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dc.contributor Gaffney, Tim en
dc.contributor Meyers, Lawrence S. en
dc.contributor.advisor Hurtz, Gregory Matthew en
dc.contributor.author Steinwert, Matthew L. en
dc.date.accessioned 2017-05-16T15:54:07Z en
dc.date.available 2017-05-16T15:54:07Z en
dc.date.issued 2017-05-16 en
dc.date.submitted 2017-05 en
dc.identifier.uri http://hdl.handle.net/10211.3/191243 en
dc.description Thesis (M.A., Psychology)--California State University, Sacramento, 2017. en
dc.description.abstract The study expanded upon a previously proposed model of the relationship between self-oriented and socially prescribed perfectionism to motivation and academic outcomes by introducing psychological well-being as both dependent on perfectionism and a predictor of academic outcomes. The study consisted of 301 American college students. Self-oriented perfectionism related positively to self-efficacy, well-being, performance avoidance and performance approach goal orientations while socially prescribed perfectionism related positively to mastery goal orientation but negatively with self-efficacy, well-being and performance avoidance goal orientation. Higher levels of mastery goal orientation related to higher levels of procrastination and test anxiety and lower levels of acceptance towards cheating. Higher levels of performance avoidance were positively related to acceptance towards cheating but negatively towards test anxiety. Both self-efficacy and well-being were negatively related to procrastination. Self-oriented perfectionism is found to be more adaptive than socially prescribed perfectionism due to increased self-efficacy and well-being and lower test anxiety. en
dc.description.sponsorship Psychology en
dc.language.iso en_US en
dc.subject Cheating en
dc.subject Procrastination en
dc.subject Path analysis en
dc.subject Goal orientation en
dc.subject Test anxiety en
dc.subject Self-efficacy en
dc.title The perfect student: how perfectionism and motivation influence academic outcomes and well-being en
dc.type Thesis en


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