The relationship between psychology students’ levels of perfectionism and achievement in a graduate-level research methodology course

Abstract This study investigated the relationship between three dimensions of perfectionism (i.e., self-oriented perfectionism, other-oriented perfectionism, and socially prescribed perfectionism) and achievement in a graduate-level research methodology course among 130 psychology students. Achievement, which involved students’ knowledge of research concepts, methodologies, and applications, was measured individually in all sections via comprehensive written midterm and final examinations. A canonical correlation analysis revealed that graduate students with relatively high levels of self-oriented perfectionism and other-oriented perfectionism tended to have the highest levels of achievement in the class, with socially prescribed perfectionism serving as a suppressor variable. Self-oriented perfectionism was the best predictor of performance, highlighting the relative importance of this dimension of perfectionism in the context of learning in research methodology courses. Implications are discussed.