Perfectionism and L2 Achievement: The Mediating Roles of Motivation and Self-Regulated Learning among Iranian High School Students

Autor/inn/en	Chasetareh, Fatemeh; Barabadi, Elyas; Khajavy, Gholam Hassan; Flett, Gordon L.
Titel	Perfectionism and L2 Achievement: The Mediating Roles of Motivation and Self-Regulated Learning among Iranian High School Students
Quelle	In: Journal of Psychoeducational Assessment, 41 (2023) 1, S.3-21 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barabadi, Elyas) ORCID (Flett, Gordon L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/07342829221096916
Schlagwörter	Personality Traits; High School Students; Student Motivation; Independent Study; Predictor Variables; Second Language Learning; Language Proficiency; Foreign Countries; Self Determination; English (Second Language); Academic Persistence; Academic Achievement; Iran + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulische Motivation; Selbststudium; Prädiktor; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Ausland; Selbstbestimmung; English as second language; English; Second Language; Englisch als Zweitsprache; Schulleistung
Abstract	The current study investigated how perfectionism can be related to L2 learners' achievement with motivation and two aspects of self-regulated learning as possible mediators. This study also evaluated the factor structure of the Big Three Perfectionism Scale (BTPS) in an Iranian sample. The participants were 495 Iranian high school students who completed six BTPS sub-scales and measures of self-determined motivation and self-regulated learning. Psychometric analyses indicated that rigid perfectionism and self-critical perfectionism as two higher order factors have construct validity. Structural equation modeling indicated that rigid perfectionism positively predicted L2 achievement, while self-critical perfectionism negatively predicted L2 achievement. Mediational models indicated that neither autonomous-mastery/performance motivation nor controlled motivation mediated the path from perfectionism to L2 achievement. However, both aspects of self-regulated learning, namely, deep learning and persistence could mediate the relationship between perfectionism and L2 achievement. Specifically, higher levels of rigid perfectionism were positively related to deep learning and persistence that, in turn, were related to higher L2 achievement. In contrast, self-critical perfectionism was negatively related to deep learning and persistence, that, in turn, were related to lower L2 achievement. The results are discussed in terms of the practical implications for L2 teachers and parents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01