The instrument used to measure perfectionism moderates its relationship with academic achievement, particularly for perfectionistic concerns¶

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? Subgroup analyses showed effects differed by instrument: the striving for perfection subscale showed larger positive effects (r+ = .40) than composite strivings (r+ = .21) or self-oriented perfectionism (r+ = .20), and the discrepancy subscale showed larger negative effects (r+ = −.16) than composite concerns (r+ = −.04). → 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

Subgroup analyses comparing 95% confidence intervals across perfectionism instruments. The striving for perfection subscale showed "larger positive effects" (r+ = .40) than composite strivings and self-oriented perfectionism; the discrepancy subscale showed larger negative effects (r+ = −.16) than composite concerns (r+ = −.04).

"The striving for perfection subscale showed larger positive effects (r+ = .40, 95% Confidence Interval = .29, .50) than both the composite perfectionistic strivings (r+ = .21, 95% Confidence Interval = .14, .28) and self-oriented perfectionism subscales (r+ = .20, 95% Confidence Interval = .14, .26)"

Discussion¶

Related Claims¶

• Gender and academic level do not moderate the perfectionism–academic achievement relationships — related
• Perfectionistic strivings show a significant small-to-medium positive relationship with academic achievement (r+ = .24) — related
• Perfectionistic concerns show a significant small negative relationship with academic achievement (r+ = −.08) — related