social support as assessed by the Social Provisions Scale. The current study also uniquely evaluates levels of perfectionism and perfectionistic self-presentation in undergraduate students, medical students, and law students. The results across samples provided evidence that loneliness mediates the link between interpersonal perfectionism and distress in keeping with the predictions of the PSDM. Correlational results found robust links between loneliness and low levels of social support. Moreover, socially prescribed perfectionism and perfectionistic self-presentation were associated negatively with social support, and this was especially evident in terms of the facet tapping the nondisclosure of imperfections. Group comparisons of perfectionism yielded few significant differences in accordance with expectations. Levels of perfectionism tended to be lower among medical students. However, the links between perfectionism and distress were clearly evident among undergraduates, medical students, and law students, thus attesting to the vulnerability of perfectionistic students in general. Overall, the results further confirm the relevance of perfectionism in distress among students and applicability of the PSDM in various types of students.

Fear of failure among perfectionist students

Fear of failure (FOF) has been reported as a construct that hinders individuals from achieving higher, working harder, and even moving from one stage of development to another. Studies indicated that university students with traits perfectionism tend to develop FOF, which prevented them for achieving better accomplishment in their academic life. In order to obtain further knowledge to curb FOF among this population, this study investigates which one of the three dimensions of perfectionism (self-oriented, other-oriented, socially prescribed) is the main predictor of FOF. 351 participants from the target population of 4,000 undergraduate students from UCSI University, Kuala Lumpur, Malaysia were recruited via convenience sampling to provide us with their data through a Google Form. Perfectionism dimensions were measured by the multidimensional perfectionism scale and fear of failure by the performance failure appraisal inventory. The collected data was analyzed via simple and multiple regression by multiple regression technique, and the findings showed that self-oriented and other-oriented perfectionism did not significantly predict the fear of failure. However, socially prescribed perfectionism was the only significant predictor of the fear of failure among the perfectionism model, therefore indicating that it was the most significantly predictor as well. In conclusion, students are more likely to be afraid to fail when they believe that there is a social standard of perfection that they have to follow.

Empowering self-critical perfectionistic students: A waitlist controlled feasibility trial of an explanatory feedback intervention on daily coping processes.

This study of 176 university students tested a single-session explanatory feedback intervention (EFI), derived from the perfectionism coping processes model. Participants with higher self-critical perfectionism completed daily measures of stress appraisals, coping, and affect for 7 days. A randomized control design was used to compare an EFI condition with a waitlist control condition over 4 weeks with individualized feedback delivered one-on-one by student trainees in-person or remotely through videoconferencing. The feasibility of the individualized analyses of each participant's daily data was supported by identifying daily trigger patterns, maintenance tendencies, strengths, common triggers, and best targets for reducing negative mood and increasing positive mood across several stressors for each participant. Participant ratings indicated that the comprehensive feedback was coherent and functional. Participants in the EFI condition, compared to those in the control condition, reported increases in empowerment, coping self-efficacy, and problem-focused coping, as well as decreases in depressive and anxious symptoms. Between-group effect sizes were moderate-to-large. There were reliable improvements in empowerment and depressive symptoms for 56% and 36%, respectively, of participants in the EFI condition. These findings demonstrate the broad applicability, conceptual utility, and effectiveness of the EFI for self-critical perfectionistic individuals. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Maladaptive and Adaptive Perfectionism Impact Psychological Wellbeing Through Mediator Self-Efficacy Versus Resilience

The transition through university is often challenging and can negatively impact students’ mental health. Identifying protective factors and opportunities aimed at promoting students’ psychological wellbeing is therefore paramount. Maladaptive and adaptive perfectionism have been found to impact students’ psychological wellbeing. However, less is known about how sociocognitive factors such as self-efficacy and resilience impact this relationship. The current study investigated whether self-efficacy and resilience mediate the relationship between maladaptive perfectionism, adaptive perfectionism and psychological wellbeing, controlling for gender, study mode, study method and COVID-19 lockdowns. Australian university students (N = 193; 86.53% female) aged 18–66 (M = 27.80, SD = 10.45) studying full-time (68.39%) and online (72.02%) completed the Frost Multidimensional Perfectionism Scale, the General Self-Efficacy Scale, the Brief Resilience Scale and the Warwick-Edinburgh Mental Wellbeing Scale. The indirect effect of maladaptive perfectionism on psychological wellbeing through self-efficacy was significant (b = -0.09, SE = .03, 95% CI [-0.15, -0.04]). The indirect effect of adaptive perfectionism on psychological wellbeing through self-efficacy was also significant (b = 0.09, SE = .04, 95% CI [0.02, 0.18]). However, resilience did not indirectly impact the relationship between maladaptive perfectionism, adaptive perfectionism and psychological wellbeing. This study demonstrates the importance of building self-efficacy for maladaptive and adaptive perfectionist students and highlights an opportunity for universities to create self-efficacy-based programs to promote students’ psychological wellbeing.

