Perfectionism from inside and outside: clarifying the role of intra- and interpersonal processes in predicting maladjustment using multi-source and intensive longitudinal methods

Abstract

Life as a post-secondary student can be volatile and stressful, and illustrated by maladjustment (e.g., depressive symptoms). It is critical to understand factors that increase the risk for negative outcomes that can occur during this time. The current research examined dispositional perfectionism and interpersonal contexts as vulnerability factors for maladjustment in undergraduate students using multi-source and intensive longitudinal methods (e.g., daily diaries). There is evidence that dimensions of perfectionism are specific vulnerability factors for maladjustment especially in the presence of congruent stressors. Research also highlights the importance of investigating the perfectionism-maladjustment relationship within interpersonal contexts. In study 1, we tested the specific vulnerability hypothesis by assessing the extent to which socially prescribed perfectionism and self-oriented perfectionism impacted the stressfulness of congruent stressors (i.e., interpersonal stress and achievement stress, respectively), resulting in maladjustment among undergraduate students. The targets (N = 296) from study 1, identified members of their social network (i.e., influencers) to participate in study 2. Influencers (N = 720) reported on their own perfectionistic expectations to allow for an evaluation of targets’ interpersonal contexts. Specifically, we tested an indirect effect of perfectionistic climate (reported by influencers) on targets’ maladjustment via targets’ socially prescribed perfectionism. We also evaluated the perfectionism social disconnection model, which suggests that interpersonal difficulties mediate the relationship between perfectionism and maladjustment. In study 1, the multilevel mixed models did not support the specific vulnerability hypothesis, although daily interpersonal stress and achievement stress predicted daily depressive affect. In study 2, path analyses showed that there were significant relations observed between targets’ socially prescribed perfectionism and maladjustment outcomes (e.g., stress, depressive symptoms, negative affect). There was no evidence to support the effect of the perfectionistic climate (reported by influencers) on targets’ maladjustment. Lastly, there was partial support for the perfectionism social disconnection model, which suggested that targets’ interpersonal difficulties (e.g., poor social self-esteem) mediated the relationship between targets’ socially prescribed perfectionism and depressive symptoms. Targets’ neuroticism emerged as an independent predictor of maladjustment across the analyses, further emphasizing the need to test models for incremental validity. This program of research addressed major methodological and statistical gaps in the literature and helped to inform strategies for prevention and intervention with undergraduate students who might be struggling with unrealistic pressures for perfection and adjustment difficulties. Specifically, a multilevel approach (e.g., individual, institutional) that emphasizes early mental health literacy, mental health curriculum in schools, individual intervention, and education for caregivers and professionals in educational and workplace settings is presented.