Perfectionism: Secondary pupils’ conceptualisations of perfect, perceived pressures contributing to perfectionism, and its relationship with mental wellbeing

The relationship between perfectionism and mental health in adults is widely documented, yet research with children and young people (CYP) is still comparatively scarce.

Research with UK CYP is rarer still. Thus, little is known about the relationship between perfectionism and internalising symptoms in this population, nor of the potential factors that young people believe impact their personal perfectionistic tendencies. .

A systematic review of ten studies was conducted to explore the extent of parents' influence on their children's ( 7-18 years) levels of perfectionism.

The parental characteristics in the studies included self-reported: perfectionism, performance goals, self-criticism, aspects of negative wellbeing, expectations for their children and psychological control.

Analysis demonstrated a small- moderate relationship between parental characteristics and children's perfectionism.

Findings are summarised and recommendations for future research are proposed, such as investigating the impact of other family members, and the possible bidirectional impact of children's perfectionism on their parents.

The empirical paper employed a mixed-methods design, starting with efforts to quantify the relationship between UK CYP perfectionism and symptoms of depression and anxiety.

114 mainstream secondary pupils aged 11-15 years completed self-report measures of perfectionism, anxiety and depression.

Participants were then stratified by perfectionism scores, and 6 pupils scoring amongst the highest for perfectionism were selected to take part in 1:1 interview sessions.

Their views of 'most/least perfect person' were elicited, as well as their views on the sources of their perceived pressures to be perfectionistic.

Three components of perfectionism were shown to have differential impacts on wellbeing, with only self-oriented perfectionism (critical) significantly contributing to both depression and anxiety scores.

Analysis showed heterogeneity in pupil's perceptions of 'perfect/least perfect person'.

Pupils' views of perfectionistic pressures were represented by 6 superordinate themes: personal factors, aspiration for positive future, academic assessment, external reinforcement, direct communication, indirect communication and peer influence.