Supervisor Perfectionism and Student Performance, Creativity and Academic Procrastination.
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Abstract
Background: The increasing involvement of the young generation in higher education necessitates an understanding of the effects of supervisor perfectionism on students' academic performance, creativity, and procrastination. Previous research has indicated a complex relationship between these variables, with potential influences based on gender and education level.
Objective: This study aimed to investigate the associations between supervisor perfectionism and student outcomes, including academic performance, creativity, and academic procrastination, with a focus on the role of gender and educational levels (BS and MS students).
Methods: The study employed a survey research design, with a sample size of 299 participants (200 students and 99 supervisors) from five universities in Lahore. Standardized scales such as The Big Three Perfectionism Scale, Academic Success Inventory for College Students, Creativity Scale, and Active Procrastination Scale were used. Data was collected through a combination of online (Google document form) and physical methods. Bivariate correlations and regression analyses were conducted using SPSS version 25.
Results: Supervisor Perfectionism showed significant positive correlations with both students' academic performance (r = .65) and procrastination (r = .39), but not with creativity. Self-Oriented Perfectionism was highly correlated with various performance subscales like efficacy of the instructor (r = .57) and personal adjustment (r = .47). Gender differences were evident, with male students showing better performance and higher procrastination levels. MS students demonstrated better academic performance and more procrastinating behaviors compared to BS students. Regression analysis indicated that Supervisor Perfectionism positively predicted students’ academic performance and procrastination.
Conclusion: The study underscores the significant impact of supervisor perfectionism on student academic outcomes, highlighting its positive correlation with academic performance and procrastination. The findings emphasize the need for awareness of these dynamics in educational settings, considering individual differences such as gender and education level.
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