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Rising perfectionism levels within post‐secondary students could be one reason for students' challenges with adaptation to post‐secondary. Recent research has suggested mindfulness‐based interventions may be a promising avenue for mitigating high perfectionism, in addition to improving emotional and social well‐being. The objective of this study was to assess the effects of 8 weeks of a mindfulness course on post‐secondary students (compared to a non‐meditating control group). Variables of interest were mindfulness, multidimensional perfectionism (self‐oriented, other‐oriented, and socially prescribed types), stress, anxiety, self‐compassion, and social connectedness. Students self‐enrolled into a mindfulness class offered at a college in Alberta, Canada (n = 15). The experimental sample, aged 18−54 (M = 25.27, SD = 11.47), were 96.7% female. A control group was recruited from first‐ and second‐year psychology classes (n = 30), with ages ranging from 17 to 38 (M = 21.70, SD = 5.36) and 70% identifying as female. Students completed in‐person surveys near the beginning of the term and again after 8 weeks. ANOVAs and linear regression analyses were conducted. In line with previous studies, results indicated that college students practicing mindfulness evidenced lower perfectionism (self‐oriented and other‐oriented types), stress, and anxiety, along with higher mindfulness and self‐compassion. Additionally, interpersonal benefits were revealed as the mindfulness group increased in social connectedness. Perplexing results suggest two routes to social connection, as the control group also showed an increase in social connection, potentially motivated by higher stress and self‐criticism. Findings from the current study are impressive (given the small sample size and the high‐stress time of the term during which post‐test measures were taken) and suggest that integrating mindfulness practices into the curriculum can enhance emotional and social well‐being for postsecondary students. Practitioner points: College students in a mindfulness course evidenced intrapersonal benefits after 8 weeks, including lowered perfectionism (self‐oriented and other‐oriented types), stress, and anxiety; and increased mindfulness and self‐compassion when compared to a non‐meditating control group.Surprisingly, both the mindfulness and control groups demonstrated enhanced social connectedness over time, but the increase in social connection for the control group seemed to be associated with greater stress and self‐criticism.Given the small sample size and the high‐stress time of the term during which posttest measures were taken, results from this study are impressive and add to a growing body of research that suggests mindfulness is helpful to incorporate into the curriculum to enhance emotional and social well‐being for students. [ABSTRACT FROM AUTHOR]

The aim of the present research was the study of relation between Academic Achievement Well-being and Multidimensional Perfectionism through mediative role of Student Engagement. The Statistical Society of the research included the all of the female teenager students who were educating in the secondary high schools of Tehran in 1400-1401 academic year. A sample of 373 people was selected by Sampling method of clustered Multi-stage. Achievement well-being questionnaire, Frost Multidimensional Perfectionism Scale and Reeve Academic engagement Scale were the measurement means of the research. The collected data were analyzed by using Structural Equation Model in order to determine the fitness of the model. The findings of the research showed that the direct (β=-.330 , P< . 05) and indirect (β=-.198, p

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Socially prescribed perfectionism (SPP) but not self-oriented perfectionism (SOP) makes individuals vulnerable for impaired sleep quality. However, the mechanisms that link multidimensional perfectionism to varying sleep remain unclear, especially in applied settings, such as the workplace. Integrating the cognitive–affective personality system theory and the stressor–detachment model (SDM), we proposed time pressure and detachment as relevant mechanisms. We expected SPP to have a negative indirect effect on daily sleep quality through detachment and a serial mediation of time pressure and detachment. Further, we expected SOP to show ambivalent effects, displaying a negative indirect effect on daily sleep quality through detachment, but also a positive indirect effect through serial mediation. We tested our hypotheses with data from 70 employees that participated in a diary study over 5 consecutive days (day level N = 233). Results from multilevel path analyses provided support for the expected serial mediation linking SPP to impaired sleep quality. Additional exploratory analyses confirmed this serial mediation for all four components of sleep quality. Further, a direct positive effect of SOP on sleep quality was found. Our findings highlight the conjoint role of mechanisms in the work and nonwork area, that is, time pressure and subsequent detachment, for the association between SPP and sleep quality. Thus, the results suggest an active role of individuals in contributing to job stressors. We discuss personality as an additional predictor in the SDM and how organizations may include individual and organizational sources of stress in comprehensive intervention approaches. [ABSTRACT FROM AUTHOR]

