Socially Prescribed Perfectionism

College Success: Chapter 1 is a great recourse for every student whether they are experienced or not. Specifically, descriptions about the best possible choices made to get the most out of your experience are plentiful, and self-assessments are included to evaluate a starting point. If one were to follow the step-by-step advice given, such as overcoming obstacles and enriching your learning experience, it would be close to impossible not to have a great experience at college. The author wasn’t afraid to delve deep into the fact that college is difficult and requires a lot of commitment to follow through. The information given is easily suitable for a wide range of students, including anything from discovering resources many colleges offer,

Coming to college as an adult, we have many expectations and preconceptions of what college will or will not be. The expectations we have can influence our college life for the better or the worse. My experience since starting college has been an interesting one. People have misconceptions about college because they do not know what to expect. After doing some research, I have concluded that there are three major factors that are often misunderstood about college life. The first is the financial aspect of college. Second, is the relationship between the professors and students. Third is time management. These three factors play an important role in why people are afraid to go down the path to college.

In college, predicting academic success is a difficult challenge facing institutions of higher education. Unfortunately, before completing degrees, majority of students leave. Andrew Carnegie once said, “Anything in life worth having is worth working for.” High academic achievement in college certainly requires a great deal of effort over an extended period of time and is undoubtedly worth having. However, students who have high levels of frustration intolerance are at particular risk of falling into patterns of procrastination. But those who are more willing to tolerate frustration in pursuit of academic achievement tend to have higher GPA’s. In most students, studying for exams, writing for papers, and engaging in other academic behaviors

During my freshman year, what I viewed as the worst possible event happened, (PAUSE) I got a B on my report card. I know that sounds dramatic but freshman me thought my world was ending. I now know that a B is a perfectly acceptable grade and that it's not the end of the world. But this raises the question, why did I think that a B was such a bad thing? Last year I worked on figuring out why I viewed B's as a bad thing. The end result of my thinking was that I am a perfectionist. Merriam Webster Dictionary defines perfectionism as “refusal to accept any standard short of perfection.” The reach for perfection can be painful because it is often driven by both a desire to do well and a fear of the consequences of not doing well. The problem is

1. One of the self-defeating behavior patterns I have is procrastinating. I know that many students suffer from this behavior pattern and struggle with it, but in my case, I consider it a serious problem that has influenced my academic work. Because of procrastinating, I sometimes have to work fast (and thus imperfectly) at the last minute and work under stress. I may even not be able to finish my work in time because of not starting to do it earlier.

Therefore, the purpose of this study was to test the 2 x 2 model against four different conditions. First, we identified that the APS-R (Slaney et al., 2001) has not already been used to test the model, despite this scale is designed to assess maladaptive and adaptive perfectionism. Moreover, this scale is conceptually unconnected with psychopathological biases (Enns & Cox, 2002). Secondly, although the 2 x 2 model stated interactions under regression-based models, it comes clear that has to be mirrored with a group-based approach, since its essence is, to our understanding, the distinction among individuals into different subtypes of perfectionism. Third, we proposed two specific dependent variables. We are interested in testing how academic outcomes (test anxiety and pre-exam coping) differ among subtypes of perfectionists in college students. Fourth, we addressed the call about cross-cultural research in the perfectionism field (Mobley, Slaney, & Rice, 2005). Although we did not make any cultural statement about how Argentineans students will differ from their Americans counterparts, this study can serve as an exploratory work for the study of perfectionism in Latin

Throughout school you’ve most likely seen these two types of people, the perfectionist and the procrastinator. The perfectionist always getting an A for their hard work, while the procrastinator sometimes slides by with a 70 with their mess of a paper or project. From a glance, these two varieties of people seem like yin and yang, but in some ways they can be alike.

American culture, afraid of hard work suppresses perfectionism, a trait closely tied to a strong work ethic. So many articles and papers explain the detrimental effects of striving for perfectionism; the website, Psychology Today says, “Perfectionism may be the ultimate self-defeating behavior. It turns people into slaves of success—but keeps them focused on failure, dooming them to a lifetime of doubt and depression.”

