The Influence of Perfectionism on Anxiety in College Students: The Role of Perceived Stress and Resilience
DOI: 10.23977/appep.2024.050614 | Downloads: 50 | Views: 1243
Author(s)
Jiahui Peng 1, Manila Simayi 1, Shengtao Sun 1
Affiliation(s)
1 College of Psychology, Shanghai Normal University, Shanghai, 200234, China
Corresponding Author
Jiahui PengABSTRACT
This cross-sectional study examined the associations among multidimensional perfectionism, perceived stress, resilience, and anxiety among Chinese undergraduates (N = 323). The results demonstrated that parental expectations, personal standards, and doubts about actions can significantly predict college students' anxiety and that perceived stress mediated the association between these three dimensions of perfectionism and anxiety. Additionally, resilience significantly moderated the effect of personal standards on perceived stress. Notably, a higher level of resilience was associated with reduced stress in the presence of low personal standards. This study is crucial for understanding the complex mechanisms linking multidimensional perfectionism and anxiety and offers strategies for reducing anxiety among college students.
KEYWORDS
Multidimensional perfectionism; Anxiety; Perceived stress; Resilience; college studentsCITE THIS PAPER
Jiahui Peng, Manila Simayi, Shengtao Sun, The Influence of Perfectionism on Anxiety in College Students: The Role of Perceived Stress and Resilience. Applied & Educational Psychology (2024) Vol. 5: 90-99. DOI: http://dx.doi.org/10.23977/appep.2024.050614.
REFERENCES
[1] George, A. M., Zamboanga, B. L., Millington, E., & Ham, L. S. (2019). Social anxiety and drinking game behaviors among Australian university students. Addictive Behaviors, 88, 43-47.
[2] Gong, L., & Liu, Q. (2023). Mobile phone addiction and sleep quality: The mediating role of anxiety and the moderating role of emotion regulation. Behavioral Sciences, 13(3), 250-251.
[3] Worley, J. T., Meter, D. J., Ramirez Hall, A., Nishina, A., & Medina, M. A. (2023). Prospective associations between peer support, academic competence, and anxiety in college students. Social Psychology of Education, 26(4), 1017-1035.
[4] Corpus, J. H., Robinson, K. A., & Wormington, S. V. (2020). Trajectories of motivation and their academic correlates over the first year of college. Contemporary Educational tended, 63, Article 101907.
[5] Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14(5), 449-468.
[6] Zi, F., & Zhou, X. (2006). Reliability and validity test of frost multidimensional perfectionism questionnaire in Chinese. Chinese Journal of Clinical Psychology, 14(6), 560-563.
[7] Sassaroli, S., Caselli, G., Mansueto, G., Palmieri, S., Pepe, A., Veronese, G., & Ruggiero, G. M. (2022). Validating the diathesis–stress model based case conceptualization procedure in cognitive behavioral therapies: The LIBET (life themes and semi-adaptive plans-implications of biased beliefs, elicitation and treatment) procedure. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 40(3), 527-565.
[8] Lamarre, C., & Marcotte, D. (2021). Anxiety and dimensions of perfectionism in first year college students: The mediating role of mindfulness. European Review of Applied Psychology, 71(6), Article 100633.
[9] Coutinho, M. V. C., Menon, A., Ahmed, R. H., & Fredricks-Lowman, I. (2022). The association of perfectionism and active procrastination in college students. Social Behavior and Move: An International Journal, 50(3), 82-89.
[10] Kahn, J. H., Fishman, J. I., Galati, S. L., & Meyer, D. M. (2023). Perfectionism, locus of control, and academic stress among college students. Personality and Individual Differences, 213, Article 112313.
[11] Gadosey, C. K., Schnettler, T., Scheunemann, A., Bäulke, L., Thies, D. O., Dresel, M., Fries, S., Leutner, D., Wirth, J., & Grunschel, C. (2023). Vicious and virtuous relationships between procrastination and emotions: An investigation of the reciprocal relationship between academic procrastination and learning-related anxiety and hope. European Journal of tended to of Education.