Assessing the Level of Concentration and Full Presence of Perfectionist Students in Online Education During the COVID-19 Pandemic

Background: COVID-19 changed the global view of education in less than a few weeks and changed how students are taught worldwide. Online education, while having many advantages, also brings limitations and problems for some students. Therefore, this study was conducted to investigate the “level of concentration” and “full presence in the class” of perfectionist students in online education among the exceptionally talented students of the higher secondary school in Iran.
 Methods: This cross-sectional study was performed on 100 randomly selected exceptionally talented students of a higher secondary school in Karaj, Iran. The research tools included perfectionism and concentration skill questionnaires that were provided to students online.
 Results: The findings showed no significant difference in the class’s level of concentration and full presence between students with different degrees of perfectionism (p=0.514 and p=0.247, respectively). However, due to the technical problems of online classrooms, 64% of students with high perfectionism were fully present in the classroom in less than 30 min. This rate was 47% for students with low perfectionism.
 Conclusion: It seems that due to the difference between face-to-face and virtual learning environments, holding online classes along with determining and setting the topics of lessons and training hours differently from face-to-face classes and shorter and more concise in creating an interactive atmosphere may be more useful.

Perfectionism in OT, SLP, and PT Students on Psychosocial Outcomes: A Pilot Study

This study determined rates of perfectionism among graduate rehabilitation students and compared rates of depression and anxiety between perfectionists and non-perfectionists. Fifty-four students completed an emailed survey, Almost-Perfect Scale-Revised, the Clinically Useful Depression Outcome Scale, and the Clinically Useful Anxiety Outcome Scale. High levels of perfectionism, anxiety, and depression were found. No significant differences in psychosocial outcomes for perfectionism were identified. Trends emerged: (1) higher numbers of moderate to severe anxiety and depression among perfectionistic students, and (2) higher numbers of moderate to severe anxiety among maladaptive perfectionistic students. Programming and resources are needed to promote mental health in OT students.

Supplemental Material for Empowering Self-Critical Perfectionistic Students: A Waitlist Controlled Feasibility Trial of an Explanatory Feedback Intervention on Daily Coping Processes

Supplemental Material for Empowering Self-Critical Perfectionistic Students: A Waitlist Controlled Feasibility Trial of an Explanatory Feedback Intervention on Daily Coping Processes

Hiding behind the “perfect” mask: a phenomenological study of Filipino university students’ lived experiences of perfectionism

ABSTRACT Purpose Perfectionism is a relevant construct among university students. Researchers have emphasized its significance and even suggested it as an “amplifier of risk” to youth mental health given its association with negative outcomes. The study aims to understand perfectionism and how it is experienced among Filipino perfectionist students from the University of the Philippines Diliman (UPD). Methods The study employed in-depth phenomenological interviews to gather narratives reflecting the experiences and reflections shared by 10 perfectionist students from UPD. Thematic analysis was used to construct relevant themes about living with perfectionism. Results Perfectionist students exhibited high standards and behaviours and cognitions associated with rigidity and obsessiveness in many contexts in their lives. The family, pre-college (elementary and high school), and college contexts are significant in their development as perfectionists. Students also struggled with its constant negotiations and trade-offs because of its double-edged nature and the push and pull of their personal and others’ standards. Narratives also indicate a relationship between their motivations as perfectionists, their strategies to manage it, and their expected mental health outcomes. Conclusion Living with perfectionism among Filipino perfectionist students can be described as developmental, dialectical, and directed. Implications relevant to understanding Filipino perfectionism are outlined in the study.

