Perfectionism, academic motivation, and psychological adjustment: an integrative model
Paule Miquelon1, Robert J Vallerand, Frédérick M E Grouzet
1Département de Psychologie, Université du Québec à Montréal, Canada.
Abstract:
The purpose of this article was to propose and test an integrative model on the role of perfectionism, academic motivation, and psychological adjustment difficulties in undergraduate students. The model posits that self-oriented perfectionism facilitates self-determined academic motivation, whereas socially prescribed perfectionism enhances non-self-determined academic motivation. In turn, self-determined and non-self-determined academic motivations, respectively, lead to lower and higher levels of psychological adjustment difficulties. Results from two studies using structural equation modeling analyses provided support for the model.
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