The effect of perfectionism on academic self-concept in early-stage STEM students: Is social comparison a mediator?

Whether and how perfectionism and social comparison harm or benefit early-stage STEM students’ academic self-concept is an important issue. In this study I aim to examine the association between perfectionism and academic self-concept, and the mediating role of social comparison. A total of 134 undergraduate students from 100-level STEM courses from the university were recruited to complete the research survey. A series of path analyses and model comparisons were performed. Results showed that perfectionistic strivings positively while perfectionistic concerns negatively predicted academic self-concept. Social comparison did not mediate these relationships, but both perfectionistic strivings and perfectionistic concerns positively predicted upward social comparison, and downward social comparison positively predicted academic self-concept. These findings indicate the distinct theoretical relationships among two types of perfectionism, two directions of social comparison, and academic self-concept in early-stage STEM students. To support students’ academic self-concept, results suggest that practices such as ameliorating students’ concerns in perfectionism and utilizing social comparison in positive ways may help learning.

Name thesis:degree_name

M.S.

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Educational Psychology

Grantor

University of Illinois Urbana-Champaign

Year dc:date

2025

Author dc:creator

• Ye, Zhengyan

Contributors dc:contributor

• Cromley, Jennifer

• perfectionism
• social comparison
• STEM
• academic self-concept

Statement dc:rights

• Copyright 2025 Zhengyan Ye

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/129218

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F129218