The Effect of Perfectionism on Academic Engagement and Academic Burnout

??? ??????????????? ???????????? ????????? ?????? ???????????? ????????? ???????????? ??? ??????(????????? ????????????, ???????????? ????????????), ????????????, ???????????? ????????? ?????? ???????????????(????????????, ????????????, ????????? ????????????, ???????????? ????????????) ?????? ???????????? ????????? ????????? ????????????, ????????? ????????? ??? ??????????????? ???????????????. ?????? ?????? ??????, ?????? ?????? ????????? ??????????????? ???????????? 439???(?????? 317???, ?????? 122???)???????????? ????????? ???????????????. ???????????? ??????, ??????????????? ????????? ?????? ?????? ?????? ??????, ??????????????? ??????????????? ????????? ????????? ????????? ????????????. ??????, ??????????????? ???????????? ??? ?????????????????? ???????????? ??????(??????, ??????)??? ????????????(?????????, ????????????)??? ????????? ?????????????????? ???????????????. ??????, ???????????? ??????????????? ??????????????? ??????????????? ??????????????? ????????? ??????????????? ?????? ??? ????????? ???????????????. ??? ????????? ???????????? ??????????????? ????????? ????????? ????????? ??????????????? ?????? ????????? ?????? ?????? ?????? ????????? ???????????? ?????????, ????????? ?????? ?????? ????????? ????????? ?????????????????? ??????????????? ?????? ??? ????????? ????????????. ?????? ????????? ??? ???????????? ???????????? ?????? ????????????????????? ????????? ??????????????? ??????????????? ?????? ??? ????????? ???????????????. ????????? ??????????????? ???????????? ???????????? ??? ??????????????? ?????? ???????????? ????????????.The present study evaluated the model in which the complex interplay of perfectionism(adaptive, maladaptive), academic engagement, academic burnout and mediators(autonomous motives, controlled motives, functional goal process, dysfunctional goal process) was hypothesized. In order to examine those hypotheses, structural equation modeling(SEM) was employed and fitted to data from 439 academic high school students. The hypothesized model fit the data well. Findings in the study showed that the effects of perfectionism on the academic engagement and the academic burnout were mediated by motives (autonomous, controlled) and goal processes(functional, dysfunctional). Particularly, even if the maladaptive perfectionism predicted the academic burnout, it also influenced the academic engagement through the controlled motives. This study also exhibited that the perfectionism(adaptive, maladaptive) influenced the academic engagement and the academic burnout through the academic goal processes. Implications of the current findings and suggestions for future study are included in the discussion