Two quotes that show how doubtfulness plays a role in perfectionism are “Some perfectionistic people are overwhelmed by doubt and indecision and find it difficult to bring any task to a conclusion” (Greenspon 987) and “Perfectionists doubt their ability to accomplish tasks” (Marano). Both of these quotes state how because people want things to be perfect without any mistakes; therefore, they doubt their ability to do so. One of the main “side effects” of perfectionism that is the most dangerous is the risk of suicide. Two quotes supporting how the risk of suicide and perfectionism are involved with each other are “perfectionism is associated with a heightened risk of suicide among adolescents” (Flett and Hewitt 901) and “The hidden psychological and social pain of countless young perfectionists is disconcerting in light of growing evidence that links perfectionism in young people with suicide risk” (Flett and Hewitt 902). These two quotes are proving that there are links between perfectionism and the risk of suicide. They are also proving how heightened the risk of suicide is because more people are becoming perfectionist. Both doubtfulness and the risk of suicide are “side effects”, that could become dangerous, of

Therefore creating the idea that the perfectionistic trait can also affect other parts of students’ lives, including pressures in university causing procrastination and low academic achievement. Students usually go through many stressful events during deadline times, therefore an individual with the perfectionistic trait would have an increase amount of stress due to self- and other pressures. ‘higher levels of maladaptive perfectionism are likely to experience higher levels of perceived stress’ (Schwenke 2012), implying that an individual who has a neurotic level of perfectionism is more likely to have a high score of perceived stress. These pressures have the ability to affect how an individual perceives their lives, forming an attitude to their personal quality of life.

mediation analysis showed that the link between the socially prescribed aspect of perfectionism and burnout (emotional exhaustion) was mediated by workaholism.

Table 9 also presents the R Square, which is .013. This means that only 1% of variance in EFL teachers’ depersonalization is explained by conscientious perfectionism scores, which could be considered as a very small effect size according to Cohen’s guidelines for effect size.

Student tends to enter college with insufficient study skills that can potentially interfere with their educational success. Wanting to achieve academic success students need to thrive alongside their peers, but due to lack of ability of not studying correctly student tend to receive a negative outcome in an exam, quiz, classwork, homework, and grade. Negative feedback tends to build a barrier around the students toward college as well as their classes. Every professor teaches differently, which sometimes frustrates students, causing tremendous stress. Sometimes first-time students slack off on their first year of college. For example, students coming out of high school tend to be lazy and just want to relax as well as have fun consequently their attendance including their school work will have a negative outcome. College students don't even know how to utilize their time throughout the day. Even social life mix with school life can cause a major impact on students. Let's not forget that motivation will help encourage students to study. Students face barrier with improper study habits that affect their grades, so community college must develop a certain strategy guide to help improve student's study habits, which will enhance student’s academic level.

Perfectionism was measured with a multidimensional perfectionism scale (MPS) developed by Frost et al. (1990) 6 subscales is used to measure sub components of perfectionism

As said by (Brown, Elissa J; Heimberg, Richard G; Frost, Randy O; Makris, Gregory S et al, 1999), ‘Perfectionism has been defined as a dispositional tendency to set excessively high performance standards and to then evaluate one’s performance in an overly critical manner.’. This investigation looks at two types of perfectionism- Adaptive, and Maladaptive Perfectionism. Adaptive perfectionism is the inclination to set higher standards, participate in study more often, achieve better grades, and emphasize more focus on academic importance in their life. Maladaptive Perfectionism is also a predictor for studying more often, however research has found evidence that it has been linked with higher anxiety, perceived difficulty and no increase in grades (Brown et al., 1999). These two types of perfectionism are measured using 3 of the 6 subscales of Frost et al., (1990)’s Multidimensional Perfectionism Scale(MPS). A study looked at perfectionism, behaviour, cognition and affect in a women’s private liberal arts college gave participants a small range of questionnaires over 6 times in the semester and looked at final grades to see if there was a significant correlation between any of the variables. They found an association between CM perfectionism and anxiety about performance and being overly critical of mistakes. CM was not associated with better grades, and the research concluded it