Perfectionism and motivation of adolescents in academic contexts.

Abstract

We examined the nature of self-oriented and socially prescribed perfectionism in relation to the motivation and achievement of 306 Korean 7th graders. We also tested the mediating role of domainspecific academic self-efficacy and achievement goals in the relationships between perfectionism and achievement-related outcomes across math and English. In the direct path model, self-oriented perfec tionism related positively to academic achievement and negatively to acceptability of cheating and academic procrastination. Socially prescribed perfectionism, in contrast, related positively to test anxiety, acceptability of cheating, and academic procrastination. In the mediation models, self-oriented perfec tionism related consistently and positively to academic self-efficacy, a mastery goal, and a performanceapproach goal in the domain. Socially prescribed perfectionism related consistently and positively to a performance-approach and a performance-avoidance goal. Academic self-efficacy and a mastery goal mediated the paths from self-oriented perfectionism to acceptability of cheating, academic procrastina tion, and achievement, while a performance-avoidance goal in English mediated the path from socially prescribed perfectionism to test anxiety. Many of the paths from perfectionism to outcomes were thus mediated by domain-specific motivation. The direct paths from the 2 perfectionism dimensions to academic procrastination remained significant, however, even in the presence of the intervening moti vation variables.

Perfectionism in Academic Settings

“…We draw partly on other recent contributions summarizing key findings in areas of perfectionism and performance (e.g., Stoeber, 2012a) and attempt to broaden the coverage into some other academically relevant material. However, Bong, Hwang, Noh, and Kim (2014) recently pointed out that the literature blending perfectionism and academics is not as developed as one might expect, especially in achievement-oriented contexts such as schools and universities. There may be good reasons for the limited development of this literature.…”

Validación psicométrica de una escala de perfeccionismo infantil en niños venezolanos

“…La experiencia ansiógena también está ligada al perfeccionismo en los niños y los adolescentes (Affrunti y Woodruff-Borden, 2014;Bong, Hwang, Noh y Kim, 2014;Hewitt et al, 2002;Mitchell, Newall, Broeren y Hudson, 2013;O'Connor et al, 2010).…”

Aprendizagem e Procrastinação: Uma Revisão de Publicações no Período 2005-2015

“…O perfeccionismo auto-orientado é negativamente relacionado com a procrastinação acadêmica e o perfeccionismo socialmente prescrito é positivamente relacionado. Nesse caso, mesmo na presença de moderação da autoeficácia no fenômeno, as relações entre tipo de perfeccionismo e procrastinação permaneceram as mesmas (Bong et al, 2014).…”