Irrational beliefs are mediators of emotional states and can be experienced as the main cause of emotional distress. These beliefs have been suggested as a causal factor in the development of perfectionism. Thus the main purpose of the present study was to examine the relation between irrational beliefs and perfectionism in students. Two-hundred and eighty female students from second and third grades in high schools selected by multiple cluster sampling method. All participants were asked to complete Jones irrational beliefs questionnaire and positive and negative perfectionism scale. The method of study was descriptive and correlational.. Results showed positive significant correlation between total scores of irrational beliefs with negative perfectionism. There were also positive significant correlations between all subscales of irrational beliefs with negative perfectionism expect Perfectionism subscale wich was negatively related to negative perfectionism.There was also negative significant correlation between positive perfectionism and total scores of irrational beliefs. Positive perfectionism was also negatively associated with different aspect of irrational beliefs including need for approval, reaction to frustration, emotional irresponsibility, anxious over concerns, and problem avoidance. Blame proness, was positively related to positive perfectionism, indicating that as Blame proness increased, so did positive perfectionism. Result of regression analysis wich was done seprately for negative and positive perfectionism showed that antiety for being quer concerned, high self expectations, emotional irresponsibility, helplessness for change and avoiding to face problems were best predictor of negative perfectionism. About positive perfectionism, emotional irresponsibility, blame proness and reaction to frustration were best predictors. Result of this study rise important implications regarding differences between positive and negative perfectionism in beliefs and can be used in the clinical treatment of perfectionism.

The aim of this study was to examine the relationship between attachment styles and perfectionism. One hundred and seventy students (97 girls, 73 boys) were participated in this study. Participants were asked to complete the Adult Attachment Inventory (AAI) and the Positive and Negative Perfectionism Scale (PANPS). Analysis of the data involved both descriptive and inferential statistics including means, standard deviations, t-test, correlation coefficient, and analysis of regression. The results revealed that attachment styles were associated with perfectionism. Secure attachment style was positively associated with positive perfectionism and negatively related to negative perfectionism. Insecure attachment styles (avoidant, ambivalence) were negatively associated with positive perfectionism and positively related to negative perfectionism. Analysis of the data revealed that positive perfectionism was predicted by secure attachment style, while negative perfectionism was predicted by insecure attachment styles. The quality of perfectionism is influenced by attachment styles through “internal working models” and mechanisms such as “affect regulation”, “repression”, “denial”, and “idealization”.

this study examines the relationship between perfec-tionism and self- esteem in a group of pre-college students. An equal number of male and female partici-pants (180 boys and girls) were asked to complete the Farsi version of the Positive and Negative Perfectionism Scale (FPANPS) and the CooperSmith Self-Esteem Inventory (CSEI). Results revealed that positive perfectionism and self-esteem were positively correlated whereas the correlation between negative perfectionism and self-esteem was found to be negative. It is concluded here that positive perfectionism increases the level of self-esteem through the enhancement of self competence and self-acceptance whereas negative perfectionism decreases the level of self-esteem through reducing self-competence and self-acceptance, as well as developing or intensifying psychological disorders such as depression, anxiety and personality or interpersonal problems.

Since family environment have significant role in formation of Posi-tive and Negative Perfectionism, the purpose of the present study was to examine the relation between family efficiency and Positive and Negative Perfectionism in students. Two-hun-dred and eighty female senior high school students have been, were sele-cted through multiple cluster samp-ling method. They participated in the study and completed family assessment device and positive and negative perfe-ctionism scale. The method of study was descriptive and correlateonal. Results showed positive signi-ficant correlation between total score of family efficiency and it’s three subs-cales (roles, problem solving, and affection express) with positive perfectionism. Results also indicated negative significant correlation betw-een total score of family efficiency and two subscales (roles and affection express) with negative perfectionism. No significant corre-lation was found between roles and Negative Perfect-ionism.The result of separate regression analyses for Positive and Negative Perfectionism, revealed that problem solving, and affection express for positive perfectionism and roles for negative perfectionism were the best predictors. Results of this study confirmed distinction between posit-ive and negative Perfectionism and shows while positive Perfectionism develops in efficient environment, negative characteristics in family can be a context for Developing negative Perfectionism.

The aim of the present research was to examine the relationship between perfectionism and academic performance and the mediating role of achievement goal orientation in this regard among students. To this purpose, 240 students from Shahid Madani University were selected by cluster sampling and completed the instruments, among whom six were excluded because of their incomplete questionnaires and the ultimate analysis were done on 234. The instruments were Hill Perfectionism Scale and Achievement Goal Questionnaire. The results showed that the positive perfectionism has a strong effect on Master-Approach, Performance-Approach and Performance-Avoidance orientations and negative perfectionism has an effect on Performance-Approach and Performance-Avoidance orientation. Also, it was found that positive perfectionism has an effect on academic performance. The other findings showed that Master-Avoidance and Performance-Avoidance orientations have a negative effect on academic Performance. Finally, the results showed that Performance-Avoidance orientation has a mediating role in the relationship between positive perfectionism and academic performance and in the relationship between negative perfectionism and academic performance.

