Document Type : Original Article
*.Corresponding author, M.A. in educational psychology, Kharazmi University, Tehran, Iran, Email: Kambiz.Karimi90@gmail.com
. Ph.D. student in psychology, Ferdowsi University, Mashhad, Iran
Aim: The aim of the present study, was to determine the causal model of relationship between the components of perfectionism and psychological well-being with an emphasis on the mediating role of academic motivation components. Methods: The research method was correlational and the statistical population was 16138 male and female high school students in Kermanshah in the 2014-15 academic year. By multi-stage random sampling method from three educational sectors, four high schools for girls and four high schools for boys were selected. Then 55 to 60 students from each high school totaling 456 students were selected. This was within the range of Krejcie & Morgan’s table, 1970. Data were collected through multidimensional perfectionism scale Besharat (2007), the academic motivation scale Vallerand, Pelletier, Blais, Briere, Senecal, & Valliéres (1992), and Ryff’s psychological well-being scale, 1995. Results: Data analysis indicated that the model was a good fit with the data. The direct and indirect effects confirmed the mediating role of self–determinism academic motivation in the relationship between self-oriented perfectionism and psychological well-being (β=0.68, P=0.002). On the contrary, the mediating role of non-self-determined motivation in the relationship between perfectionism and psychological well-being was not confirmed (β=0.075, P=0.098). Conclusion: Generally it can be concluded that academic motivation plays a key role in the relationship between perfectionism and psychological well-being. Therefore it is necessary to pay more attention to these structures in educational planning.