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Canadian Journal of School Psychology
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Perfectionism, Performance, and State Positive Affect and Negative Affect After a Classroom Test

Gordon L. Flett

York University, gflett{at}yorku.ca

Kirk R. Blankstein

University of Toronto at Mississauga

Paul L. Hewitt

University of British Columbia

The current study examined the associations among trait dimensions of perfectionism, test performance, and levels of positive and negative affect after taking a test. A sample of 92 female university students completed the Multidimensional Perfectionism Scale one week prior to an actual class test. Measures of positive affect and negative affect were obtained immediately following the classroom test. It was found that socially prescribed perfectionism is associated significantly with lower positive affect, greater negative affect, and poorer test performance. In contrast, self-oriented perfectionism is associated significantly with higher state positive affect but not with test performance or with state negative affect. Other-oriented perfectionism is associated significantly with both positive affect and enhanced test performance. The results are discussed in terms of the need to examine trait dimensions of perfectionism within the context of ongoing and actual performance outcomes experienced by perfectionistic students.

Key Words: perfectionism • performance • test • affect • anxiety

Canadian Journal of School Psychology, Vol. 24, No. 1, 4-18 (2009)
DOI: 10.1177/0829573509332457
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Home page
 Canadian Journal of School PsychologyHome page
D. Stornelli, G. L. Flett, and P. L. Hewitt
Perfectionism, Achievement, and Affect in Children: A Comparison of Students From Gifted, Arts, and Regular Programs
Canadian Journal of School Psychology, December 1, 2009; 24(4): 267 - 283.
[Abstract] [PDF]