Gender and academic level do not moderate the perfectionism–academic achievement relationships¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Meta-regression found gender did not moderate either dimension's relationship with achievement, and subgroup analyses found no differences by academic level. → Madigan 2019

Evidence¶

Madigan 2019¶

Madigan, D. J. (2019). A meta-analysis of perfectionism and academic achievement. Educational Psychology Review. https://doi.org/10.1007/s10648-019-09484-2

q3 · i? · quant-synthesis · r3

Meta-regression with gender as covariate found no moderation for either dimension (strivings β = .001; concerns β = .00). Subgroup analyses also found no academic-level differences for strivings (QB = 4.32, p = .12) or concerns (QB = 3.37, p = .19). No effect sizes printed; equivalence not tested.

"a meta-regression including gender as a covariate suggested gender did not play a moderating role in either the perfectionistic strivings (β = .001, 95% CI [-.001, .002]) or concerns (β = .00, 95% CI [-.001, .002]) relationships with achievement"

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• Gender, achievement-measure objectivity, and education stage did not moderate the burnout–achievement relationship — related
• Gender did not significantly moderate relationships between social functioning and academic development in preschoolers — related
• The instrument used to measure perfectionism moderates its relationship with academic achievement, particularly for perfectionistic concerns — related
• Perfectionistic strivings show a significant small-to-medium positive relationship with academic achievement (r+ = .24) — related