This study explored the relationships between the discrepancy facet of perfectionism, time spent on academic tasks, task-related and overall anxiety, and general psychological well-being in high-achieving university students (N = 83). Using a lab paradigm, we hypothesized those higher in discrepancy would 1) experience greater task-related state anxiety, 2) invest more time in study tasks, 3) report higher overall anxiety and lower psychological well-being, and that 4) these relationships would remain significant even after taking covariates into account. Results of this preliminary study suggest individuals with elevated discrepancy do not spend more time working than other high-achievers, yet experience greater task-related and overall anxiety, and poorer psychological well-being. [ABSTRACT FROM AUTHOR]