Be Careful What You Wish For: The Double-Edged Sword of Perfectionism During Graduate Studies

Resumen

Research on perfectionism in graduate school found inconsistent associations between perfectionistic standards and psychological outcomes. Such unanticipated results led to the development of the Model of Excellencism and Perfectionism (MEP) to differentiate people who pursue high personal standards from those who pursue perfectionistic standards. Recent studies with undergraduate students showed that excellencism and perfectionism are distinct constructs differentially associated with achievement and psychological outcomes. In this study, our goal was to offer the first empirical test of the MEP in graduate school with a sample of 376 graduate students. Results of confirmatory factor analyses on the Scale of Perfectionism and Excellencism provided evidence for the conceptual separation of excellencism and perfectionism. Results of multiple regression showed that perfectionistic students (compared to excellence strivers) are more likely to interact with their research supervisor using perfectionistic self-presentation strategies. Furthermore, perfection strivers (compared to excellence strivers) reported higher research self-efficacy and satisfaction with their research productivity. When accounting for satisfaction with research productivity, perfection strivers were more prone to experience academic burnout and they reported higher intentions to dropout from graduate school. Overall, it appears that perfectionism is associated with both desirable and undesirable outcomes. Perfectionism in graduate school is paradoxical and operates like a double-edged sword. These findings are interpreted in light of the competitive and pressuring demands of graduate school and the need to help graduate students strike a balance between their achievement and psychological wellness.

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Cómo citar (APA 7)

Gaudreau, P., & Benoît, A. (2024). Be Careful What You Wish For: The Double-Edged Sword of Perfectionism During Graduate Studies. https://doi.org/10.31234/osf.io/zxqvf