Adaptive and Maladaptive Perfectionism Tendencies among High School Students

The phenomenon of perfectionism has emerged as a significant area of study within educational psychology, particularly in the context of high school students. This duality of adaptive and maladaptive dimensions presents a compelling area for exploration, especially considering the mounting pressures students face in increasingly competitive academic environments. This study determined the extent of high school students' adaptive and maladaptive perfectionism tendencies. This research used a descriptive survey design among 209 junior and senior high school students. The study employed the Frost Multidimensional Perfectionism Scale (FMPS) Assessment Form devised by Frost in 1990. This questionnaire aimed to assess the various factors related to performance and motivation in academic settings. The results reveal that adaptive and maladaptive perfectionism learning profiles influence the high school students differently. The findings further indicate that while these students exhibit varying degrees of perfectionism, adaptive traits, such as goal-setting and organization, generally align with better outcomes. Maladaptive perfectionism, characterized by self-criticism and fear of failure, can hinder progress and well-being. This relationship suggests that the balance between adaptive and maladaptive tendencies plays a critical role in shaping students' learning experiences and achievements. The findings underscore the dual impact of perfectionism on student performance, emphasizing the need for tailored and targeted interventions that promote adaptive perfectionism while mitigating the adverse effects associated with its maladaptive counterpart.