The Impact of Perfectionism on Academic Procrastination
Luoyi Chen
School of Psychology, Science Department, University of New South Wales, Sydney, Australia
Keywords: Parental Relationships, Adolescents, Anxiety, Depression, Mental Health.
Abstract: Academic procrastination is a common issue among students, which negatively affects academic performance
and mental health. This paper reviews existing literature on the impact of perfectionism on academic
procrastination. Perfectionism, defined as setting high standards and constantly striving for perfection, can be
divided into adaptive and maladaptive types. According to existing studies, adaptive perfectionism enhances
motivation and task completion, reducing procrastination, while maladaptive perfectionism, driven by fear of
failure and unrealistic expectations, often leads to procrastination. Moreover, to address the negative effects
of perfectionism on academic procrastination, this paper discusses several intervention strategies. One
effective approach is Cognitive Behavioral Therapy (CBT), which helps reduce procrastination by altering
negative thought patterns. Additionally, promoting adaptive perfectionism by encouraging the setting of
realistic goals can also be beneficial in mitigating procrastination. Furthermore, mindfulness and self-
compassion training are considered effective tools for reducing maladaptive perfectionism which could
increase the risk of academic procrastination as well. These findings underscore the importance of adopting
multi-layered intervention approaches in academic settings to improve both academic performance and mental
health.
1 INTRODUCTION
Procrastination is often defined as the intentional
delay of a task, knowing that it may have negative
consequences (Ferrari & Tice, 2000). In an academic
setting, academic procrastination often takes the form
of postponing completion of assignments or not
starting review until the last minute. Academic
procrastination is very common among today's
college students. For example, in higher education
institutions in Ethiopia, nearly 80% of students
reported varying degrees of procrastination (Fentaw
et al., 2022). This problem not only affects academic
performance, but can also have profound negative
effects on mental health.
The consequences of academic procrastination are
not limited to academic performance, but can also
lead to course failure and impaired mental health.
According to Gonzalez-Brignardello et al.,
procrastination behavior is associated with an
increased risk of emotional problems such as anxiety
and depression (González-Brignardello et al., 2023).
Procrastination can create a vicious cycle: the more
students procrastinate, the more likely they are to
develop stress and anxiety, which can exacerbate
procrastination. For this reason, understanding the
underlying causes of academic procrastination is
critical to developing effective intervention
strategies. Existing research has revealed a variety of
factors that influence academic procrastination,
including personality traits, emotional regulation,
time management ability, and learning ability
(Fentaw et al., 2022).
Among these factors, perfectionism, an intrinsic
personality trait that strives for extremely high
standards, has been identified as a significant
predictor of academic procrastination. About two-
thirds of college students show perfectionism
tendency (Grzegorek et al., 2004). Perfectionism
includes two dimensions: adaptive perfectionism and
maladaptive perfectionism, and these two forms of
perfectionism have different effects on
procrastination.
Understanding how these two types of
perfectionism affect academic procrastination, and
delving into their underlying mechanisms, is critical to
developing targeted intervention strategies. This
review will first define perfectionism and its subtypes,
then review the existing literature, explore the impact
of perfectionism on academic procrastination, and
analyze the relationship between the two in depth.
Finally, the article will discuss existing strategies to
Chen, L.
The Impact of Perfectionism on Academic Procrastination.
DOI: 10.5220/0014136500004942
Paper published under CC license (CC BY-NC-ND 4.0)
In Proceedings of the 2nd International Conference on Applied Psychology and Marketing Management (APMM 2025), pages 473-477
ISBN: 978-989-758-791-7
Proceedings Copyright © 2026 by SCITEPRESS – Science and Technology Publications, Lda.
473

mitigate academic procrastination by addressing
perfectionist tendencies.
2 THE CORE CONCEPTS
2.1 Perfectionism
Perfectionism is a multidimensional personality trait,
often manifested by setting excessively high
standards, striving to meet those standards, and being
self-critical and dissatisfied when goals are not met
(Frost et al., 1990). Frost et al. identified six key
dimensions of perfectionism: fear of error, doubt of
action, high standards, parental criticism, parental
expectations, and the need for organization (Frost et
al., 1990). Hewitt and Flett further expanded the
definition of perfectionism and proposed three sub-
types: self-directed perfectionism, other-directed
perfectionism and social perfectionism (Hewitt et al.,
1990). These dimensions demonstrate how
perfectionism manifests itself in cognitive and
behavioral patterns, which in turn influences
individual academic behavior.
Building on prior classifications of perfectionism,
a new distinction was proposed, categorizing
perfectionism into normal perfectionism and neurotic
perfectionism (Stoeber & Otto, 2006). Stoeber and his
colleges suggested that perfectionism has two facets:
one that promotes personal development and
achievement (normal perfectionism), and another that
can lead to self-criticism, anxiety, depression, and
other negative emotions (neurotic perfectionism).
This classification later evolved into the concepts of
adaptive perfectionism and maladaptive
perfectionism, highlighting how perfectionism can
either promote positive academic behavior or
exacerbate procrastination and psychological
distress.
