Under Pressure: Teacher Perspectives and Understandings of Perfectionism among Students
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| Title: | Under Pressure: Teacher Perspectives and Understandings of Perfectionism among Students |
|---|---|
| Language: | English |
| Authors: | Danielle S. Molnar, Melissa Blackburn (ORCID |
| Source: | American Educational Research Journal. 2026 63(2):351-383. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 33 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Foreign Countries, Elementary School Teachers, Secondary School Teachers, Teacher Attitudes, Expectation, Personality Traits, Academic Achievement, Student Welfare, Social Influences, Anxiety, Student Behavior |
| Geographic Terms: | Canada |
| DOI: | 10.3102/00028312251412913 |
| ISSN: | 0002-8312 1935-1011 |
| Abstract: | Perfectionism among students is recognized as a factor that has complex associations with academic performance and well-being. Yet, we know little about how teachers perceive and make sense of it. Consequently, this qualitative study explored teachers' perspectives on student perfectionism in classroom contexts. A sample of teachers (n = 26; 84% female) completed semistructured interviews that revealed that teachers are commonly confronted with perfectionism in their classrooms and have complex understandings of its benefits and drawbacks for students. Although teachers acknowledged some benefits of perfectionism, they concentrated primarily on its negative effects. Each theme was assessed for potential differences in perspectives between teachers who self-identified as perfectionists and those who did not. However, no group differences emerged, and as such, all themes can be understood as representing both perfectionistic and nonperfectionistic teachers. Collectively, results support the critical role that teachers can play in understanding perfectionism among students, including how it impacts student learning and well-being. |
| Abstractor: | As Provided |
| Notes: | https://osf.io/vj9kf/files/osfstorage |
| Entry Date: | 2026 |
| Accession Number: | EJ1499554 |
| Database: | ERIC |
| Abstract: | Perfectionism among students is recognized as a factor that has complex associations with academic performance and well-being. Yet, we know little about how teachers perceive and make sense of it. Consequently, this qualitative study explored teachers' perspectives on student perfectionism in classroom contexts. A sample of teachers (n = 26; 84% female) completed semistructured interviews that revealed that teachers are commonly confronted with perfectionism in their classrooms and have complex understandings of its benefits and drawbacks for students. Although teachers acknowledged some benefits of perfectionism, they concentrated primarily on its negative effects. Each theme was assessed for potential differences in perspectives between teachers who self-identified as perfectionists and those who did not. However, no group differences emerged, and as such, all themes can be understood as representing both perfectionistic and nonperfectionistic teachers. Collectively, results support the critical role that teachers can play in understanding perfectionism among students, including how it impacts student learning and well-being. |
|---|---|
| ISSN: | 0002-8312 1935-1011 |
| DOI: | 10.3102/00028312251412913 |
