Relationship between perfectionism and stress in students during exam time

Vlašić, Mirela . (2010). Relationship between perfectionism and stress in students during exam time. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology. [mentor Jokić-Begić, Nataša].

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Abstract

Perfectionism can be defined as striving for flawlessness in all aspects of life. Results of previous researches clearly indicate relation of this multidimensional construct with the experience of stress, and there is increasing evidence of it’s relation with student academic achievement. Our research attempts to investigate the relationship between dimensions of perfectionism (high standards, order and dissatisfaction with the achieved) and the experience and the physical manifestations of stress in students during exam time, and determine whether there were differences in these variables with regard to subjective and objective performance in the study. For this purpose we conducted a study, which consisted of two measurement points: in March 2010 (assuming a low intensity of stress because it is not the time for exams), and in June 2010 (assuming high intensity of stress because it is exam time). Participants in the study were psychology students (N = 171) at Philosophical faculty at University of Zagreb. Levels of perfectionism, assessments of student’s own success on three separate measures of academic achievement, student’s satisfaction with himself as a student (a subjective measure of success), and overall grade point average (a measure of objective performance) were examined in the first measurement point. In the second measurement point the intensity of experienced stress, physical manifestations of stress, assessment of the degree of stress in the past two weeks, and sources of stress were examined. The results showed that the dissatisfaction with the achieved is positively correlated with the experience and the physical manifestations of stress in students during exam. Subjectively successful students were more satisfied with the achieved, lower intensity and less physical manifestations of stress than unsuccessful students subjectively, and objectively successful students have higher standards than less successful students. Student's subjective evaluation of their performance in the study proved to be significant determinant of intensity of stress during exam periods.

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