A Study on Perfectionism, Core Self-Evaluation, and Academic Procrastination: Gender Differences and Correlational Insights

Abstract

This study examined the relationships among perfectionism, core self-evaluation (CSE), and academic procrastination among college students. Using a cross-sectional correlational design, data were collected from 284 participants through self-report questionnaires. The results revealed that students with higher levels of perfectionism were more likely to engage in academic procrastination, suggesting that perfectionistic tendencies may lead to task avoidance. Additionally, perfectionism was negatively associated with core self-evaluation, indicating that students with more self-critical attitudes tend to have lower self-worth and confidence. Core self-evaluation was also negatively related to procrastination, showing that students with more positive self-perceptions are less likely to delay academic tasks. Gender comparisons revealed that female students reported significantly higher levels of perfectionism than male students, while no significant gender differences were found in CSE or procrastination. These findings highlight the complex interplay between personality traits and academic behavior and suggest the need for interventions that target maladaptive perfectionism and promote healthier self-evaluations to reduce procrastination in students.