2.1.1 Adaptive Perfectionism
Adaptive perfectionism usually refers to setting high
standards and striving for excellence, but it is not
associated with unrealistic self-criticism and
expectations. Individuals with adaptive perfectionism
are motivated by a desire to perform well and will
usually complete tasks in a disciplined, methodical
manner. This attitude toward excellence is often
accompanied by better time management skills,
effective work habits, and setting reasonable,
achievable goals (Gärtner et al., 2020).
For example, Huang et al. explored the
relationship between perfectionism and academic
procrastination in their study of Chinese
undergraduate nursing students (Huang et al., 2023).
The study found that adaptive perfectionism
significantly predicted less academic procrastination.
Students with adaptive perfectionism are more likely
to maintain consistent work habits, be able to manage
their time effectively, and avoid procrastination.
These students usually set reasonable goals and work
toward those goals rather than avoiding tasks. In
addition, they tend to be able to cope with failure with
a positive attitude and do not feel frustrated by small
mistakes, thus avoiding procrastination due to fear of
failure.
A key characteristic of adaptive perfectionism is
the ability to deal constructively with setbacks and
mistakes. Rather than seeing mistakes as catastrophic
failures, adaptive perfectionists are more willing to
see mistakes as opportunities to learn and grow. This
mindset allows them to stay motivated and avoid
getting caught in a vicious cycle of procrastination. In
addition, adaptive perfectionists tend to have better
mental health, particularly in terms of achieving life
goals and maintaining control over surrounding
environment (Park & Jeong, 2015).
2.1.2 Maladaptive Perfectionism
The opposite of adaptive perfectionism is
maladaptive perfectionism, which manifests itself as
a rigid mindset in which individuals link their self-
worth directly to achievement and performance.
People with maladaptive perfectionism often set high,
often unattainable standards and are driven by a
strong fear of failure. These individuals often feel
extremely insecure and self-critical when they fail to
meet standards, leading to procrastination behaviors
(Gärtner et al., 2020). Maladaptive perfectionists tend
to adopt a dichotomous way of thinking, believing
that the task is either perfect or a complete failure.
This mindset exacerbates the fear of failure, making
it difficult for them to start or complete a task unless
they think they can complete it perfectly.
In the study of Huang et al., maladaptive
perfectionism was positively correlated with
academic procrastination (Huang et al., 2023). In this
study, a total number of 587 nursing students
participated, including 141 males and 446 females.
Among these students, those who exhibited
maladaptive perfectionism were more likely to
procrastinate on assignments, delay revision, and
even avoid starting tasks. These procrastination
behaviors often stem from their fear of failing to meet
high standards, and avoiding the task temporarily
relieves their anxiety. However, this behavior
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eventually leads to negative consequences such as
poor academic performance and increased stress. One
limitation of this study is the uneven gender ratio,
which may affect the generalizability of the findings,
as the results might be more reflective of female
students’ experiences than males’.
The negative effects of maladaptive perfectionism
on academic procrastination have been demonstrated
in multiple studies. For example, a study of college
students by Kurtovic et al. found that maladaptive
perfectionism was positively associated with
academic procrastination and was associated with
lower academic achievement (Kurtovic et al., 2019).
Studies have shown that students with maladaptive
perfectionism are more likely to procrastinate, put off
tasks, and as a result, have poorer academic
performance. Adaptive perfectionism, on the other
hand, was negatively associated with procrastination.
This conclusion not only applies to college
students, but also extends to high school students. In
a study, Abdollahi et al. found that maladaptive
perfectionism was also a significant predictor of
academic procrastination in high school students
(Abdollahi et al., 2020). The study confirmed that the
relationship between perfectionism and academic
procrastination was consistent across age groups and
education levels (Abdollahi et al., 2020).
3 EFFECTIVE INTERVENTIONS
FOR MANAGING
PERFECTIONISM AND
PROCRASTINATION
Given the profound impact of perfectionism on
academic procrastination, it is crucial to develop
effective interventions that can help students manage
their perfectionistic tendencies and reduce
procrastination behaviors. These interventions should
target both the psychological and behavioral
components of perfectionism, providing students
with tools to foster healthier attitudes toward
academic tasks and self-evaluation. A multi-layered
approach combining cognitive-behavioral strategies,
time management, and emotional regulation
techniques appears to be essential in addressing the
complex dynamics of perfectionism and
procrastination.
3.1 Cognitive Behavioral Therapy
Cognitive Behavioral Therapy (CBT) is one of the
most widely used and effective interventions for
perfectionism and procrastination. CBT aims to
identify and modify cognitive distortions—negative
thought patterns that perpetuate perfectionistic
behaviors. Common cognitive distortions associated
with perfectionism include black-and-white thinking,
catastrophizing, and all-or-nothing thinking. In the
context of procrastination, these cognitive distortions
can be particularly damaging, as individuals may
view tasks as either perfect or failures, with no middle
ground. When tasks are perceived as too challenging
or impossible to complete perfectly, individuals often
delay starting or completing them, resulting in
procrastination.
