Understanding the contrasting relations between perfectionism, school achievement, and internalising behaviours: The mediating role of test anxiety
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study examined the mediating role of three manifestations of test anxiety in the relation of self-oriented perfectionism (SOP) and socially prescribed perfectionism (SPP) with school achievement and internalising behaviours, among 1212 Canadian students (Mage = 16.68). Results revealed that SPP was indirectly and negatively associated with school achievement in mathematics through cognitive test anxiety, but also weakly yet positively related to language arts achievement, through physiological test anxiety. Moreover, SPP related to higher levels of internalising behaviours both directly and indirectly via all three types of test anxiety manifestations. In contrast, SOP was directly associated with better achievement in mathematics and indirectly associated with better school achievement in language arts through physiological test anxiety. SOP also indirectly related to higher levels of internalising behaviours through physiological test anxiety but to lower levels of internalising behaviours through behavioural test anxiety. These findings contribute to better understand the underlying mechanisms involved in the sometimes conflicting results regarding the potential consequences of SOP and SPP.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it