Js. Mills et Kr. Blankstein, Perfectionism, intrinsic vs extrinsic motivation, and motivated strategiesfor learning: a multidimensional analysis of university students, PERS INDIV, 29(6), 2000, pp. 1191-1204
We investigated the interrelations between dimensions of perfectionism and
measures of academic motivation and learning strategies in university stude
nts. When partial correlation analysis was employed to examine the unique r
elation between specific perfectionism subscales and motivation/learning sc
ales, self-oriented perfectionism was significantly related to students' mo
tivation and learning strategies in positive, adaptive ways whereas sociall
y prescribed perfectionism was related in negative, maladaptive ways. Self-
oriented perfectionists were motivated primarily by extrinsic compensation
for their academic work whereas socially prescribed perfectionists were mor
e motivated by recognition from others. Self-oriented perfectionism was sig
nificantly positively associated with self-efficacy for learning and perfor
mance, adaptive metacognitive and cognitive learning strategies, and effect
ive resource management. Socially prescribed perfectionism was associated n
egatively with these measures. In addition, self-oriented perfectionism was
associated positively with intrinsic goal orientation for a specific cours
e, task value, and critical thinking whereas socially prescribed perfection
ism was associated with test anxiety and a decreased likelihood of help-see
king. The theoretical importance of these findings and the implications for
devising strategic counseling interventions are discussed, (C) 2000 Elsevi
er Science Ltd. All rights reserved.