Thesis Title: Academic Perfectionism, Academic Rumination and Academic Engagement in University Students

Student Name: Sammer Tahira

Supervisor: Maria Ghazal

Degree: BS

Year: 2014-2018

Department: Institute of Applied Psychology

University: Punjab University, Lahore, Pakistan

Corresponding Address: Department of Applied Psychology, University of the Punjab, Lahore, Pakistan. Email: chairperson@appsy.pu.edu.pk, Phone: 92-42-9231245

Abstract

The current study explored the relationship between academic perfectionism, academic rumination and academic engagement in university students. It was hypothesized that  academic  perfectionism would have a significant positive relationship with academic rumination and significant negative relationship with academic engagement whereas; academic rumination also would have significant negative relationship with academic engagement. It was also hypothesized that academic rumination would significantly moderate the relationship between academic perfectionism and academic engagement. The sample comprised of 200 university students (N = 200: n = 100 male, n = 100 female) with age range 19 to 25 years. Urdu versions of Academic Perfectionism Scale (Malik & Ghayas, 2016), Multi-domain Rumination Scale (Martin, 1999) and Academic Engagement Scale (Petričević, Golub & Rovan, 2016) were employed for data collection from two universities of Lahore. The results revealed significant negative correlation between academic perfectionism and academic rumination. Whereas, significant positive relationship was found between academic perfectionism and academic rumination. Moreover, academic rumination was revealed to be a significant moderator for relationship between academic perfectionism and academic engagement. The current research might be helpful to highlight the importance of academic perfectionism,  academic rumination and academic engagement in academic settings to improve policies and counselling interventions.

Keywords:    Academic    perfectionism,    academic    rumination, academic engagement.