JPBS

Students often dedicate themselves to extremely high standards of academic success, have a strong desire to meet these standards, and criticize themselves when they don’t. The purpose of the study was to determine whether University students’ avoidance of using coping strategies, test anxiety, and perfectionistic study habits are related. Sample size was calculated using G-power. Using convenient sampling, data was gathered from 198 students of different educational institutions in Multan, Pakistan data of 198 students (155 female, 43 male) was gathered from different educational institutions in Multan, Pakistan using printed and google forms. Participants’ ages ranged from 15 to 35, with most falling in the 21–25 range. Data was collected using printed and google forms. Only students residing in Multan city were included. For the evaluation of each construct, three instruments were used in the study: the Academic Perfectionism Scale (APS), the Test Anxiety Questionnaire, and the Academic Cope Inventory. The results showed that academic perfectionism, whether maladaptive or adaptive, is associated with elevated test anxiety and lessened usage of academic coping strategies. The results showed that maladaptive perfectionism positively correlates with adaptive perfectionism (r = 0.458, p < 0.01), avoidance (r = 0.152, p < 0.05), and test anxiety (r = 0.244, p < 0.01). Adaptive perfectionism correlates negatively with avoidance (r = −0.214, p < 0.01) but positively with test anxiety (r = 0.248, p < 0.01). Avoidance also correlates positively with test anxiety (r = 0.441, p < 0.01). Mediation analysis indicated partial mediation of avoidance, accounting for 30% effect in adaptive perfectionism and 15% in maladaptive perfectionism (both p < 0.001). Perfectionists typically employ less productive study techniques, which makes test anxiety worse. Therefore, promoting the usage of coping strategies may lessen test anxiety and enhance students’ academic performance and well-being. However, real-world evaluations are needed to protect student well-being.

academic perfectionism; coping strategies; test anxiety; adaptive coping; maladaptive coping