engleski

Perfectionism, Coping with School Failure and Learning Strategies in High-School Students

The aim of this study was to explore the relations between dimensions of perfectionism, coping with school failure, the use of learning strategies and school achievement in high-school students. The sample consisted of 227 high school students (15 to 16 years, 60 male and 167 female). The students responded to three self-report questionnaires: Multidimensional Perfectionism Scale (Frost et al., 1990), School Failure Coping Scale (Brdar & Rijavec, 1997, Rijavec & Brdar, 1997, 2002), and Learning Strategy Scale (Niemivirta, 1998). Path analysis indicated that the adaptive perfectionism dimensions predict academic achievement (GPA) indirectly, through problem-focused coping and use of deep processing learning strategies. The maladaptive perfectionism dimensions also predict school achievement indirectly, but this relation is mediated by emotion-focused coping and by self-handicapping behavior. The neurotic perfectionism has strong direct effect (0.50) on emotion-focused coping, and both direct and indirect effects on self-handicapping. Generally, adaptive perfectionism, problem-oriented coping with school failure and deep processing as learning strategy were linked to better school achievement. On the other hand, maladaptive perfectionism, emotion-oriented coping with school failure and self-handicapping were related to lower school achievement.

perfectionism; coping strategies; school failure; learning strategies

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