Perfectionism, Stress, and the Entry-Level Doctor of Physical Therapy Student: A Cross-Sectional, Observational Study

Introduction. Perfectionism consists of high standards and hypercritical self-evaluation. Some doctor of physical therapy (DPT) students experience increased stress levels due to rigorous academic expectations. There is limited understanding of how successful these students are at managing increased stress, especially among perfectionists. The purpose was to examine perfectionism among entry-level DPT students and its relationship to perceived stress. Review of Literature. Researchers have studied perfectionism and stress in health professions programs, but not DPT programs. Being a Maladaptive Perfectionist (MP) was positively and strongly associated with stress among health professions students. Subjects. Convenience sample of first-year, second-year, and third-year DPT students (n = 163). Methods. This was a nonexperimental, single-site, cross-sectional study. Investigators used 3-way analysis of variance to compare student characteristics and binomial logistic regressions to determine whether characteristic and/or perceived stress was predictive of perfectionism subtype. They completed bivariate correlations to determine associations between perfectionism and stress. Results. Sample results demonstrated 41.10% Adaptive Perfectionists and 25.15% MPs. There was a moderate, direct association between perceived stress and the perfectionism discrepancy measure (r s = .51, P < .01). The perceived stress and perfectionism subtype logistic regression model was statistically significant, χ2(1) = 18.73, P < .01. Participants with increased perceived stress had 1.17 times higher odds of being categorized as an MP than those with lower stress levels. Discussion and Conclusion. Maladaptive Perfectionist students may be at greater risk for stress-related issues. Perfectionism and stress measures may assist educators in identifying at-risk students, monitor student response to stress management interventions, and consider curricular changes to lower stress. Students who effectively manage stress may ultimately have overall greater well-being.

Enhancing Creativity and Managing Perfectionism in Dancers Through Implicit Learning and Sensori-Kinetic Imagery

ABSTRACTBallet training is designed to develop creative, expressive artists. However, an explicit approach to technical instruction may not assist in the development of individual creativity and may encourage counterproductive perfectionistic goals. This paper describes a five-day intervention designed to enhance creativity in thirteen adolescent vocational ballet students at an elite ballet school in Stockholm, Sweden. The intervention focused on implicit learning and sensori-kinetic imagery. Wilcoxon Signed Rank Tests indicated significant increases for creativity perceptions and implicit sources of evaluation, and reductions in perfectionistic cognitions. Case study interviewees, representing the most and least perfectionistic students, reported heightened creativity, enjoyment and, in some cases, a strengthened sense of autonomy and self-regulation. The combination of quantitative and qualitative data forms a convincing case that even a short intervention based on implicit learning strategies and sensori-kinetic imagery can enhance perceptions of creativity and reduce perfectionistic cognitions in ballet class.

Maladaptive Perfectionism and Psychological Distress: The Mediating Role of Resilience and Trait Emotional Intelligence

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.

Mindfulness-Based Cognitive Therapy Versus Pure Cognitive Behavioural Self-Help for Perfectionism: a Pilot Randomised Study

This pilot study compared mindfulness-based cognitive therapy (MBCT) with a self-help guide based on cognitive behaviour therapy (CBT) for university students experiencing difficulties due to perfectionism. Participants were randomised to an MBCT intervention specifically tailored for perfectionism or pure CBT self-help. Questionnaires were completed at baseline, 8 weeks later (corresponding to the end of MBCT) and at 10-week follow-up. Post-intervention intention-to-treat (ITT) analyses identified that MBCT participants (n = 28) had significantly lower levels of perfectionism and stress than self-help participants (n = 32). There was significant MBCT superiority for changes in unhelpful beliefs about emotions, rumination, mindfulness, self-compassion and decentering. At 10-week follow-up, effects were maintained in the MBCT group, and analyses showed superior MBCT outcomes for perfectionism and daily impairment caused by perfectionism. Pre-post changes in self-compassion significantly mediated the group differences in pre-post changes in clinical perfectionism. Greater frequency of mindfulness practice was associated with larger improvements in self-compassion. MBCT is a promising intervention for perfectionist students, which may result in larger improvements than pure CBT self-help. The findings require replication with a larger sample.