Accruing research has demonstrated the
effectiveness of CBT in reducing maladaptive
perfectionism. A study involving university students
with maladaptive perfectionism found that a 12-week
web-based CBT program significantly reduced
perfectionism dimensions such as “concern over
mistakes”, “parental criticism”, and “unrealistic high
standards” (Radhu et al., 2012). These reductions in
perfectionistic tendencies were accompanied by
decreases in procrastination behaviors driven by fear
of failure or the belief that tasks must be completed
perfectly. Moreover, the intervention effectively
addressed negative automatic thoughts fueling
procrastination, such as catastrophizing and self-
doubt, enabling students to approach academic tasks
with greater confidence and efficiency. The findings
of this study are consistent with those of Arpin-
Cribbie et al., further validating CBT's role in
fostering more adaptive cognitive and behavioral
responses (Arlin-Cribbie et al., 2008). By directly
targeting the perfectionistic beliefs underlying
procrastination, CBT provides a practical and
effective solution for managing the interplay between
perfectionism and academic procrastination.
3.2 Promoting Adaptive Perfectionism
Promoting adaptive perfectionism in students can be
a valuable intervention strategy for reducing
academic procrastination. Unlike maladaptive
perfectionists, who are paralyzed by the fear of
failure, adaptive perfectionists are motivated by a
desire for excellence but do not equate their self-
worth with their achievements (Gärtner et al., 2020).
To promote adaptive perfectionism, educators can
help students reframe their beliefs about perfection.
Rather than emphasizing the pursuit of flawlessness,
educators can encourage students to focus on
progress, effort, and growth. For instance, teachers
can praise students for their effort, persistence, and
improvement, rather than only rewarding perfect
The Impact of Perfectionism on Academic Procrastination
475

outcomes. This shift in focus helps students value the
process of learning and acknowledge that mistakes
are a natural part of this process, reducing the anxiety
that often fuels procrastination. In practice, this can
involve helping students set realistic and flexible
goals. Rather than expecting perfection, students can
be encouraged to aim for consistent improvement,
focusing on attainable milestones that lead to long-
term success. Additionally, educators can provide
clear, constructive feedback that emphasizes what
students have done well and areas where they can
improve, rather than solely pointing out mistakes.
This approach helps students develop a healthier
attitude toward mistakes, seeing them not as failures
but as valuable learning opportunities.
Furthermore, fostering a classroom environment
that encourages collaboration and peer support can be
beneficial in promoting adaptive perfectionism.
When students feel supported by their peers and are
encouraged to share their struggles and successes,
they may be less likely to internalize perfectionistic
standards and more likely to adopt a growth mindset
(Namaziandost et al., 2024). Collaborative learning
environments also reduce the isolation and anxiety
often felt by perfectionistic students, helping to
mitigate the feelings of inadequacy that can
contribute to procrastination (Namaziandost et al.,
2024).
3.3 Mindfulness and Self-Compassion
Training
Recent research underscores the efficacy of
mindfulness and self-compassion training in
addressing maladaptive perfectionism and its impact
on procrastination. A study demonstrated that weekly
mindfulness sessions over an academic semester
significantly reduced discrepancies between
participants' high standards and their perceived
inability to meet them (Beck et al., 2017). These
reductions in discrepancy scores reflect decreased
self-doubt and less concern over failing to achieve
perfection, which are critical drivers of
procrastination. The mindfulness practice helped
participants reframe their rigid beliefs about
perfection, fostering a healthier perspective that
acknowledges imperfection as an inherent part of the
human experience. This shift in mindset allows
individuals to engage with academic tasks more
confidently and without the paralyzing fear of failure.
Moreover, mindfulness training was associated
with improved self-regulation and reduced
procrastination tendencies by enhancing participants’
capacity for focused attention and emotional
resilience. The study’s participants reported that
mindfulness helped them manage stress and maintain
their high personal standards without succumbing to
the negative effects of perfectionism. These findings
align with previous research, which has shown that
self-compassion practices promote adaptive
responses to challenges, reducing the tendency to
delay tasks due to perfectionistic fears. By
incorporating mindfulness into their routines,
students developed greater resilience against
procrastination, creating a more balanced approach to
academic responsibilities.
4 CONCLUSION
In conclusion, perfectionism plays an important role
in the formation of academic procrastination, among
which adaptive perfectionism has a positive impact
on academic performance and procrastination, while
maladaptive perfectionism leads to procrastination
and poor academic achievement. The results of the
various studies highlight the importance of
addressing perfectionism in academic settings,
particularly through interventions that help students
develop healthier, more adaptive perfectionist
tendencies.
Interventions for perfectionism and academic
procrastination should address both psychological
and behavioral aspects. Three therapies—CBT, the
cultivation of adaptive perfectionism, and
mindfulness training with self-compassion
practices—can all effectively regulate perfectionism
and improve procrastination behavior.
Overall, intervention strategies for perfectionism
require a multilayered and comprehensive approach
that not only helps students adjust unreasonable self-
expectations, but also fosters healthier mindsets and
behavior patterns. These interventions help students
cope better with academic tasks, reduce
procrastination, and ultimately promote improved
academic achievement and mental health.
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