Impact of Perfectionism on Digital Competence: An Investigation among Teacher-Trainees

Abstract In the era of digital transformation, teacher education is expected to integrate technological competence with psychological readiness. The present study investigates the relationship between perfectionism and digital competence among B.Ed. student-teachers. The objectives of the study were to examine perfectionism levels across gender, to explore digital competence among high and low perfectionism groups, and to study the correlation between perfectionism and digital competence. The population comprised B.Ed. students from aided and self-finance colleges affiliated with CCS University, Meerut. A stratified random sample of 500 second-year student-teachers was selected. Tools used included the Multidimensional Perfectionism Scale (Hewitt &Flett, 2025)[1]. Data were analyzed using descriptive statistics, t-tests, and correlation analysis. The findings indicated significant gender differences in perfectionism and digital competence. Further, high-perfectionism students demonstrated stronger digital competence than their low-perfectionism counterparts. A positive relationship was also found between perfectionism and digital competence. The study concludes that perfectionism, when adaptive, supports the development of digital competence, highlighting implications for teacher education in the digital age.