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Volume 31, Issue 1 (Continuously Updated 2025)
IJPCP 2025, 31(1): 0-0 |
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Farid A, Ghanbari viki M, Mosleh S Q. Relationship Between Perfectionism and Exam Anxiety in Iranian Students: A Systematic Review and Meta-analysis. IJPCP 2025; 31 (1)
URL: http://ijpcp.iums.ac.ir/article-1-4325-en.html
URL: http://ijpcp.iums.ac.ir/article-1-4325-en.html
1- Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran. , abolfazlfarid@gmail.com
2- Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran.
2- Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran.
Abstract: (339 Views)
Objectives Several studies have examined perfectionism as a factor affecting exam anxiety and have reported different and inconsistent results. Therefore, the present research aimed to review the results of studies on the relationship between perfectionism and exam anxiety in Iranian students.
Methods This is a systematic review and meta-analysis. The relevant studies published from 2011 to 2024 were searched in international and national databases, including Google Scholar, Web of Science (ISI), Science Direct, PubMed, SID, Irandoc, Noormags, and MagIran. The heterogeneity between studies was investigated using the Q-test and I2 statistics, and the random effects model was chosen to present the results. CMA software, version 2 was used to analyze the data.
Results Finally, 17 studies with 25 effect sizes were selected for the review and analysis. The results showed that the correlation coefficient between perfectionism and exam anxiety was 0.18 (95% CI; 0.008%, 0.357%). The adaptive perfectionism (Effect size:-0.465) had the highest relationship with exam anxiety among antecedent variables. The analysis of subgroups based on participants’ gender showed that the combined effect size for girls was larger (r=0.50, 95% CI; 0.44%, 0.55%) than for boys (r=0.21, 95% CI; 0.12%, 0.30%). Also, there was an inverse and significant relationship between Fisher’s Z effect sizes and participants’ age, such that for every one unit increase in participants’ age, the Fisher’s Z effect sizes were reduced by 0.04 units.
Conclusion Perfectionism has a significant relationship with exam anxiety among Iranian students. Experts can reduce the students’ exam anxiety by improving their perfectionism using effective interventions.
Methods This is a systematic review and meta-analysis. The relevant studies published from 2011 to 2024 were searched in international and national databases, including Google Scholar, Web of Science (ISI), Science Direct, PubMed, SID, Irandoc, Noormags, and MagIran. The heterogeneity between studies was investigated using the Q-test and I2 statistics, and the random effects model was chosen to present the results. CMA software, version 2 was used to analyze the data.
Results Finally, 17 studies with 25 effect sizes were selected for the review and analysis. The results showed that the correlation coefficient between perfectionism and exam anxiety was 0.18 (95% CI; 0.008%, 0.357%). The adaptive perfectionism (Effect size:-0.465) had the highest relationship with exam anxiety among antecedent variables. The analysis of subgroups based on participants’ gender showed that the combined effect size for girls was larger (r=0.50, 95% CI; 0.44%, 0.55%) than for boys (r=0.21, 95% CI; 0.12%, 0.30%). Also, there was an inverse and significant relationship between Fisher’s Z effect sizes and participants’ age, such that for every one unit increase in participants’ age, the Fisher’s Z effect sizes were reduced by 0.04 units.
Conclusion Perfectionism has a significant relationship with exam anxiety among Iranian students. Experts can reduce the students’ exam anxiety by improving their perfectionism using effective interventions.
Type of Study: Meta-analysis |
Subject:
Psychiatry and Psychology
Received: 2024/09/21 | Accepted: 2025/05/7 | Published: 2025/08/1
Received: 2024/09/21 | Accepted: 2025/05/7 | Published: 2025/08/1
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