Relationship between maladjustive perfectionism and academic Performance: Mediating role of maladaptive cognitive emotion regulation

Document Type : Original Article


1 Master Student, Department of Psychology, Faculty of Humanities, University of Kashan, Kashan, Iran.

2 Associate Professor, Department of Psychology, Faculty of Humanities, University of Kashan, Kashan, Iran


Background: The academic performance is one of the most essential criteria in evaluation of students and is influenced by different factors.
Objectives: This study has aimed at investigating the mediating role of maladaptive cognitive emotion regulation strategies in the relationship between maladjustive perfectionism with academic performance.
Methods: Sample consisted of 329 male and female students of 2th course of high schools of Kashan City who were selected by multi - stage random sampling. In order to collect information students' last semester grade point average was used to measure academic performance, Hill Perfectionism Questionnaire (2004) and Cognitive Emotion Regulation Questionnaire (2001).
Results: The results indicated that there was a significant negative correlation between academic performance with maladjustive perfectionism (r = -0.15, p <0.01) and maladaptive cognitive emotion regulation strategy (r =-0.18, p<0.01). The overall effect of maladjustive perfectionism on academic performance is also significant. While the direct effect of maladjustive perfectionism on academic performance is not significant. Finally, maladaptive cognitive emotion regulation strategies mediate the relationship between maladjustive perfectionism and academic performance.
Conclusion: The findings of the present study on the relationship between maladjustive perfectionism and maladaptive and academic performance with the mediating role of maladaptive cognitive emotion regulation have empirical implications for educational-therapeutic interventions.


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