Perfectionism: The relationship to well-being and achievement motivation in college learners.

Farkas, Tracy

Perfectionism: The relationship to well-being and achievement motivation in college learners.

dc.contributor.advisor	DeBacker, Teresa
dc.contributor.author	Farkas, Tracy
dc.contributor.committeeMember	Beach, Sara Ann (Sally)
dc.contributor.committeeMember	Crowson, H. Michael
dc.contributor.committeeMember	Greene, Barbara
dc.contributor.committeeMember	Heddy, Benjamin
dc.date.accessioned	2015-01-21T21:34:46Z
dc.date.available	2015-01-21T21:34:46Z
dc.date.issued	2014-12-12
dc.date.manuscript	2014-01-08
dc.description.abstract	This study consisted of 354 university students and examined the relationship between facets of perfectionism and measures of emotional well-being, achievement motivation, and emotions. Cluster analysis was performed using the Short Form of the Revised Almost Perfect Scale (SAPS). The results of cluster analysis yielded three clusters that represented adaptive perfectionists, maladaptive perfectionists, and non-perfectionists. These three perfectionism typologies were compared on the Unconditional Self-Acceptance Questionnaire (USAQ), the Performance Failure Appraisal Inventory-Short Form (PFAI), the Achievement Goal Questionnaire (AGQ), and the Topic Emotions Survey. The findings indicated that the negative feature of perfectionism (e.g., discrepancy) and maladaptive perfectionists qualitatively differed from adaptive and non-perfectionists on measures of emotional well-being, achievement motivation, and emotions.	en_US
dc.identifier.uri	http://hdl.handle.net/11244/14056
dc.language	en_US	en_US
dc.subject	perfectionism	en_US
dc.subject	well-being	en_US
dc.subject	achievement motivation	en_US
dc.subject	academic emotions	en_US
dc.thesis.degree	Ph.D.	en_US
dc.title	Perfectionism: The relationship to well-being and achievement motivation in college learners.	en_US
ou.group	Jeannine Rainbolt College of Education::Department of Educational Psychology	en_US