2026-09-23T12:41:47Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/129218 2025-10-20 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms The student, Zhengyan Ye, accepted the attached license on 2025-04-17 at 15:48. The student, Zhengyan Ye, submitted this Thesis for approval on 2025-04-17 at 15:55. This Thesis was approved for publication on 2025-04-21 at 16:12. DSpace SAF Submission Ingestion Package generated from Vireo submission #21826 on 2025-10-19 at 18:09:32 The effect of perfectionism on academic self-concept in early-stage STEM students: Is social comparison a mediator? Ye, Zhengyan 2025-04-21 Cromley, Jennifer perfectionism social comparison STEM academic self-concept eng 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. 2025-05 Thesis https://hdl.handle.net/2142/129218 Copyright 2025 Zhengyan Ye Educational Psychology Educational Psychology University of Illinois Urbana-Champaign M.S. Thesis