Negative and positive perfectionism as predictors of procrastination in female high school students in Tehran, Iran

Abstract
 
 Research has shown a relationship between procrastination and perfectionism, i.e. perfectionists generally tend to procrastinate. Therefore, the present study evaluated negative and positive perfectionism as predictors of procrastination in female high school students. This correlational study was conducted in 2015-16 academic year. The statistical population comprised all high school sophomores and juniors in Tehran, Iran. The research sample consisted of 300 female students. During the field data collection phase, the Positive and Negative Perfectionism Scale and Procrastination Scale were completed by the subjects. Perfectionism and its subscales were significantly related with procrastination in female high school students (P <0.001). Based on the calculated regression coefficient (0.001), negative perfectionism was a predictor of procrastination in high school girls. In addition, positive perfectionism had a negative relationship with procrastination. A combination of negative perfectionism, anxiety, and stress can predict procrastination and malfunction in female high school students. Therefore, in order to modify perfectionist behaviors, perfectionist students (especially negative perfectionists) need to be identified and encouraged to participate in psychological training and individual/group counseling programs. Such interventions will not only reduce the students’ anxiety and tendency toward procrastination, but also improve their mental health and academic achievements.
 Keywords: Negative and positive perfectionism, procrastination, students, girl.

The Child–Adolescent Perfectionism Scale

There is growing interest in perfectionism among children and adolescents as well as growing interest in the measures designed to assess perfectionism in young people. The current article describes the development and psychometric characteristics of the Child–Adolescent Perfectionism Scale (CAPS), a measure that assesses self-oriented perfectionism and socially prescribed perfectionism. The results of three studies involving multiple samples are reported. The psychometric features of this measure are summarized, including extensive data that attest to the reliability and validity of the CAPS subscales. Normative data are also provided in Study 1. The results of Study 2 suggest that the academic behavior of perfectionistic students is motivated by a complex blend of factors that include a strong emphasis on introjected regulation in both self-oriented and socially prescribed perfectionism; however, there are key motivational differences between these perfectionism dimensions. Finally, Study 3 confirmed that self-oriented and socially prescribed perfectionism are associated with various indices of stress, distress, and maladjustment. Collectively, our results support the use of the CAPS and the notion that vulnerable children and adolescents who are perfectionistic are under substantial pressure to meet expectations. The assessment and theoretical implications of these results are discussed.

When Ideals Get in the Way of Self-Care

In the current study, we investigated whether adolescents high in perfectionism are prone to experiencing self-stigma for seeking psychological help. This work is based on the premise that the need to seek help for psychological difficulties is not consistent with idealistic personal goals of perfectionistic young people and their desire to retain an idealistic self-image. A sample of 85 high school students completed the Child and Adolescent Perfectionism Scale, the Self-Stigma of Seeking Help Scale, and a measure of contact with individuals with mental illness. Results indicated that perfectionism was associated with self-stigma among those students with little to no experience with people with a history of mental illness. These findings suggest that certain perfectionistic students have a propensity toward low self-acceptance and judge themselves negatively for needing help. Implications are discussed for prevention and intervention programs that emphasize contact and experiential opportunities with individuals who have mental illness.

Effectiveness of Cognitive-Behavior Therapy on Cognitive Flexibility in Perfectionist

The purpose of this study was to investigate the effectiveness of the cognitive behaviour therapy on the perfectionist students’ cognitive flexibility. The population in the research included students of Khorramshahr University of Marine Science and Technology on 2014 that were high perfectionism. In this study by using a Purposive sampling we included 31 students among whom were perfectionism based on FMPS scale. Method of research was semi-experimental study and the type of pre-test and post test with control and instrumentals of study was cognitive flexibility questionnaire, perfectionism of frost. First, pretests are completed by both groups. After the group therapy (which consisted of eight ninety-minute sessions) was finished, the post-test was carried out for both control and experimental groups. After the group therapy (which consisted of eight ninety-minute sessions) was finished, the post-test was carried out for both control and experimental groups. For the analysis of data, Analysis of MANCOVA was used to analyze data. Results showed that the cognitive behavior therapy has affected on cognitive flexibility and decreased perfectionism. These results had continued in stage of following up. Conclusions increased perfectionism of student by improving their cognitive flexibility and these had continued because of practice in stage of following up.

