Perfectionism, motivational orientation and academic performance

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.