Abstract
The study expanded upon a previously proposed model of the relationship between self-oriented and socially prescribed perfectionism to motivation and academic outcomes by introducing psychological well-being as both dependent on perfectionism and a predictor of academic outcomes. The study consisted of 301 American college students. Self-oriented perfectionism related positively to self-efficacy, well-being, performance avoidance and performance approach goal orientations while socially prescribed perfectionism related positively to mastery goal orientation but negatively with self-efficacy, well-being and performance avoidance goal orientation. Higher levels of mastery goal orientation related to higher levels of procrastination and test anxiety and lower levels of acceptance towards cheating. Higher levels of performance avoidance were positively related to acceptance towards cheating but negatively towards test anxiety. Both self-efficacy and well-being were negatively related to procrastination. Self-oriented perfectionism is found to be more adaptive than socially prescribed perfectionism due to increased self-efficacy and well-being and lower test anxiety.