Striving for excellence or chasing perfection? Differential associations with test anxiety for students in tertiary education

Past studies have found an unexpectedly small and inconsistent association between perfectionistic standards and test anxiety. One plausible explanation is that the measurement of perfectionistic standards did not differentiate between the pursuit of excellence and perfection. Our primary goal across two studies was to examine the unique associations of excellencism and perfectionistic standards (controlling for each other) with test anxiety among tertiary education students. Consistent with the Model of Excellencism and Perfectionism, the results of Study 1 ( N = 273) showed a positive association between perfectionistic standards and test anxiety. A positive association was also observed for secondary outcomes, including fear of failure and mistake rumination. Results of Study 2 ( N = 248) replicated these findings for test anxiety and fear of failure. Also, perfectionistic standards were positively associated with catastrophizing about small mistakes, use of reassurance-seeking safety behaviors, and lower self-reported academic performance. When separated from excellencism, perfectionistic standards showed a positive link with test anxiety and variables from its nomological network. Our findings realign empirical knowledge with theories and outline the need to avoid conflating high standards of excellencism with extreme standards of perfectionism in future research examining test anxiety.