[12] Bavolar, J. (2017). Thinking styles, perceived stress and life satisfaction. Studia Psychologica, 59(4), 233-242.
[13] Liu, Z., Li, M., Ren, C., Zhu, G., & Zhao, X. (2022). Relationship between physical activity, parental psychological control, basic psychological needs, anxiety, and mental health in Chinese engineering college students during the covid-19 pandemic. Frontiers in Psychology, 13, Article 802477.
[14] Kealy, D., Laverdiere, O., Cox, D. W., & Hewitt, P. L. (2023). Childhood emotional neglect and depressive and anxiety symptoms among mental health outpatients: The mediating roles of narcissistic vulnerability and shame. Journal of Mental Health, 32(1), 24-32.
[15] Levine, S. L., Milyavskaya, M., & Zuroff, D. C. (2020). Perfectionism in the transition to university: comparing diathesis-stress and downward spiral models of depressive symptoms. Clinical Psychological Science, 8(1), 52-64.
[16] Troy, A. S., Willroth, E. C., Shallcross, A. J., Giuliani, N. R., Gross, J. J., & Mauss, I. B. (2023). Resilience: An affect-regulation framework. Annual Review of Psychology, 74(1), 547-576.
[17] Liu, A., Yu, Y., & Sun, S. (2023). How is the Big Five related to college students' anxiety: The role of rumination and resilience. Personality and Individual Differences, 200, Article 111901.
[18] Li, P., Liang, Z., Yuan, Z., Li, G., Wang, Y., Huang, W., Zeng, L., Yang, J., Zhou, X., Li, J., Su, L., & Zhou, Y. (2022). Relationship between perceived stress and depression in Chinese front-line medical staff during COVID-19: A conditional process model. Journal of Affective Disorders, 311, 40-46.
[19] Hamilton, S. L., Baraldi, A., & Kennison, S. M. (2021). Attention-deficit/ hyperactivity disorder symptoms, perceived stress, and resilience in college students. Journal of College Counseling, 24(1), 49-62.
[20] Osenk, I., Williamson, P., & Wade, T. D. (2020). Does perfectionism or pursuit of excellence contribute to successful learning? A meta-analytic review. Psychological Assessment, 32(1), 972-983.
[21] Fearn, M., Marino, C., Spada, M. M., & Kolubinski, D. C. (2022). Self-critical rumination and associated metacognitions as mediators of the relationship between perfectionism and self-esteem. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 40(1), 155-174.
[22] Tran, M. A. Q., Vo-Thanh, T., Soliman, M., Khoury, B., & Chau, N. N. T. (2022). Self-compassion, mindfulness, stress, and self-esteem among Vietnamese university students: psychological well-being and positive emotion as mediators. Mindfulness, 13(10), 2574-2586.
[23] Chan, K. K. S., Lee, J. C.-K., Yu, E. K. W., Chan, A. W. Y., Leung, A. N. M., Cheung, R. Y. M., Li, C. W., Kong, R. H.-M., Chen, J., Wan, S. L. Y., Tang, C. H. Y., Yum, Y. N., Jiang, D., Wang, L., & Tse, C. Y. (2022). The impact of compassion from others and self-compassion on psychological distress, flourishing, and a fancy in life among university students. Mindfulness, 13(6), 1490-1498.
[24] Riepenhausen, A., Wackerhagen, C., Reppmann, Z. C., Deter, H.-C., Kalisch, R., Veer, I. M., & Walter, H. (2022). Positive cognitive reappraisal in stress resilience, mental health, and well-being: A comprehensive systematic review. Emotion Review, 14(4), 310-331.
[25] Black, K. J., & Britt, T. W. (2023). Stress as a badge of honour: Relationships with performance, health, and well-being. Work & Stress, 37(2), 222-247.
Downloads: | 15491 |
---|---|
Visits: | 520324 |