HERE’S THE BOTTOM LINE…
Many teens feel the overwhelming need to be perfect and in many cases they also feel anxious (e.g., Karababa, 2020; Sironic & Reeve, 2015). Given that so many teenagers experience both perfectionistic tendencies and anxiety it is hard to know whether it is feelings of perfectionism that trigger anxiety, if anxiety leads to increases in perfectionism or if they feed into each other in a vicious cycle. In this issue we will discuss some recent research (see Spadafora et al., 2022) that looked at how perfectionism and anxiety are related to each other over time among high school students whose parents never finished college or university (i.e., first-generation students).
Why first-generation students?
First-generation students are students where neither of their parents completed post-secondary education. In our study, we surveyed students who attended a high school with specialized programming to help them succeed in going to college or university. It is important to study first-generation students because they can be at higher risk when it comes to their own post-secondary school attendance. For example, research has shown that these students may be more likely to drop out of university or college, feel like they do not belong on campus, or be less likely to attend college or university at all (e.g., Finnie et al., 2015; Pratt et al., 2019; Radunzel, 2018; Warburton et al., 2001). Studies have also shown that first-generation students may also experience higher levels of anxiety (e.g., Gaudier-Diaz et al., 2019; Hull et al., 2020). Our study was the first, to our knowledge, that examined how perfectionism and anxiety were related to each other over time in first generation students.
Why is it important to investigate possible predictors of anxiety in adolescents?
We know that anxiety is one of the most common mental health problems in teenagers, as it is present in approximately 10 – 20% of young people (Barker et al., 2019). We also know that anxiety is associated with many difficulties in adolescence, including increased stress, poorer family relationships, and lower life satisfaction (e.g., Essau et al., 2014; Woodward & Ferguson, 2001).
What is perfectionism?
Perfectionism is when people require perfection from themselves or other people (Hewitt & Flett, 1991). There are two subtypes of perfectionism commonly looked at in young people. Self-oriented perfectionism is when people demand perfection from themselves and are really hard on themselves. Socially-prescribed perfectionism is when people believe that other people expect perfection from them and that others will criticize them if they are not perfect. People who demand perfection from themselves or believe that others demand perfection from them tend to be more anxious (e.g., Einstein et al., 2000; Hewitt et al., 2002; Sironic & Reeve, 2015), which is not surprising when you think about it. Imagine the pressure!
How are perfectionism and anxiety related to each other in teens who are first generation students?
Our study examined 148 first generation high school students between the ages of 13 and 18 years who completed questionnaires at the beginning and end of the school year. Surveys included questions that measured their levels of perfectionism and anxiety. Results showed that teens who were perfectionistic were also more anxious at the beginning and the end of the school year. Interestingly, it was anxiety at the beginning of the school year that predicted perfectionism at the end of the school year and not the other way around. In other words, teens who were more anxious tended to adopt perfectionistic tendencies by demanding perfection from themselves and being highly self-critical.
Why would anxious teens put higher, unrealistic, and rigid standards on themselves and become harsher on themselves? Teens may have become more perfectionistic as a way to cope with their anxiety and to gain a sense of control over their lives. For example, anxiety often makes us feel out of control so some people may begin to adhere to rigid, albeit unrealistically high standards, as a way of bringing some form of much-needed structure into their lives and their desire for self-improvement may quickly morph into a form of self-critical perfectionism. Further, anxiety can involve self-critical elements that can develop into perfectionistic tendencies which may in turn foster greater anxiety over a longer period of time.
How are perfectionism and anxiety related to each other in teens who are first generation students?
Overall, our findings support the idea that teens may experience a need to be perfect as a way to cope with their feelings of anxiety (e.g., Horney, 1950). Further, our findings were within a unique sample of first-generation high school students, among whom levels of anxiety might be higher compared to continuing-education students. Thus, it is important to continue to examine perfectionism within this population, as they may be prone to higher levels of perfectionism as a way of dealing with their elevated levels of anxiety. These findings are not only important to share with teens, but also with adults who work with youth (e.g., parents, educators, clinicians) so that we recognize that youth who struggle with higher levels of anxiety may develop perfectionistic tendencies as a means of coping with uncertainty and a sense of lack of control.
In Summary:
- Parents, teens, educators, and clinicians are encouraged to recognize that teens who struggle with anxiety may also be faced with dealing with perfectionistic tendencies.
- Anxiety can fuel self-oriented perfectionism in teens; such that some anxious teens may demand perfection from themselves as a way to gain a sense of control and to try to manage their anxiety.
Helpful Resources
- https://www.anxietycanada.com/wp-content/uploads/2019/02/anxiety-bc-coping-strategies-v3-2.pdf
- https://www.camh.ca/en/health-info/mental-health-and-covid-19/coping-with-stress-and-anxiety
- https://www.anxietycanada.com/learn-about-anxiety/anxiety-in-youth/
- https://www.youngminds.org.uk/parent/parents-a-z-mental-health-guide/anxiety/
Reminder:
The resources provided should be used as supplemental information to learn more about anxiety and the role you can play in supporting your child. If your child is struggling, please ensure you are reaching out for professional support beginning with your child’s Family Doctor or Paediatrician.
