Perfectionism, locus of control, and academic stress among college students

Kahn, Jeffrey H.; Fishman, Jennifer R.; Galati, Sarah L.; Meyer, Derek

doi:10.1016/j.paid.2023.112313

Cited by 4 publications

(2 citation statements)

References 21 publications

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“…At the core are expectations of learning/achievement and fear of judgment from family, institutions, society, etc., and where increased expectations may be one of the factors responsible for increased stress levels [ 8 , 34 , 38 , 45 ]. Moreover, the tendency towards perfectionism may also play a key role in the development or non-development of stress [ 46 , 47 , 48 ]. If, in its adaptive form, “perfectionistic striving” is represented by setting ambitious goals and actively acting to achieve them, in its maladaptive form, “perfectionistic preoccupations” can be traced back to anxiety of failure, self-criticism and fear of others’ judgment, which are important risk factors for the development of stress.…”

Section: Literature Reviewmentioning

confidence: 99%

Adaptation and Validation of the Academic Stress Scale in the Italian Context: Latent Structure, Reliability, and Concurrent Validity

Perrella,

Lodi,

Patrizi

2024

EJIHPE

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The present study describes the Italian adaptation of the Academic Stressors Scale (E-CEA) of the Academic Stress Questionnaire, evaluating the relationships with general and domain-specific well-being and verifying the significant predictors and the amount of variance explained by the “non-intellective” academic competencies on the scores of student stress dimensions. The participants are 1305 students from all the different degree courses. The Italian version of the E-CEA, composed of 38 items, showed good psychometric properties both in terms of reliability and factorial structure with good fit indices. The 6 sub-dimensions, for the most part overlapping with those of the original version of the instrument, show good construct and concurrent validity as negative relationships were found with general and domain-specific well-being indices. With regard to the regressions performed, several dimensions of “non-intellective” academic competencies turned out to be significant predictors (with negative effect) with respect to the stress levels perceived in the academic environment by university students: in particular, time organization, emotional control, the ability to relate to professors and intrinsic motivation could decrease stress levels, while dedication to study and the tendency to involve one’s parents in one’s university career seemed to increase stress levels. Regarding the practical implications of the results, suggestions are provided in supporting the career paths of students to reduce risk factors for stress development and to promote academic well-being.

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Section: Literature Reviewmentioning

confidence: 99%

Adaptation and Validation of the Academic Stress Scale in the Italian Context: Latent Structure, Reliability, and Concurrent Validity

Perrella,

Lodi,

Patrizi

2024

EJIHPE

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“…Maladaptive perfectionism has emerged as an important mediating factor that modulates motivation and emotional dysregulation in learning ( Hill et al, 2020 ; Lee and Anderman, 2020 ; Moreno-Peral et al, 2020 ; Zeifman et al, 2020 ; de la Fuente et al, 2022c ; Sepiadou and Metallidou, 2022 ; Kahn et al, 2023 ). On the other hand, adaptive perfectionism correlates with self-expectation and adaptive improvement in different contexts ( Flett and Hewitt, 2020 ).…”

Section: Functionality: the Conceptual Model As A Heuristic For Profe...mentioning

confidence: 99%

Conceptual Utility Model for the Management of Stress and Psychological Wellbeing, CMMSPW™ in a university environment: theoretical basis, structure and functionality

de la Fuente,

Martínez-Vicente

2024

Front. Psychol.

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This article describes and introduces the Conceptual Utility Model for the Management of Stress and Psychological Wellbeing, CMMSPW™ Its purpose is to assess, evaluate and treat stress and psychological wellbeing. First, the theoretical assumptions of the model are presented. This model is an application of the 3P Model, Theory of Internal vs. External Behavioral Regulation and the Model of Competency for the Management of Stress and Psychological Wellbeing. Second, the conceptual structure of the model is presented. This model allows the structural and functional determination of the variables and predictive, mediating and final factors for stress and psychological wellbeing. Third, the functional structure is presented. For predictive factors, the internal and external self-regulation theoretical model allows us to assess levels of internal and external regulation of the individual and their context, as well as other personal and contextual factors involved in self-regulation. For mediating factors, the model of competence for the management of stress and wellbeing allows us to analyze conceptual (concept and principles), mediating (skills and metaskills) and attitudinal (attitudes, values and habits) variables. Finally, in relation to factors that condition outcomes, we can determine levels of response to stress and psychological wellbeing. Finally, limitations and conclusions are presented. The model also allows us to determine predictive relationships between those three types of variables and is functionally transferable to other contexts, including contexts proper to the psychology of education, clinical practice and healthcare, and psychosocial, organizational and technological contexts.

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The Relationship between Perfectionism, Academic Achievement, and School Adjustment: A Meta-analysis

Cho,

Shin,

Park

et al. 2024

jss

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Perfectionism, locus of control, and academic stress among college students

Cited by 4 publications

References 21 publications

Adaptation and Validation of the Academic Stress Scale in the Italian Context: Latent Structure, Reliability, and Concurrent Validity

Adaptation and Validation of the Academic Stress Scale in the Italian Context: Latent Structure, Reliability, and Concurrent Validity

Conceptual Utility Model for the Management of Stress and Psychological Wellbeing, CMMSPW™ in a university environment: theoretical basis, structure and functionality

The Relationship between Perfectionism, Academic Achievement, and School Adjustment: A Meta-analysis

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