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Category: Project

Description: The objective of the present research is to analyze the role that self-regulation processes play in the link between perfectionism, achievement outcomes, and well-being. The idea that perfectionistic strivings—that is, the tendency to set exceedingly high standards for performance and to strive for their attainment—might be beneficial to adaptive psychological functioning is controversial. Existing research on this topic is largely dominated by bivariate correlational findings. Recently, researchers have called for a different approach that examines the conditions under which perfectionistic strivings may be beneficial or detrimental to performance and well-being. The aim of the present research is to start to close this gap by testing whether self-regulation competencies (self-control, affect regulation) moderate the relation of perfectionistic strivings with performance and well-being. To extend previous research on the relations between perfectionism, self-regulation, and outcomes such as performance and well-being, the present research seeks to analyze these relations by studying repeated “self-regulation cycles” (i.e., cycles of goal setting, preparation phases, and achievement situations) in a work achievement context. We focus on trainee teachers because this group of individuals experiences stressful achievement situations (demonstration lessons) repeatedly across a longer time span (of about 12 months). To assess the relevant variables in an ecologically valid way, we combine “traditional” longitudinal assessment strategies (measurement points several weeks apart) with ambulatory assessment strategies (daily assessment).