To learn more about this study, check out:
Spadafora N., Blackburn M., Methot-Jones, T., Zinga D., & Molnar D. S. (2022). How is multidimensional trait perfectionism related to anxiety across time in first-generation secondary students? Journal of Psychopathology and Behavioral Assessment. *check if issue * https://doi.org/10.1007/s10862-022-09972-w
Other helpful resources in this post:
Barker, M. M., Beresford, B., Bland, M., & Fraser, L. L. (2019). Prevalence and incidence of anxiety and depression among children, adolescents, and young adults with life-limiting conditions: A systematic review and meta-analysis. JAMA Pediatrics, 173(9), 835-844. https://doi.org/10.1001/jamapediatrics.2019.1712
Curran, T., & Hill, A. (2019). Perfectionism is increasing over time: A meta-analysis of birth cohort differences from 1989 to 2016. Psychological Bulletin, 145(4), 410-429. https://doi.org/10.1037/bul0000138
Einstein, D. A., Lovibond, P. F., & Gaston, J. E. (2000). The relationship between perfectionism and emotional symptoms in an adolescent sample. Australian Journal of Psychology, 52, 89-93. https://doi.org/10.1080/0004950008255373
Essau, C. A., Lewinsohn, P. M., Olaya, B., & Seeley, J. R. (2014). Anxiety disorders in adolescents and psychosocial outcomes at age 30. Journal of Affective Disorders, 163, 125-132. https://doi.org/10.1016/j.jad.2013.12.033
Finnie, R., Wismer, A., Mueller, R. E. (2015). Access and barriers to postsecondary education: Evidence from the youth in transition survey. Canadian Journal of Higher Education, 45(2), 229-262. https://doi.org/10.47678/cjhe.v45i2.2472
Flett, G. L., & Hewitt, P. L. (2022). Perfectionism in childhood and adolescence: A developmental approach. American Psychological Association.
Gaudier-Diaz, M M., Sinisterra, M., & Muscatell, K. A. (2019). Motivation, belongingness, and anxiety in neuroscience undergraduates: Emphasizing first-generation college students. Journal of Undergraduate Neuroscience Education, 17(2), A145.
Hewitt, P. L., Caelian, C. F., Flett, G. L., Sherry, S. B., Collins, L., & Flynn, C. A. (2002). Perfectionism in children: Associations with depression, anxiety, and anger. Personality and Individual Differences, 32, 1049-1061. https://doi.org/10.1016/s0191-8869(01)00109-x
Hewitt, P. L., & Flett, G. L. (1991). Perfectionism in the self and social contexts: Conceptualization, assessment, and association with psychopathology. Journal of Personality and Social Psychology, 50, 456-470. https://doi.org/10.1037/0022-3514.60.3.456
Hull, J., Hood, S., Page, O., Birdsong-Farr, M., Barrickman, N., Djerdijan, N., Roychowdhury, H., Stowe, S., Gerrits, R. J., Ross, K., Ott, B., & Jensen, M. (2020). Some believe, not all achieve: The role of active learning practices in anxiety and academic self-efficacy in first generation college students. The Federation of American Societies for Experimental Biology, 34(1). https://doi.org/10.1096/fasebj.2020.34.s1.05148
Horney, K. (1950). Neurosis and human growth: The struggle toward self-realization. New York, NY: W. W. Norton & Company, Inc.
Karababa, A. (2020). The moderating role of hope in the relationship between maladaptive perfectionism and anxiety among early adolescents. The Journal of Genetic Psychology: Research and Theory on Human Development, 181, 159-170. https://doi.org/10.1080.00221325.2020.1745745
Pratt, I. S., Harwood, H. B., Cavazos, J. T., & Ditzfield, C. P. (2019). Should I stay or should I go? Retention in first-generation college students. Journal of College Student Retention: Research, Theory & Practice, 21(1), 105-118. https://doi.org/10.1177.1521025118813516
Radunzel, J. (2018). Examining retention and transfer in relation to incoming student data for first-generation and continuing-generation students: What differences exist? Journal of College Student Retention: Research, Theory & Practice. https://doi.org/10.1177/15210251188
Sironic, A., & Reeve, R. A. (2015). A combined analysis of the Frost Multidimensional Scale (FMPS), Child and Adolescent Perfectionism Scale (CAPS), and Almost Perfect Scale – Revised (APS-R): Different perfectionist profiles in adolescent high school students. Psychological Assessment, 27, 1471-1483. https://doi.org/10.1037/pas0000137
Warburton, E. C., Bugarin, R., & Nunez, A. M. (2001). Bridging the gap: Academic preparation and postsecondary success of first-generation students. Washington, DC: National Center for Education Statistics.
Woodward, L. J., & Fergusson, D. M. (2001). Life course outcomes of young people with anxiety disorders in adolescence. Journal of the American Academy of Child & Adolescent Psychiatry, 40, 1086-1093. https://doi.org/10.1097/00004583-200109000-00018
PLEASE NOTE: The information presented in this blog is intended for information purposes only. It is not intended to be used as diagnostic criteria. Perfectionism is not a recognized psychological disorder. The information in this blog is NOT a substitute for advice by an appropriate health professional. If you are experiencing distress, please contact an appropriate health professional.
