| dc.description.abstract | The present study examined the association between perfectionism and academic
performance, as well as how motivational orientations (fear of failure and achievement
motivation) and achievement goals (performance-approach, performance-avoidance, and
mastery goals) are interrelated in predicting marks. Two hundred and eight university
students completed a questionnaire package that included eight perfectionism subscales,
and measures of achievement motivation, trait test anxiety, and achievement goal scales
early in the fall semester. Marks in Introduction to Psychology (December exam) were
used as a measure of academic performance. Perfectionism made independent
contributions to the prediction of marks above and beyond that accounted for by
motivational orientations and achievement goals, with significant unique contributions
made by the personal standards, parental expectations, and organization perfectionism
subscales. Students who had higher personal standards, lower parental expectations and
lower organization attained higher marks. In addition, those who had a fear of failure
orientation, as well as those who endorsed performance-avoidance goals generally
obtained lower grades. | |