Why do dimensions of perfectionism have different effects on employees' engagement, exhaustion, and job satisfaction? Combining the perfectionism literature and self-determination theory, we expected self-oriented perfectionism (SOP) and socially prescribed perfectionism (SPP) to be differently related to employee well-being through the fulfilment or lack of autonomy, competence, and relatedness satisfaction. We attributed a unique role to autonomy satisfaction in fostering work engagement. Data were collected at 2 time points, with a 3-month interval, in an online study. Several results from path analyses including data from 328 (T1) and 138 (T2) employees were consistent with our expectations. SPP was negatively related to work engagement and job satisfaction via a lack of autonomy satisfaction and positively related to exhaustion via a lack of relatedness satisfaction. Additionally, SOP and SPP showed different associations with competence satisfaction. Overall, our findings highlight the motivational differences inherent in perfectionism that translate into well-being via need satisfaction and unique effects of the three needs. [ABSTRACT FROM AUTHOR]

Abstract The aim of the present study was to investigate validity evidence based on internal structure and the relationship with other variables of the Brazilian version of the Hewitt and Flett Multidimensional Perfectionism Scale (H&F-MPS). To this end, a sample comprising 368 participants with a mean age of 31.17 years (SD=11,34), 74% female, answered the H&F-MPS perfectionism scale and instruments that measure personality and psychological inflexibility. Findings indicated a factor structure of three dimensions, like the original scale, good discriminative item parameters, highly satisfactory reliability indexes, and significant correlations of the hypothesized directions with Openness to Experiences, Neuroticism, and Conscientiousness factors from the personality measure, as well as with the psychological flexibility measure.

The aim of the present study was to investigate validity evidence based on internal structure and the relationship with other variables of the Brazilian version of the Hewitt and Flett Multidimensional Perfectionism Scale (H&F-MPS). To this end, a sample comprising 368 participants with a mean age of 31.17 years (SD=11,34), 74% female, answered the H&F-MPS perfectionism scale and instruments that measure personality and psychological inflexibility. Findings indicated a factor structure of three dimensions, like the original scale, good discriminative item parameters, highly satisfactory reliability indexes, and significant correlations of the hypothesized directions with Openness to Experiences, Neuroticism, and Conscientiousness factors from the personality measure, as well as with the psychological flexibility measure. [ABSTRACT FROM AUTHOR]

This investigation is intended to explore the effect of the digital environment as well as perfectionism during the COVID-19 pandemic on anxiety and depression. The study used a mixed-methods design; a mixed research methodology was used regarding explanatory design by using a qualitative sub-sample from quantitative sample data. The researcher conducted the study on a sample of 980 students and non-students smartphone and internet users using both qualitative (self-reported) and quantitative (questionnaires) approach. Three different questionnaires were used: The Multidimensional Perfectionism Scale, Beck Depression (BD), and Beck Anxiety Inventory (BA). On the other hand, the researcher designed a self-reported interview for the qualitative part that included 5 major questions and 10 sub-questions. The gathered data were investigated using SPSS version 22 to analyze the collected data for this study, and simple descriptive statistics and coding were used. The results denote that the digital environment is significantly correlated with multidimensional perfectionism in a low positive manner for students. However, the correlation effects for non-students are significantly high as evidenced by a significant positive correlation. Another finding suggests that there is a positive significant association between perfectionism and being depressed and anxious. [ABSTRACT FROM AUTHOR]

This investigation is intended to explore the effect of the digital environment as well as perfectionism during the COVID-19 pandemic on anxiety and depression. The study used a mixed-methods design; a mixed research methodology was used regarding explanatory design by using a qualitative sub-sample from quantitative sample data. The researcher conducted the study on a sample of 980 students and non-students smartphone and internet users using both qualitative (self-reported) and quantitative (questionnaires) approach. Three different questionnaires were used: The Multidimensional Perfectionism Scale, Beck Depression (BD), and Beck Anxiety Inventory (BA). On the other hand, the researcher designed a self-reported interview for the qualitative part that included 5 major questions and 10 sub-questions. The gathered data were investigated using SPSS version 22 to analyze the collected data for this study, and simple descriptive statistics and coding were used. The results denote that the digital environment is significantly correlated with multidimensional perfectionism in a low positive manner for students. However, the correlation effects for non-students are significantly high as evidenced by a significant positive correlation. Another finding suggests that there is a positive significant association between perfectionism and being depressed and anxious.

