Influencia del Perfeccionismo Académico en el Aprendizaje Autorregulado de los Estudiantes Universitarios

Abstract

Background: Addressing the need to deepen how perfectionism is linked to different psychoeducational variables, this research aimed to determine the influence of academic perfectionism on self-regulation of learning in university students from Venezuela. Method: A cross-sectional predictive design was used. A total of 268 students participated, 64.9 % women and 35.1 % men, between 18 and 39 years of age (M = 25.87, SD = 3.93). Self-report instruments were administered online: The Academic Perfectionism Inventory and two self-regulated learning scales. Results: Self-oriented perfectionism significantly and positively predicted the ability to self-regulate learning and almost all its dimensions. Other-oriented perfectionism stood out as a predictor of the dimensions of self-evaluation and self-efficacy. Neither socially prescribed perfectionism nor the sample variables (p.ej., sex) were predictors. Conclusion: It is confirmed that some aspects of perfectionism, such as self-directed and other-directed standards, can promote academic self-regulation.