Procedure
The subjects were asked to individually fill out the digital surveys online during their PSYC121 labs. The classroom is set up with computers lining the walls on three sides of the room. The Classrooms hold a maximum of 16 people per lab. There were dividers between each of the computers so that subjects could not see each other’s screens and because subjects where facing the walls minimised distraction by other subjects. The study was approved by the Victoria University ethics committee and consent was obtained from subjects before they began the survey.
The following instructions were given to participants before beginning the PPS survey. “Please read each statement, and select the option that best describes how much you agree or …show more content…
The mean maladaptive perfectionism scores are average and the low standard deviation shows that there was little variation between student’s maladaptive perfectionism scores.
A correlation coefficient was calculated between procrastination and adaptive perfectionism scores (r (523) = -.14, p < .001). A significant negative correlation was found. This supports our first hypothesis and suggests it was correct in stating that those scoring high in procrastination would score low in adaptive perfectionism.
A correlation coefficient was calculated between procrastination and maladaptive perfectionism scores (r (523) = .36, p < .000). A significant positive correlation was found. This suggests that our second hypothesis was correct in stating that those scoring high in procrastination would score highly in maladaptive perfectionism. A correlation coefficient was calculated between adaptive perfectionism and academic performance scores (r (523) = .23, p < .000). A significant positive correlation was found. This suggests that our third hypothesis was correct in stating those with high adaptive perfectionism would score better in academic …show more content…
With significant negative correlations being found between procrastination and adaptive perfectionism, and academic performance and procrastination scores respectively. This would suggest that procrastination has a negative impact on academic performance. This is consistent with the findings of Ferrari et el (2011). The study results further suggested that those that exhibit adaptive perfectionism are less likely to procrastinate a lot. This was consistent with findings of Clark et el (2012)
A significant positive correlation between procrastination and maladaptive perfectionism, and adaptive perfectionism and academic performance scores. This suggests that those demonstrate high levels of maladaptive perfectionism are also likely to procrastinate a lot. This holds true to the findings of Clark et el (2012), Enns et el (2001) and Onwuegbuzie (2010). The study’s results also suggest that those who demonstrate high levels of adaptive perfectionism are likely to perform well academically. This is consistent with the findings of Enns et al
The subjects were asked to individually fill out the digital surveys online during their PSYC121 labs. The classroom is set up with computers lining the walls on three sides of the room. The Classrooms hold a maximum of 16 people per lab. There were dividers between each of the computers so that subjects could not see each other’s screens and because subjects where facing the walls minimised distraction by other subjects. The study was approved by the Victoria University ethics committee and consent was obtained from subjects before they began the survey.
The following instructions were given to participants before beginning the PPS survey. “Please read each statement, and select the option that best describes how much you agree or …show more content…
The mean maladaptive perfectionism scores are average and the low standard deviation shows that there was little variation between student’s maladaptive perfectionism scores.
A correlation coefficient was calculated between procrastination and adaptive perfectionism scores (r (523) = -.14, p < .001). A significant negative correlation was found. This supports our first hypothesis and suggests it was correct in stating that those scoring high in procrastination would score low in adaptive perfectionism.
A correlation coefficient was calculated between procrastination and maladaptive perfectionism scores (r (523) = .36, p < .000). A significant positive correlation was found. This suggests that our second hypothesis was correct in stating that those scoring high in procrastination would score highly in maladaptive perfectionism. A correlation coefficient was calculated between adaptive perfectionism and academic performance scores (r (523) = .23, p < .000). A significant positive correlation was found. This suggests that our third hypothesis was correct in stating those with high adaptive perfectionism would score better in academic …show more content…
With significant negative correlations being found between procrastination and adaptive perfectionism, and academic performance and procrastination scores respectively. This would suggest that procrastination has a negative impact on academic performance. This is consistent with the findings of Ferrari et el (2011). The study results further suggested that those that exhibit adaptive perfectionism are less likely to procrastinate a lot. This was consistent with findings of Clark et el (2012)
A significant positive correlation between procrastination and maladaptive perfectionism, and adaptive perfectionism and academic performance scores. This suggests that those demonstrate high levels of maladaptive perfectionism are also likely to procrastinate a lot. This holds true to the findings of Clark et el (2012), Enns et el (2001) and Onwuegbuzie (2010). The study’s results also suggest that those who demonstrate high levels of adaptive perfectionism are likely to perform well academically. This is consistent with the findings of Enns et al