Perfectionism, intrinsic vs extrinsic motivation, and motivated strategiesfor learning: a multidimensional analysis of university students

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.