Perfectionism and motivation of adolescents in academic contexts.

We examined the nature of self-oriented and socially prescribed perfectionism in relation to the motivation and achievement of 306 Korean 7th graders. We also tested the mediating role of domain-specific academic self-efficacy and achievement goals in the relationships between perfectionism and achievement-related outcomes across math and English. In the direct path model, self-oriented perfectionism related positively to academic achievement and negatively to acceptability of cheating and academic procrastination. Socially prescribed perfectionism, in contrast, related positively to test anxiety, acceptability of cheating, and academic procrastination. In the mediation models, self-oriented perfectionism related consistently and positively to academic self-efficacy, a mastery goal, and a performance-approach goal in the domain. Socially prescribed perfectionism related consistently and positively to a performance-approach and a performance-avoidance goal. Academic self-efficacy and a mastery goal mediated the paths from self-oriented perfectionism to acceptability of cheating, academic procrastination, and achievement, while a performance-avoidance goal in English mediated the path from socially prescribed perfectionism to test anxiety. Many of the paths from perfectionism to outcomes were thus mediated by domain-specific motivation. The direct paths from the 2 perfectionism dimensions to academic procrastination remained significant, however, even in the presence of the intervening motivation variables.