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ISSN : 2233-6710(Print)
ISSN : 2384-2121(Online)
Journal of Asia Pacific Counseling Vol.7 No.1 pp.63-78
DOI : 10.18401/2017.7.1.6

Perfectionism and High School Adjustment: Self-Directed Learning Strategies as a Mediator

Hansori Jang, Seohong Pak

Abstract

This study examined the effects of multidimensional perfectionism (i.e., adaptive and maladaptive functions of perfectionism) on adolescents’ school adjustment. For this purpose, this study utilized a mediation model that incorporates a self-directed learning strategy as a key model variable. Two hundred ninety-three students in South Korea completed a demographic questionnaire, the Frost Multidimensional Perfectionism Scale, the Self-Directed Learning Strategies Scale, and the School Adjustment Scale. Correlational analyses and a multiple regression analysis were run to investigate the relationships among the three variables, as well as the mediating role of self-directed learning strategies on school adjustment. While the adaptive functions of perfectionism were significantly correlated with self-directed learning strategies, the maladaptive functions of perfectionism demonstrated no significant results. Moreover, self-directed learning strategies were found to be a significant mediating factor in the relationship between the adaptive functions of perfectionism, namely organization, and school adjustment. More specifically, adaptive functions of perfectionism was positively associated with self-directed learning strategy, which in turn, was positively associated with greater school adjustment. These findings signify the importance to address both multidimensional perfectionism and self-directed learning strategies in school adjustment.

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