Degree

Doctor of Philosophy (PhD)

Department

Psychology

Document Type

Dissertation

Abstract

The positive development of students is a primary goal of schools. While academic achievement is the main measurement for progress monitoring of success in this goal, students are more than their grades. Thus, students require a holistic approach when assessing their total wellness which can inform intervention and prevention efforts. Specifically, a bidimensional model of mental health that measures both psychopathology and subjective well-being can be used for more comprehensive screening of student wellness. Additionally, maladaptive perfectionism may interfere with student academic achievement, efficacy, and mental health while at school. However, there is a lack of empirical research that investigates the relationships between these factors. Therefore, the present study investigated the relationship between perfectionism (i.e., self-oriented and socially prescribed types), academic achievement, and student life satisfaction within an adolescent sample (N = 939). Further, we investigated if the observed relationships were moderated by the role of academic self-efficacy. Findings showed that academic self-efficacy consistently supported positive outcomes across academic achievement, internalizing difficulty, and life satisfaction. Additionally, while self-oriented perfectionism was beneficial mainly for academic achievement, socially prescribed perfectionism posed risks for student mental health. The findings of the current study expand existing research on perfectionism by applying it to an adolescent sample under a positive psychology framework, which can then be used to inform assessment and tiered intervention aimed at increasing student wellness.

Date

6-11-2026

Committee Chair

Kelly Clark

LSU Acknowledgement

1

LSU Accessibility Acknowledgment

1

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Available for download on Friday, May 18, 2029

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