Background
PhD students are stressful, but people exposed to stressors may report stress-related growth (SRG). Research suggests that stress and coping processes are associated with SRG, and that individual characteristics contribute to those stress and coping processes. Perfectionism (concern with striving for flawlessness) was found to be a trait associated with distress, but studies suggest certain types of perfectionism linked to coping resources (e.g., resilience) and psychological wellbeing (including SRG). This study aimed to examine how perfectionism, academic stressors, resilience were associated with SRG in a serial mediation model.
Hypotheses
The associations between positive perfectionism (realistic striving for excellence)/negative perfectionism (rigid adherence to perfection) and SRG were serially mediated by academic stressors and resilience.
Sample characteristics and sample size
511 Chinese doctoral students (47% female; 73% younger than 27) were recruited from eight universities in Hong Kong.
Design
A cross-sectional online survey was conducted to measure students’ positive/negative perfectionism, perceived academic stress, resilience and SRG.
Results
The indirect effects from positive perfectionism to SRG via academic stress (β=0.03, 95%CI=0.01, 0.07), via resilience (β=0.33, 95%CI=0.23, 0.43), and via academic stress to resilience (β=0.02, 95%CI=0.004,0.042) were significant. After considering the mediators, the direct effect positive perfectionism to SRG was still significant (β=0.29, 95%CI=0.13,0.45). The serial mediation model was supported. However, the indirect effects from negative perfectionism to SRG via academic stress (β=-0.003, 95%CI= -0.020, 0.011), via resilience (β= =-0.01, 95%CI= -0.07, 0.04), and via academic stress to resilience (β= =-0.003, 95%CI= -0.017, 0.009) were not significant.
Scientific contribution
This study indicated that positive/negative perfectionism was associated with SRG through varied mechanisms. Specifically, positive perfectionism was associated with higher SRG through decreased academic stress and increased resilience. In addition to understanding how perfectionism affects SRG, practitioners may organize university-based activities to alleviate academic stress and promote resilience to facilitate SRG among PhD students.