Tamara Grubi


The attention to the study of perfectionism in high school in Ukraine can be explained with modernization and development of Ukrainian higher education, as an access to the European educational research environment. The interest to the perfectionism in scientific and pedagogical staff of high school can be explained by new requirements for professional activity and these factors demand from a teacher of higher school can be an achievement of new standards, obtaining successfully by focusing on avoiding failures. The study is conducted within the pedagogy field. In this article, the author identifies and analyzes the impact of social-demographic factors (such as age, gender, place of residence), organizational and professional factors (such as job experience, academic degree, post, direction of teaching activity, number of students, level of famousness of higher school, level of social-psychological climate etc.). The four manifestations of perfectionism, which are:

-     Absence of perfectionism - where normal and pathological perfectionism are represented at a low level.

-     Perfectionism with negative orientation - consists of the respondents with pathological type of perfectionism.

-     Ambivalent perfectionism - included the respondents in which the pathological and normal types of perfectionism are equally highly represented.

-     Perfectionism with positive orientation - consists of the respondents with manifestations of normal type of perfectionism.



organizational and professional factors; perfectionism; scientific and pedagogical staff of higher school; teachers; university

Full Text:



Besharat, M.A., Pourhosein, R., Rostami, R., & Bazzazian, S. (2011). Perfectionism and fatigue in multiple sclerosis. Psychology and Health, 26(4), 419-432.

Boswell, W. R., Olson-Buchanan, J. B., & Lepine, M. A. (2004). Relations between stress and work outcomes: The role of felt challenge, job control, and psychological strain. Journal of Vocational Behavior, 64, 165-181. DOI:10.1016/S0001-8791(03)00049-6

Damian, L.E., Stoeber, J., Negru‐Subtirica, O., & Băban, A. (2017). On the development of perfectionism: The longitudinal role of academic achievement and academic efficacy. Journal of personality, 85(4), 565-577. DOI:10.1111/jopy.12261

Flett, G.L., Besser A., Davis R.A., & Hewitt P.L. (2003). Dimensions of Perfectionism, Unconditional Self-Acceptance, and Depression. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 21(2), 119-138. DOI: 10.1023/A:1025051431957

Leonard, N. H., & Harvey, M. (2008). Negative perfectionism: Examining negative excessive behavior in the workplace. Journal of Applied Social Psychology, 38(3), 585-610. DOI: 10.1111/j.1559- 1816.2007.00318.x

Peters, L.H., O’Connor, E.J., & Rudolf, C.J. (1980). The behavioral and affective consequences of performance-relevant situational variables. Organizational Behavior and Human Performance, 25, 79-96. DOI:10.1016/0030-5072(80)90026-4.

Rice, K. G., Richardson, C. M., & Ray, M. E. (2016). Perfectionism in academic settings. In F. M. Sirois & D. S. Molnar (Eds.), Perfectionism, health, and well-being (pp. 245-264). Cham, Switzerland: Springer International Publishing.

Silverman, L.K. (2010). Perfectionism is not a malady [Data file]. Retrieved from

Stoeber, J., & Rennert, D. (2008). Perfectionism in school teachers: Relations with stress appraisals, coping styles, and burnout. Anxiety, Stress, & Coping, 21(1), 37-53. DOI: 10.1080/10615800701742461.

The Law on Education (Adopted by the Verkhovna Rada on 5 September 2017). Retrieved from

Zolotareva, A. (2013). Standartizacija metodiki “Differencial'nyj test perfekcionizma”. Izvestija Volgogradskogo Gosudarstvennogo Pedagogicheskogo Universiteta, 10(85), 142-146.



  • There are currently no refbacks.