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Research on perfectionism in graduate school found inconsistent associations between perfectionistic standards and psychological outcomes. Such unanticipated results led to the Model of Excellencism and Perfectionism (MEP), which differentiates between people pursuing excellence and those pursuing perfection. Recent studies with undergraduate students have shown that excellencism and perfectionism are distinct constructs, differentially associated with achievement and psychological outcomes. In this study, we aimed to offer the first empirical test of the MEP in graduate school with a sample of 376 graduate students (i.e. 81% masters, 19% doctoral). Results of confirmatory factor analyses on the Scale of Perfectionism and Excellencism provided evidence for the conceptual separation of excellencism and perfectionism. Results of multiple regression showed that perfection strivers (compared to excellence strivers) reported higher research self-efficacy and satisfaction with their research productivity. When accounting for satisfaction with research productivity, perfection strivers experienced more academic burnout and dropout intentions. Perfectionistic students also used more perfectionistic self-presentation strategies when interacting with their supervisors. Perfectionism was associated with both beneficial and harmful outcomes, which suggests that perfectionism in graduate school is paradoxical and operates like a double-edged sword. These findings are interpreted in light of the need to help graduate students strike a balance between their academic achievements and psychological adjustment.
Gaudreau et al. (Thu,) studied this question.