Perfectionism in the Transition to University: Comparing Diathesis-Stress and Downward Spiral Models of Depressive Symptoms

Levine, Shelby L.; Milyavskaya, Marina; Zuroff, David C.

doi:10.1177/2167702619865966

Cited by 28 publications

(33 citation statements)

References 57 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…When students become adults and move to the university, they may become geographically independent because they leave their families to move to the city, which is another great challenge that many students have to face [10]. Thus, the transition to the university stage includes changes in the social, academic, and personal spheres of the individual, which tends to generate stress and anxiety in university students [11,12]. A study developed by Meehan and Howells [13] with university students found that the perceived sense of belonging was one of the most important factors when it came to evaluating their time at a university.…”

Section: Academic Stress In the University Contextmentioning

confidence: 99%

Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers

García‐Martínez

Navío

Ferra

et al. 2021

Behavioral Sciences

View full text Add to dashboard Cite

Emotional intelligence (EI) and stress are constructs that often characterize the teaching profession and are inversely related. There is evidence in the literature that suggests the importance of teachers working on EI in order to learn coping strategies and improve their teaching practices. This descriptive and correlational study had the purpose of examining the social–emotional profile of future teachers based on their EI and academic stress levels in order to provide guidance for future stressful situations that will affect their future professional development. For this purpose, we used a random sampling for convenience in a university population enrolled in degrees of education at Andalusian universities (Spain), getting a sample of 1020 pre-service teachers. The results pointed to a superiority in EI, academic stress, and academic achievement in favor of females compared to males. The relationship among EI, academic stress, and student teachers’ achievement was demonstrated. Furthermore, some components of EI were positioned as important factors to improve student achievement and reduce academic stress. Once the high incidence of these constructs on academic achievement was confirmed, the importance of developing EI and coping and stress skills training programs, aimed at improving academic success and their subsequent professional development, was demonstrated.

show abstract

Section: Academic Stress In the University Contextmentioning

confidence: 99%

Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers

García‐Martínez

Navío

Ferra

et al. 2021

Behavioral Sciences

View full text Add to dashboard Cite

show abstract

“…However, studies have rarely examined perfectionism in relation to both anxiety and depressive symptoms simultaneously, with most studies examining the influence of perfectionism on depressive and anxiety symptoms separately. For example, people with more (vs. less) self-critical perfectionism have more depressive symptoms over time (Levine et al, 2020;McGrath et al, 2012;Vaillancourt & Haltigan, 2017). Additionally, in a recent meta-analysis, which exclusively examined the influence of perfectionism on anxiety, greater self-critical perfectionism was associated with increased anxiety over time (Smith et al, 2018).…”

Section: Perfectionism As a Predictor Of Temporal Patterns Of Depressive And Anxiety Symptomsmentioning

confidence: 99%

“…The first aim was to examine how depression and anxiety symptoms co-develop over time in the transition to university. To accomplish this, we conducted a secondary analysis of a large sample of students across four time-points during their transitional year to university (Levine et al, 2020). We started data collection in August prior to students starting their first year in university and sent follow-up surveys in November, February, and April.…”

Section: Overview Of the Present Researchmentioning

confidence: 99%

“…Complete surveys from each time point are available on OSF. Data from this study was previously used to compare diathesisstress and downward spiral models of the role of perfectionism in the development of depressive symptoms (Levine, Milyavskaya, & Zuroff, 2020).…”

Section: Participants and Proceduresmentioning

confidence: 99%

“…There is a plethora of research which has found self-critical perfectionism to be associated with stress, anxiety, depression, and other mental health problems (e.g. Levine et al, 2020;Smith et al, 2018;Tabri et al, 2018). In addition, our study suggests that perfectionism is a risk factor for high stable and moderate increasing anxiety and depression symptom trajectories, but also, for less severe symptom trajectories (i.e.…”

Section: Role Of Self-critical Perfectionismmentioning

confidence: 99%

See 2 more Smart Citations

Trajectories of depression and anxiety symptoms over time in the transition to university: Their co-occurrence and the role of self-critical perfectionism

Levine¹,

Tabri²,

Milyavskaya³

2021

Preprint

Self Cite

View full text Add to dashboard Cite

Little is known about how mental health symptoms develop during the transition to university. Most anxiety and depression research fail to consider how symptom development differs over time across different individuals, and how symptom co-occurrence influences the severity of mental heath problems. Students (N = 658) completed online surveys on mental health prior to starting university and every 2 months until April. To better understand mental health problems during this transitional period, latent class growth curve analyses were run to determine how anxiety and depressive symptoms co-develop over time, as well, if self-critical perfectionism was a transdiagnostic risk factor for more severe symptom trajectories in this transition. About 40% of students experienced depression and anxiety symptoms prior to entering/ during the transition to university. There is substantial variation between students in terms of how they experience depression and anxiety symptoms, and research needs to take this heterogeneity into account to properly identify which students might benefit most from resources. Self-critical perfectionism was a transdiagnostic risk factor, such that students higher in this trait experienced more severe anxiety and depressive symptom trajectories during this transition. This research further implicates the importance of understanding and studying individual differences in symptom development.

show abstract

The impact of psychological distress and university counselling on academic outcomes: Analysis of a routine practice‐based dataset

Scruggs

Broglia

Barkham

et al. 2023

Couns and Psychother Res

View full text Add to dashboard Cite

Whole university approaches to student mental health and well-being increasingly involve university counselling and mental health services (UCMHSs) as key stakeholders in higher education and the fulfilment of good academic outcomes. However, previous research using routine outcome measures has focussed on psychological distress only. Research is needed to demonstrate the value of university counselling on academic outcomes. This study aimed at profiling the psychological distress of a student sample according to the Clinical Outcomes in Routine Evaluation-Outcome Measure (CORE-OM); measuring the change in perceived impact of problems on academic outcomes, and measuring the perceived impact of counselling on academic outcomes.Students from two UK university counselling services completed the CORE-OM and the Counselling Impact on Academic Outcomes (CIAO) questionnaire as part of routine practice. After counselling, 67.4% (n = 323) of students with planned endings to counselling showed at least reliable improvement on the CORE-OM. Significant reductions in the perceived impact of problems on all academic outcomes were also found. On average, 83% (n = 398) of students found counselling helpful for academic outcomes to at least a limited extent. University counselling was found to reduce psychological distress and the impact of problems on academic outcomes. Psychometric examination of the CIAO tool is warranted to strengthen its use. The need for robust data across UCMHSs is demonstrated by both the strengths and limitations of this study.

show abstract

Perfectionism in the Transition to University: Comparing Diathesis-Stress and Downward Spiral Models of Depressive Symptoms

Cited by 28 publications

References 57 publications

Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers

Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers

Trajectories of depression and anxiety symptoms over time in the transition to university: Their co-occurrence and the role of self-critical perfectionism

The impact of psychological distress and university counselling on academic outcomes: Analysis of a routine practice‐based dataset

Contact Info

Product

Resources

About