This research was conducted to determine the mediating role of social support about perfectionism and social self-efficacy to find the level of social self-efficacy and perfectionism among female employees of cultural and art organization of Tehran's Municipality and the ability to make effective strategies to promote the level of social self-efficacy and positive perfectionism. The research design was descriptive, correlation method. The sample selected by cluster and in access sampling method and contained 270 women with at least one year of work experience. The participants completed the Social Self-efficacy Scale (Smith and Betz, 2000), the Positive and Negative Perfectionism Scale (Terry-Short, 1995), and The Social Support Appraisals (SS-A) Vaux et al (1986). The results of path analysis indicated that there was a significant positive correlation between positive perfectionism and social self-efficacy and a significant negative correlation between negative perfectionism and social self-efficacy. In addition, positive perfectionism had direct effect on social support and negative perfectionism had indirect effect on that and social support had direct effect on self-efficacy.

Perfectionism, in fact, is an irrational belief individuals have about themselves and their surroundings. Perfectionists believe that they and their surroundings must be complete and any attempt in life must be without error. The aim of the present study was to determine the relationship of positive and negative perfectionism with competitive state anxiety. 100 soccer players completed Positive and Negative Perfectionism Scale and Competitive State Anxiety Inventory. For data analysis, Pearson correlation coefficient was used to determine the relationship of the two variables of positive and negative perfectionism with competitive state anxiety and multivariate regression was applied to predict competitive state anxiety by positive and negative perfectionism (P=0. 05). The results showed a negative and significant relationship between positive perfectionism and competitive state anxiety and its somatic and cognitive subscales while there was no negative and significant relationship between positive perfectionism and 'self-confidence' competitive state anxiety subscale. In contrast, other findings showed a positive and significant relationship only between negative perfectionism and 'self-confidence' competitive state anxiety subscale while no significant relationship was observed between negative perfectionism and competitive state anxiety and its other subscales. The final results of regression showed that positive and negative perfectionism could predict subscales of competitive state anxiety in non-professional soccer players.

The present study was conducted to evaluate the model which investigate predictive role of emotional dysregulation (ED), intolerance of uncertainty (IU), experiential avoidance (EA) and repetitive negative thinking (RNT) in positive and negative perfectionism. Participants were 412 B.S students of Tehran university, Allameh Tabatabei and Kharazmi university.The positive and negative perfectionism, repetitive negative thinking questionnaire, disorder in emotion regulation scale, intolerance of uncertainty scale and multidimensional experiential avoidance questionnaire were used for gathering data. Data was analyzed by structural equations modeling. ED does not have significant relationship with positive perfectionism. But there is mediated and unmediated significant relationship between ED and negative perfectionism. IU has unmediated significant relationship with perfectionism and has mediated and unmediated significant relationship with negative perfectionism. EA has unmediated significant relationship with perfectionism and has mediated and unmediated significant relationship with negative perfectionism. ED, IU and EA were significantly predicted 12 percent of positive perfectionisms, 64 percent of negative perfectionisms and 58 percent of RNT. The results showed that positive and negative perfectionism are two different structural models. And RNT mediates the association just between negative perfectionism and some of outcome variables.

The main purpose of this study was to determine the role of unconditional self-acceptance in the relationship of perfectionism and burnout among collegiate basketball players. To this aim, in a cross-sectional-correlational study, 118 basketball players (54 males and 64 females, mean of age 23.8 years, mean of athletic experience 10.4 years, and mean of competitive experience 6.4) completed the positive and negative perfectionism scale, unconditional self-acceptance questionnaire, and athlete burnout questionnaire, and resulted data were analyzed using Pearson correlation coefficient and hierarchical multiple regression at the 95% confidence level. The results showed that collegiate Basketball players have high levels of positive perfectionism, moderate levels of negative perfectionism, and moderate to low levels of unconditional self-acceptance and burnout. The results of regression analysis showed that positive and negative perfectionism explained totally 13.2% of burnout variance. Also, unconditional self-acceptance had a significant mediating role in the relationship of negative perfectionism and burnout, while its role in the relationship of positive perfectionism and burnout was not statistically significant. Based on the results of current study, determinative role of unconditional self-acceptance in reduction of destructive effects of negative perfectionism and adoption of effective psychological strategies are discussed.