Predikcija akademskog postignuća: uloga akademske samoefikasnosti i perfekcionizma

Abstract

The aim of this study was to examine the contribution of academic self-efficacy and perfectionism to the prediction of academic achievement. The sample consisted of 253 second to fourth year undergraduate university students (218 females), aged 20 to 28 years (M = 21.06, SD = 1.45). Data were collected through an online survey using the Academic Self-Efficacy Scale and Frost’s Multidimensional Perfectionism Scale. Academic achievement was assessed using students’ GPA from the previous academic year. The results indicate that academic self-efficacy and perfectionism explain 28% of the variance in academic achievement. Learning self efficacy and the dimensions of perfectionistic strivings (personal standards and organization) were identified as positive predictors of academic achievement, while the dimensions of perfectionistic concerns (concern over mistakes, doubts about actions, parental expectations, and criticism) were identified as negative predictors. These findings highlight the importance of developing educational and counseling programs that focus on strengthening learning self-efficacy, setting high yet realistic goals, encouraging perseverance and personal accountability, and reducing self-criticism and fear of failure, in order to enhance academic achievement and students’ psychological well-being.