IS THERE AN ANTIDOTE TO PERFECTIONISM?

Within our competitive culture, some perfectionistic students do well, whereas others are overwhelmed. The personal characteristics of these perfectionistic students should not be construed as positive or adaptive perfectionism. A distinction is made between perfectionism and the pursuit of excellence. The intensity of the anxiety at the core of perfectionism is destined to have negative emotional, relational, and even performance consequences. Clinical observations over a 35‐year practice of psychotherapy provide data for understanding the developmental trajectory of perfectionism and its psychological roots in particular attachment relationships, modes of affect regulation, and meanings ascribed to mistakes. A clinical vignette illustrates these constitutive factors and suggests an approach for school psychologists and other mental health professionals for launching and supporting a process of recovery. Perfectionism is a self‐esteem issue, involving a desire to be perfect, a fear of imperfections being seen as evidence of personal defects, and an emotional conviction that such imperfections make one personally unacceptable. Because perfectionism arises in a relational environment of conditional acceptance, an antidote is something that counteracts this. Creating an environment of acceptance, described here, can provide such an antidote. The potential power and inevitable limitations of the school psychologist's role are also illustrated.

Predictive Role of Early Maladaptive Schemas in Neurotic Perfectionism in Middle-School Female Students from Kangavar

Results: The study demonstrated that perfectionist students gained significantly higher scores in six out of eleven schemas (P < 0.05). There was a significant positive relationship among early maladaptive schemas and perfectionists in the schemas of loneliness, vulnerability, mistrust and abuse, submission, and unrelenting standards. Self-sacrifice predicted neurotic perfectionism in students. Conclusions: Early maladaptive schema may develop during the earliest years of life. It can be said that identification and diagnosis of early maladaptive schema among students will enable the provision of interventions for psychological disorders related to maladaptive schemas, including neurotic perfectionism.

Perfectionistic Students: Contributing Factors, Impacts, and Teacher Strategies

Students with perfectionistic tendencies may be present in classrooms; teachers would benefit from knowledge regarding contributing factors to, outcomes of, and evidence regarding intervention. The purpose of this paper was to provide an overview of evidence regarding how perfectionism has been defined, the role of biology and environmental factors in perfectionistic tendencies, the impact of perfectionism in the academic setting, and whether there is any benefit to interventions designed to alter perfectionistic tendencies. It was found that biological factors are related to perfectionistic tendencies; however, environmental factors such as parenting style/family characteristics are also important. Perfectionistic tendencies are evident in childhood and are believed to remain fairly stable over time. Some interventions may reduce levels of perfectionistic tendencies in certain individuals, but it seems that reducing perfectionistic thoughts and behaviours may also be detrimental for some. Because there is a lack of research directly regarding perfectionism in the school system, generalizations from students and nonstudents samples are used to develop some recommendations for teachers working with students who may be perfectionistic. Suggestions for teachers who have students with perfectionistic tendencies are provided.

Perfectionism, procrastination, and psychological distress.

Using a cross-panel design and data from 2 successive cohorts of college students (N = 357), we examined the stability of maladaptive perfectionism, procrastination, and psychological distress across 3 time points within a college semester. Each construct was substantially stable over time, with procrastination being especially stable. We also tested, but failed to support, a mediational model with Time 2 (mid-semester) procrastination as a hypothesized mechanism through which Time 1 (early-semester) perfectionism would affect Time 3 (end-semester) psychological distress. An alternative model with Time 2 perfectionism as a mediator of the procrastination-distress association also was not supported. Within-time analyses revealed generally consistent strength of effects in the correlations between the 3 constructs over the course of the semester. A significant interaction effect also emerged. Time 1 procrastination had no effect on otherwise high levels of psychological distress at the end of the semester for highly perfectionistic students, but at low levels of Time 1 perfectionism, the most distressed students by the end of the term were those who were more likely to have procrastinated earlier in the semester. Implications of the stability of the constructs and their association over time, as well as the moderating effects of procrastination, are discussed in the context of maladaptive perfectionism and problematic procrastination.