Author: Humaira Akhtar
Supervisor: Sara Asad
University: Institute of Applied Psychology, Punjab University, Lahore, Pakistan
This study determined the relationship of perfectionism and academic self-concept with stress in premedical students. It examined gender differences in study variables and identified predictors of academic stress in premedical students. Following cross sectional research design, purposive sampling strategy was used to select 200 premedical students (100 = boys; 100 = girls) aged 16-19 years from different colleges of Lahore. Following measures were used in the present research: Demographic Questionnaire, Multidimensional Perfectionism Scale (Frost, Marten, Lahart, & Rosenblate, 1990) to assess dimensions of perfectionism, The Original Academic Self Concept Scale (Liu & Wang, 2005) to assess academic self-concept, and Educational Stress Scale for Adolescents to assess academic stress (Sun, Dune, Hou, & XU, 2011). Results revealed that different dimensions of perfectionism and academic self-concept had significant correlation with academic stress in boys and girls premedical students. Different dimensions of perfectionism and academic self-concept were serving as positive and negative predictors of academic stress in girls and boys premedical students. Gender differences existed between boys and girls premedical students on subscales of perfectionism (Concern over Mistakes; Parental Expectation; & Organization) and academic stress (Pressure from Study & Study Workload). The present findings are expected to provide insight to the parents and teachers so that they can take concrete action to minimize the negative outcomes of maladaptive perfectionism and to enhance academic self-concept in students.
Keywords: Perfectionism, Academic Self-concept, Stress, Premedical Students.
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Corresponding Address: Department of Applied Psychology, University of the Punjab, Lahore, Pakistan. Email: email@example.com, Phone: 92-42-9231245