Perfectionism and academic achievement in Spanish adolescents: The mediating role of anxiety, self-esteem, and affect
Abstract
This study aimed to analyse the relationship between the two types of perfectionism and performance, considering the effect of state anxiety, trait anxiety, self-esteem and positive and negative affect. The study included a sample of 202 students of Secondary Education and Baccalaureate (46.5% males and 53.5% females, M = 14.79 years, SD = 1.68) who completed validated scales in class including the Child and Adolescent Perfectionism Scale, Rosenberg Self-Esteem Scale, State-Trait Anxiety Inventory, and the Positive and Negative Affect Scale. The study followed a cross-sectional correlational design, and mediation models were tested to determine the directional hypotheses. Self-Oriented Perfectionism was positively related to academic performance (β= 0.463; p< .001), while Socially Prescribed Perfectionism was a negative predictor of students' grades (β= -0.171; p = .017). Self-esteem (β= -0.051; p = .020) and state anxiety (β= -0.045; p=0.042) were found to mediate the relationship between perfectionism and academic achievement. These findings suggest that schools should implement programs to reduce socially prescribed perfectionism, boost self-esteem, and manage state anxiety. The study also contributes to theory by clarifying the distinct effects of self-oriented and socially prescribed perfectionism, guiding targeted interventions to support students’ emotional well-being and academic success.
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References
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