The effect of perfectionism on academic self-concept in early-stage STEM students: Is social comparison a mediator?
Ye, Zhengyan
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https://hdl.handle.net/2142/129218
Description
Title
The effect of perfectionism on academic self-concept in early-stage STEM students: Is social comparison a mediator?
Author(s)
Ye, Zhengyan
Issue Date
2025-04-21
Director of Research (if dissertation) or Advisor (if thesis)
Cromley, Jennifer
Department of Study
Educational Psychology
Discipline
Educational Psychology
Degree Granting Institution
University of Illinois Urbana-Champaign
Degree Name
M.S.
Degree Level
Thesis
Keyword(s)
perfectionism
social comparison
STEM
academic self-concept
Language
eng
Abstract
Whether and how perfectionism and social comparison harm or benefit early-stage STEM students’ academic self-concept is an important issue. In this study I aim to examine the association between perfectionism and academic self-concept, and the mediating role of social comparison. A total of 134 undergraduate students from 100-level STEM courses from the university were recruited to complete the research survey. A series of path analyses and model comparisons were performed. Results showed that perfectionistic strivings positively while perfectionistic concerns negatively predicted academic self-concept. Social comparison did not mediate these relationships, but both perfectionistic strivings and perfectionistic concerns positively predicted upward social comparison, and downward social comparison positively predicted academic self-concept. These findings indicate the distinct theoretical relationships among two types of perfectionism, two directions of social comparison, and academic self-concept in early-stage STEM students. To support students’ academic self-concept, results suggest that practices such as ameliorating students’ concerns in perfectionism and utilizing social comparison in positive ways may help learning.
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