Perfectionism in Language Learners

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.

Perfectionism and writing anxiety as predictors of Iranian EFL learners’ performance in IELTS writing module: a multi-dimensional perspective

“…Perfectionists are in pursuit of perfection, set unrealistic goals for themselves, and assume mistakes as a sign of disgrace (Hewitt and Flett, 1991). Some studies have demonstrated meaningful links between perfectionism and psychopathological issues (Patcht, 1984;Saboonchi and Lundh, 1997;Flett et al, 2016). Patcht (1984) asserts that perfectionism is debilitating in nature and associated with physical disorders such as depression, eating disorder (anorexia), and alcoholism.…”

The effect of the percentage of syllables stuttered, attention, and perfectionism on listener’s comprehension scores

“…In Hewitt and Flett's (1991) model, perfectionism covers three dimensions: self-oriented, other-oriented, and socially prescribed perfectionism. Perfectionism may affect language learning and listening comprehension, according to some studies (e.g., Flett et al, 2016;Pishghadam & Akhondpoor, 2011;Amini & Shamlou, 2014). When listening to a speech containing disfluencies, listeners who are other-oriented perfectionists may display an excessive interest in speech disfluencies and focus on how the individual speaks rather than on the content of the speech.…”

Affective States and Heart Rate Response: Measuring Foreign Language Speaking Performance Reactions in a Japanese University Classroom

“…It should be noted that high levels of perfectionism in students (especially anxious ones) are found in university samples around the world (e.g., Al-Naggar, 2013;Dewaele, 2018;Vicent et al, 2019). More broadly, perfectionism can interfere with a healthy approach to learning any subject: perfectionists have an aversion to learning activities that involve trial and error (Dewaele, 2018;Flett et al, 2016). And in turn, aversion to mistakes can be directly attributed to the fear of social embarrassment (Oxford, 2018).…”

“…And in turn, aversion to mistakes can be directly attributed to the fear of social embarrassment (Oxford, 2018). In regards to language learning specifically, individuals with perfectionist tendencies are more likely to remain silent in the classroom (Flett et al, 2016). This of course is an extreme continuation of Fujio's (2010) finding that Japanese students preferred frequent pauses and periods of silence to avoid mistakes.…”