Relaciones entre perfeccionismo disfuncional y estrés escolar en estudiantes de nivel primario de Posadas (Argentina)
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https://doi.org/10.22235/cp.v18i2.3967Palabras clave:
perfeccionismo, estrés académico, educación primaria, tercera infanciaResumen
Aunque es conocido que el perfeccionismo desadaptativo tiene consecuencias negativas en la vida académica, hasta el momento no se hallaron trabajos científicos que estudien el estrés escolar en relación con las tres dimensiones del perfeccionismo multidimensional (i. e., autorientado, socialmente prescrito y orientado a otros). El objetivo de este trabajo fue analizar el rol predictor del perfeccionismo disfuncional en el estrés escolar de estudiantes de nivel primario y valorar la contribución diferencial de cada una de sus dimensiones. Se realizó un estudio cuantitativo, transversal y correlacional con n = 226 estudiantes de escuelas primarias de la ciudad de Posadas, Argentina. Los resultados sugieren que el perfeccionismo predice el estrés escolar en un 31.9 %, sobre todo en las dimensiones autorientada y socialmente prescrita. En el análisis de regresión multivariada, el perfeccionismo autorientado contribuyó al estrés emocional y a la tensión interpersonal, el perfeccionismo socialmente prescrito predijo las tres dimensiones del estrés escolar, mientras que el perfeccionismo orientado a otros solo predijo la tensión interpersonal. Estos resultados son acordes al modelo teórico de base y aportan información relevante para profundizar el conocimiento de la dinámica del perfeccionismo infantil en el nivel primario de la escuela.
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