Although the double-edged nature of perfectionism is widely acknowledged, little is known about how it shapes employee career development. By combining two field studies, we provide a multiperspective insight into the relevance of both employee and supervisor perfectionism for employee career development. While we expected self-oriented perfectionism (SOP) to have an ambivalent role for career development, we proposed that socially prescribed perfectionism (SPP) in particular, but also other-oriented perfectionism (OOP), would show maladaptive relationships with career-related indicators. In Study 1 (N = 116), we focused on the employee perspective and how multidimensional perfectionism relates to career aspirations (operationalized via work motivation) and subjective career success. Employees high in SOP reported higher, whereas those high in SPP reported lower perceived career success. OOP was negatively related to intrinsic motivation, but positively explained extrinsic (social) motivation and amotivation. In Study 2 (N = 146), we examined the role of supervisor perfectionism in supporting or hindering employees’ career development by providing or draining resources. Our results show that supervisors high in SOP - and partly in OOP are reluctant to delegate highly responsible tasks; SPP even increased the likelihood of assigning illegitimate tasks to subordinates. Our findings suggest that both employee and supervisor perfectionism may boost or thwart employee career development and success. We discuss that supervisor perfectionism may limit employees’ opportunities for experiential learning. [ABSTRACT FROM AUTHOR]

Although the double-edged nature of perfectionism is widely acknowledged, little is known about how it shapes employee career development. By combining two field studies, we provide a multiperspective insight into the relevance of both employee and supervisor perfectionism for employee career development. While we expected self-oriented perfectionism (SOP) to have an ambivalent role for career development, we proposed that socially prescribed perfectionism (SPP) in particular, but also other-oriented perfectionism (OOP), would show maladaptive relationships with career-related indicators. In Study 1 ( N = 116), we focused on the employee perspective and how multidimensional perfectionism relates to career aspirations (operationalized via work motivation) and subjective career success. Employees high in SOP reported higher, whereas those high in SPP reported lower perceived career success. OOP was negatively related to intrinsic motivation, but positively explained extrinsic (social) motivation and amotivation. In Study 2 ( N = 146), we examined the role of supervisor perfectionism in supporting or hindering employees' career development by providing or draining resources. Our results show that supervisors high in SOP - and partly in OOP are reluctant to delegate highly responsible tasks; SPP even increased the likelihood of assigning illegitimate tasks to subordinates. Our findings suggest that both employee and supervisor perfectionism may boost or thwart employee career development and success. We discuss that supervisor perfectionism may limit employees' opportunities for experiential learning., Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

The transdiagnostic cognitive behavioral model of eating disorders defines clinical perfectionism as unidimensional, despite a large body of literature demonstrating that perfectionism is multidimensional. Studies examining the associations between perfectionism dimensions and eating disorders have been mixed. The present study examined self-critical perfectionism (SCP) and personal standards perfectionism (PSP) in relation to two facets of restrictive eating to help clarify these relationships. Participants were 207 female undergraduates (M age = 19.15, SD = 1.27). SCP and PSP were assessed as latent variables. The Eating Pathology Symptoms Inventory was used to assess cognitive restraint (attempts to restrict eating) and behavioral restriction (act of restrictive eating). Confirmatory factor analysis confirmed the two-factor structure of SCP and PSP. Based on a structural model, SCP, the more maladaptive dimension of perfectionism, was uniquely related to behavioral restriction. In contrast, PSP, the less maladaptive dimension of perfectionism, was uniquely related to cognitive restraint. Based on these findings, there are differential associations between perfectionism dimensions and facets of restrictive eating. Researchers are encouraged to examine perfectionism as multidimensional to best understand these complex relationships. • Perfectionism dimensions and restrictive eating facets were explored. • Participants were female undergraduates with diverse racial/ethnic backgrounds. • Self-critical perfectionism was uniquely related to behavioral restriction. • Personal standards perfectionism was uniquely related to cognitive restraint. [ABSTRACT FROM AUTHOR]