Chęć Magdalena, Konieczny Krystian, Michałowska Sylwia, Rachubińska Karolina
Department of Clinical Psychology and Psychoprophylaxis, Institute of Psychology, University of Szczecin, 71-017 Szczecin, Poland.
Brain Sci. 2025 Jan 19;15(1):91. doi: 10.3390/brainsci15010091.
Perfectionism in adolescents can have both adaptive and maladaptive forms, with implications for mental health and school performance. This study aimed to investigate the relationships among perfectionism, mental health factors, and emotional regulation in adolescents and to evaluate the efficacy of psychoeducational interventions.
Two studies were conducted: (1) A cross-sectional study ( = 261) examined the correlations among perfectionism, mental health factors, and emotional regulation. (2) An experimental study ( = 115) evaluated the effects of psychoeducation on perfectionism and healthy habits compared with a control group. The measures included questionnaires on perfectionism, depression, anxiety, stress, and emotional regulation.
Study 1 found that maladaptive perfectionism was positively correlated with depression (r = 0.52, < 0.001), anxiety (r = 0.48, < 0.001), stress (r = 0.45, < 0.001), and difficulties in emotional regulation (r = 0.39, < 0.001). Adaptive perfectionism was negatively correlated with deficits in emotional understanding (r = -0.31, < 0.05). Study 2 showed that psychoeducational interventions reduced maladaptive perfectionism (mean difference = -5.7, < 0.05, Cohen's d = 0.62) and depression levels (mean difference = -3.2, < 0.05, Cohen's d = 0.38) but increased stress in the experimental groups. No significant changes were observed in adaptive perfectionism or the anxiety level.
These findings highlight the complex relationships among perfectionism, mental health, and emotional regulation in adolescents. Targeted interventions can reduce maladaptive perfectionism and its associated negative effects. Further research is needed on the long-term outcomes and refinement of interventional strategies.
青少年的完美主义有适应性和适应不良两种形式，对心理健康和学业成绩都有影响。本研究旨在调查青少年完美主义、心理健康因素和情绪调节之间的关系，并评估心理教育干预的效果。
进行了两项研究：（1）一项横断面研究（n = 261），考察了完美主义、心理健康因素和情绪调节之间的相关性。（2）一项实验研究（n = 115），与对照组相比，评估了心理教育对完美主义和健康习惯的影响。测量工具包括关于完美主义、抑郁、焦虑、压力和情绪调节的问卷。
研究1发现，适应不良的完美主义与抑郁（r = 0.52，p < 0.001）、焦虑（r = 0.48，p < 0.001）、压力（r = 0.45，p < 0.001）以及情绪调节困难（r = 0.39，p < 0.001）呈正相关。适应性完美主义与情绪理解缺陷呈负相关（r = -0.31，p < 0.05）。研究2表明，心理教育干预降低了适应不良的完美主义（平均差异 = -5.7，p < 0.05，科恩d值 = 0.62）和抑郁水平（平均差异 = -3.2，p < 0.05，科恩d值 = 0.38），但增加了实验组的压力。适应性完美主义或焦虑水平未观察到显著变化。
这些发现凸显了青少年完美主义、心理健康和情绪调节之间的复杂关系。有针对性的干预可以减少适应不良的完美主义及其相关的负面影响。需要进一步研究长期结果和完善干预策略。
