The investigation of perfectionism, depression and achademic achievement: contribution to validation of model of positive and negative perfectionism

Jurin, Tanja. (2005). The investigation of perfectionism, depression and achademic achievement: contribution to validation of model of positive and negative perfectionism . Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology. [mentor Bratko, Denis].

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Abstract

Striving for flawlessness in all aspects of life is one of the most simple definitions of perfectionism (Flett i Hewitt, 2002.). Researches clearly indicate relation of this multidimensional construct with negative outcomes and even with psychopathology. Distinction between positive and negative aspects of perfectionism is becoming more present recently. This research attempts to investigate the differential connection of perfectionism with positive and negative aspects of life, which also represents a contribution to validation of the positive and negative perfectionism model. A correlation research has been conducted for this purpose in order to check the relation of perfectionism dimensions with academic achievement and depression. It is expected that out of three perfectionism dimensions (high standards, order and discrepancy) setting high standards would represent positive perfectionism, and thus correlate positively with student achievement, while discrepancy would represent negative perfectionism, and thus be negatively related to academic achievement, and positively with depression. 246 students of Law and Medical faculty at University of Zagreb completed APS-R for perfectionism, BDI questionnaire of depression, and evaluated their achievement on four measures of academic performance, as well as their self-satisfaction as a student. Results have confirmed the hypothesis. Discrepancy correlated positively with depression, and negatively with academic achievement and self-satisfaction, while high standards correlated positively with academic performance. These two dimensions have proved to be significant academic achievement predictors while only discrepancy has shown to be a significant depression predictor. The present findings consistently suggest that setting high standards represents the positive aspect of perfectionism, while discrepancy represents the negative one.

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