A Proposed Structural Model for the Relationship between Research Anxiety and Academic Perfectionism among University Students

Abstract

University students experience research anxiety as a significant academic challenge that can negatively affect engagement and performance. Academic perfectionism has been identified as a central cognitive factor influencing students’ emotional experiences in academic contexts. This study investigated the relationship between academic perfectionism and research anxiety and examined dimension-specific predictive effects among university students. A quantitative cross-sectional design was employed with a sample of 380 psychology students, and data were collected using standardized self-report instruments. Statistical analysis included descriptive statistics, Pearson correlation, and multiple regression, with path coefficients estimated using AMOS software; however, no latent-variable path analysis with fit indices was conducted. The results indicated that participants reported moderate levels of research anxiety (M = 2.51) and high levels of academic perfectionism (M = 3.97). As hypothesized, the global correlation between the two constructs was weak and non-significant (r = .074, p = .149). Multiple regression analysis explained 14.4% of the variance in research anxiety (R² = .144). Doubts about actions significantly predicted higher research anxiety (β = .270, p < .001), whereas self-oriented perfectionism significantly predicted lower research anxiety (β = −.252, p < .001). Other dimensions (self-criticism, socially prescribed perfectionism, self-worth contingency) were not statistically significant predictors. These findings indicate that academic perfectionism does not demonstrate a meaningful global relationship with research anxiety, but its dimensions exhibit opposing effects. Total perfectionism scores should not be used to predict research anxiety.