Citation

Flett GL, Hewitt PL, Su C, Flett KD. Can. J. Sch. Psychol. 2016; 31(2): 75-101.

Copyright

(Copyright © 2016, SAGE Publishing)

DOI

10.1177/0829573516638462

PMID

unavailable

Abstract

The pressures inherent in trying to be perfect can undermine learning and exacerbate anxiety in certain students. In the current article, we review existing research and theory on the role of perfectionism in language learning anxiety and performance deficits. Our analysis highlights the complexities inherent in the perfectionism construct, including the key distinction between personal and interpersonal perfectionism and the relevance of various components of the perfectionism construct when seeking to account for anxiety in language learners. A central theme in our analysis is how the cognitive tendencies as well as social pressures and self-presentational concerns that accompany perfectionism can exacerbate language learning anxiety and the subsequent emotional self-regulation responses of anxious learners. We outline a multifaceted model of perfectionism in language learning anxiety and language learning performance that incorporates trait perfectionism, perfectionistic cognitions, perfectionistic self-presentation, and individual differences in self-efficacy. Whereas personality is usually seen as a distal factor that contributes to language learning anxiety, we suggest that perfectionism can also act proximally by amplifying state-related, current concerns over making mistakes in language learning, especially in highly visible situations. The theoretical and practical implications of this theoretical framework are discussed. We conclude with a series of specific recommendations for teachers and school psychologists who must try to reduce levels of perfectionism and its impact among people trying too hard to minimize mistakes during the learning process.

Language: en