Learner Perfectionism and its Role in Foreign Language Learning Success, Academic Achievement, and Learner Anxiety

Abstract

The major aim of this study was to examine the role of learner perfectionism in foreign language learning success, academic achievement, and learner anxiety. A sample of 300 junior and senior students of English in Mashhad universities completed Ahwaz Perfectionism Scale (2000) and Speilberger's State/Trait Anxiety Inventory (1983). Students' grades of four skills (reading, speaking, listening, writing) and GPA were also obtained through the questionnaires. The results of the correlational analysis indicated a negative significant relationship between skills of reading, speaking, listening, GPA, and perfectionism and also a positive significant relationship between learner perfectionism and learner anxiety. The results did not confirm the researchers` hypothesis with regard to the relationships between age, gender, and learner perfectionism. Further analysis of data was also conducted. Students were divided into successful and unsuccessful groups with regard to their scores in the skills and GPA, and then perfectionism level of successful and unsuccessful groups were compared. The results of t-tests confirmed the results of the correlational analysis except for GPA. Altogether, the findings of this study showed how perfectionistic tendencies in language learners are associated with low academic achievement and poor performance in language skills.