Exploring the Expression and Perceived Relational Correlates of Perfectionism in Higher Education: A Multicenter Study

Background: Perfectionism is a multidimensional disposition marked by exceptionally high standards and self-worth contingent on flawless performance. In university settings, academic demands may amplify perfectionistic pressure, with maladaptive outcomes most consistently linked to socially prescribed expectations and self-critical failure processing. This study profiled perfectionism dimensions in Italian university students and examined their associations with perceived relational and self-related correlates (Roots). Methods: A multicenter cross-sectional study was conducted with Italian university students. Participants completed two validated tools: the 14-item Multidimensional Perfectionism Scale—Revised (MPS-R) and the 16-item Roots questionnaire. Descriptive statistics, Spearman correlations, and non-parametric group comparisons were performed. Results: Self-oriented perfectionism was the most prominent dimension, while socially prescribed perfectionism (SPP) was comparatively lower but showed the clearest links with vulnerability-related correlates. Lower perceived parental and interpersonal trust was associated with stronger failure-based self-appraisals and perceived excessive demands from others. Higher SPP was observed among women and younger students and in more evaluative study contexts. Conclusions: Perfectionism in this sample was predominantly self-directed, yet risk-relevant profiles were characterized by SPP and self-critical failure processing in conjunction with lower perceived trust/acceptance. These findings support screening approaches that move beyond global scores and inform prevention strategies targeting fear of mistakes, contingent self-worth, and perceived evaluative pressure to promote student well-being. Longitudinal and intervention studies are needed to test temporal pathways and scalable, targeted prevention strategies.