Percepción de estrés e indicadores de perfeccionismo en estudiantes de secundaria

Abstract

The educational context is an area that may predispose the student to perceive as stressful situations, due to continuous assessments, deadlines, new situations, academic overload ... but at the same time, it can be used for students to learn and train those skills necessary for situations that will take place during the life cycle and knowing how to deal functionally according to the demands of the situation. Otherwise, not only will difficult the academic performance and teaching-learning process, it will also interfere on the psychological well-being of the student, and even it might cause school temporary avoidance and absenteeism. On the other hand, during the development of perfectionism, the adolescence has been considered a key moment, being the parenting styles and expectations along with the relevant educational system important for its maintenance. Therefore, the adaptative perfectionism indicators have been positively associated with anxiety, depression and trait concern. This research aims to identify which indicators of perfectionism have influence over the perception of stress. In the current study, the participants (N = 127) are secondary school students aged 13 to 17 years (M = 14.56, SD = 1.57), using perfectionism (FMPS) and perceived stress (PSS) questionnaires. The results show a connection between perceived stress of students and the perception of parents having high expectations from them, or there is concern about the mistakes arising from the quality of execution, both indicators of perfectionism desadaptative. Moreover, a tendency to perceive high parental expectations and fear of making mistakes, predicts significantly the students perception of stress, influencing the manifestation of it. These results confirm that the acquisition by students of skills of self-regulation can achieve the objectives set by understanding stress adaptively.