title: Perfectionism, academic motivation, and psychological adjustment: an integrative model.
abstract: The purpose of this article was to propose and test an integrative model on the role of perfectionism, academic motivation, and psychological adjustment difficulties in undergraduate students. The model posits that self-oriented perfectionism facilitates self-determined academic motivation, whereas socially prescribed perfectionism enhances non-self-determined academic motivation. In turn, self-determined and non-self-determined academic motivations, respectively, lead to lower and higher levels of psychological adjustment difficulties. Results from two studies using structural equation modeling analyses provided support for the model.
authors.affiliation: Département de Psychologie, Université du Québec à Montréal, Canada.
authors.forename: Paule
authors.initials: P
authors.lastname: Miquelon
authors.forename: Robert J
authors.initials: RJ
authors.lastname: Vallerand
authors.forename: Frédérick M E
authors.initials: FM
authors.lastname: Grouzet
authors.forename: Geneviève
authors.initials: G
authors.lastname: Cardinal
mesh_terms: D000124:Achievement; D000223:Adaptation, Psychological; D000328:Adult; D005260:Female; D006801:Humans; D008297:Male; D009042:Motivation; D010551:Personality; D011446:Prospective Studies; D011795:Surveys and Questionnaires