Lower secondary students' perfectionistic profiles: Stability, transitions, and connections with well-being

We investigated lower secondary school students' (N = 511, M age = 15.3 years, girls 51.9 %) perfectionistic profiles, profile stability during the ninth grade, and how profile stability and transitions relate to students' well-being. Using latent profile analysis, students were classified according to their perfectionistic strivings and concerns (measured with SAPS). Four profiles were identified: moderately concerned, perfectionists, ambitious, and non-perfectionists. Latent transition analysis indicated substantial stability in the profiles (transition probabilities: .78–.87). Around 82 % of students held stable profiles over time, but significant transitions were also found: from moderately concerned to non-perfectionists or perfectionists, and from perfectionists to moderately concerned. Although ambitious and perfectionists were highly engaged, perfectionists displayed higher burnout, anxiety, and depressive symptoms. Also, the transitions were meaningfully linked to well-being. For example, transitioning from moderately concerned to perfectionists was related to higher exhaustion. The findings highlight the crucial role of perfectionistic concerns on students' well-being. Educational relevance statement: This study contributes to our understanding of adolescents' perfectionistic tendencies in the school context, providing insights into the temporal stability of perfectionistic profiles and the links between these profiles and well-being. We identified four perfectionistic profiles among students in the ninth grade (i.e., the final year of comprehensive school), which were substantially stable over time, indicating the dispositional nature of perfectionism. Students with profiles characterised by high perfectionistic concerns displayed the most burnout, general anxiety, and depressive symptoms, even when perfectionistic strivings and school engagement were high. It can be concluded that worries about performance and dissatisfaction with accomplishments increase young people's vulnerability to emotional distress. Our findings concur with evidence showing that perfectionism can be a risk factor for health and well-being. Therefore, in adolescence, when perfectionistic tendencies are developing, it would be important to support healthy achievement strivings without debilitating concerns, and to create a less competitive atmosphere where young people can learn from their mistakes and focus on learning rather than on grades and performance.