Marina Galarregui

PERFECCIONISMO Y DESEMPEÑO ACADÉMICO EN ESTUDIANTES UNIVERSITARIOS DE LA CIUDAD AUTÓNOMA DE BUENOS AIRES

The aim of this article is to analyze the relationship between perfectionism and academic performance of university graduate students in the City of Buenos Aires. 465 university undergraduates participated in this study: Psychology students (52.2%), Engineering students (26.2%) and Medicine students (21.6%). The resulting scores used to set the different perfectionism profiles (adaptative perfectionists- AP, maladaptive perfectionists- MP, and non perfectionists- NP), are similar to those expected according to current theory and to our previous studies. Regarding the relationship between the different student

A Brief Cognitive Behavioural Intervention for Maladaptive Perfectionism in Students: A Pilot Study

BACKGROUND Researchers focused on developing therapeutic strategies for perfectionism given its well-established link to the onset and maintenance of several mental disorders. Meta-analytical findings provided support for the efficacy of cognitive behavioural (CB) approaches. However, most studies have focused on the efficacy of interventions, without analysing their efficiency. AIMS To explore the feasibility of a brief (five weekly sessions) CB group intervention focused on reducing perfectionistic concerns in Argentine students. We also aimed to identify participants who benefited from the intervention and to explore their differences with non-respondents. A third aim was to explore the potential merits of the intervention in a different cultural context as this is the first attempt to adapt an English-spoken protocol to the Spanish language. METHOD A quasi-experimental design with two time points was used. Twenty-four out of 84 participants (mean age = 27.75 years, SD = 8.3) were classified as maladaptive perfectionists. RESULTS Paired t-tests and reliable change index comparisons revealed that most students (75%) statistically and clinically reduced their levels of perfectionistic concerns as well as their perfectionistic strivings. General distress, operationalized as anxious and depressive symptoms, was also decreased. Students who completed and responded to the intervention were more dysfunctional in academic and psychological measures at baseline than non-completers and non-improvers. CONCLUSIONS Findings support the feasibility, preliminary efficacy and efficiency of this five weekly session intervention when applied to a sample of Argentine university students.