Sepiadou Iwanna
Department of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece.
Eur J Psychol. 2024 Nov 29;20(4):252-261. doi: 10.5964/ejop.12755. eCollection 2024 Nov.
The aim of this study was to investigate the relationship between two personality factors, namely perfectionism and academic hardiness, and academic achievement. Nine hundred sixty-six undergraduate students from diverse disciplines in Greece made up the entire sample. In addition to two self-reported questionnaires about their achievements, perfectionism, and academic toughness, they were asked to complete one demographic questionnaire. The study revealed statistically significant positive correlations between the adaptive form of perfectionism and academic achievement and negative primarily correlation between the maladaptive form of perfectionism and academic achievement. The dimensions of academic hardiness (challenge, commitment, control) were also found to be positively correlated with the students' performance. Regarding the predictive role of these two factors for academic achievement, the results indicated that the adaptive form of perfectionism (high standards) and two dimensions of academic hardiness (challenge and commitment) are positive predictors, while the maladaptive form of perfectionism (discrepancy) is a negative predictor. Implications of the above results are discussed.
本研究旨在调查两种人格因素，即完美主义和学业韧性与学业成绩之间的关系。来自希腊不同学科的966名本科生构成了整个样本。除了两份关于他们的成绩、完美主义和学业韧性的自我报告问卷外，他们还被要求填写一份人口统计问卷。研究发现，适应性完美主义形式与学业成绩之间存在统计学上显著的正相关，而适应性完美主义形式与学业成绩之间主要存在负相关。学业韧性的维度（挑战、投入、控制）也与学生的表现呈正相关。关于这两个因素对学业成绩的预测作用，结果表明，适应性完美主义形式（高标准）和学业韧性的两个维度（挑战和投入）是积极的预测因素，而适应性完美主义形式（差异）是消极的预测因素。讨论了上述结果的影响。
