Perfectionism and classroom testing: Achievement motivation and hassles as mediators of performance and affect in female university undergraduates

Although various authors have discussed the role of motivational factors in perfectionism, research in this area has been quite limited. This dissertation investigated the extent to which dimensions of perfectionism were associated with the 2 X 2 framework of approach versus avoidance goals and performance versus mastery goals (Elliot et al., 1997). In addition to examining the link between trait perfectionism dimensions and motivational goal orientations, this research tested whether achievement goal orientations and daily hassles mediated the link between perfectionism dimensions and both psychological distress (anxiety and depression) and academic performance. Two studies were conducted with respective samples of 226 female university students (Study 1) and 275 female university students (Study 2). Participants completed measures of perfectionism, achievement goals, daily hassles, anxiety, and depression. Performance expectancies and actual academic test performance were also assessed. It was found across both studies that self-oriented perfectionism was associated with a complex pattern of achievement goals reflecting performance-approach and mastery-approach tendencies as well as either a performance-avoidance or mastery-avoidance orientation. Socially prescribed perfectionism was associated with the mastery-avoidance and performance-avoidance orientations in Study 1, and with the mastery-avoidance and performance-approach orientations in Study 2. Additional results confirmed previous findings indicating that socially prescribed perfectionism is linked with psychological distress and daily hassles. It was also established that the measures of mastery-avoidance and performance-avoidance were both associated with psychological distress and daily hassles. Regression analyses provided evidence that motivation variables predicted distress and grades, above perfectionism alone, but mediational tests provided little indication that motivational orientations or daily hassles mediated the link between trait perfectionism dimensions and the outcome measures assessing distress and performance. Overall, the results confirmed that perfectionism has a salient motivational component and certain perfectionists have a complex orientation involving both avoidance and approach goals. Limitations of the research and directions for future investigation are discussed.