This research aimed to investigate the relationships between positive and negative perfectionisms, self-handicapping, self-efficacy and academic achievement. For this purpose, an extensive literature review was conducted and a model was suggested. Structural equation model was employed to test the model. The study group of the research consisted of 350 students studying at the Faculty of Muallim Rıfat Education at Kilis 7 Aralık University. The data was collected through positive and negative perfectionism scale, self-handicapping scale, self-efficacy scale and personal information form. Descriptive, correlation, path and bootstrap methods were used to analyze the data. As a result of the data analysis, it was revealed that students' positive perfectionism have a significant positive effect on their academic achievement and self-efficacy, while they have a significant negative effect on their self-handicapping. Besides, it was found that the negative perfectionism have a signifi...

This research aimed to investigate the relationships between positive and negative perfectionisms, self-handicapping, self-efficacy and academic achievement. For this purpose, an extensive literature review was conducted and a model was suggested. Structural equation model was employed to test the model. The study group of the research consisted of 350 students studying at the Faculty of Muallim Rıfat Education at Kilis 7 Aralık University. The data was collected through positive and negative perfectionism scale, self-handicapping scale, self-efficacy scale and personal information form. Descriptive, correlation, path and bootstrap methods were used to analyze the data. As a result of the data analysis, it was revealed that students' positive perfectionism have a significant positive effect on their academic achievement and self-efficacy, while they have a significant negative effect on their self-handicapping. Besides, it was found that the negative perfectionism have a significant negative effect on their academic achievement and self-efficacy, and a significant positive effect on self-handicapping. Lastly, it was seen that self-efficacy and self-handicapping play partial mediation roles in the relationship between positive and negative perfectionism and academic achievement. Based on this result, it can be stated that positive and negative perfectionisms are significant variables which have direct and indirect effects on academic achievement.

The purpose of the current study was to understand to what extent Turkish middle school students' self-efficacy and perfectionism scores explained their academic motivation. Findings from this study have potential to influence counseling interventions, education, and future research. First, findings show that perceptions of self-oriented perfectionism were associated with lower levels of amotivation, lower levels of extrinsic motivation, and higher levels of intrinsic motivation. Findings also suggest that perceptions of socially prescribed perfectionism did not have a relationship with amotivation and had a negative relationship with extrinsic motivation as well as a positive relationship with intrinsic motivation. Finally, selfefficacy continues to be an important factor in outcomes among middle school students and extends previous findings that self-efficacy has been related with students' resilience, achievement, and perseverance of effort. Based on this study's findings, we provide implications for practitioners and researchers. One way to increase students' self-efficacy is to foster hope for the future. Narrative therapy is another way to help students increase their levels of self-oriented perfectionism.

Article History In today's academic environment, there is a tenacious effort to better educate our children. Unfortunately, federal and local budget constraints often limit our ability to create highly effective learning environments. As educators, it becomes our task to identify cost effective activities that will have a positive impact on our student's education. A child's academic self-concept is an important factor to academic success. Further, the rating of performance and desire for perfection are activities found in most every academic situation. The purpose of the present study was to explore the influence of perfectionism on academic self-concept. From a sample of one hundred and thirty five college students, the present study found evidence that a student's academic self-concept is positively influenced by high personal standards, being organized, and low self-doubt. Educators could consider incorporating cost effective activities known to influence organization skills, personal standards, and self-doubt into education curriculum. Contribution/Originality: The present study contributes to existing literature related to college students' academic self-concept. The study provides evidence of factors that may impact academic self-concept. Educators should consider these factors when developing curriculum designed to optimize student performance.

Perfectionism has been studied for almost 30 years. In the present study, we investigated the internal validity of The Perfectionism Inventory (PI—Hill et al., 2004) in an occupation that encourages perfectionistic tendencies in own behavior or in students' behavior. We collected data from a large sample of schoolteachers (N = 633, 81.18% female, 63.02% from urban areas, 46.66% from secondary schools, mean age = 42.11 years) recruited using a snowball sampling approach, and we analyzed the factor structure of the PI using confirmatory factor analyses. We found that the 8-factor structure of PI provided a reasonable fit root mean square error of approximation [RMSEA = 0.055, 90% CI = (0.053–0.057); SRMR = 0.071]. However, additional analyses revealed problematic divergent validity only in the case of the scales associated with self-evaluative perfectionism, not in the case of the scales associated with conscientious perfectionism. We found that teachers displayed distinguishably ...