본 연구의 목적은 학업과 전문성을 개발하는 과정에서 나타나는 완벽주의 성향을 측정하기 위하여 학업적 완벽주의 척도를 개발하고, 그 신뢰도와 타당도를 검증하는 것이다. 본 연구에서 개발된 척도는 학업상황으로 맥락을 구체화 시켜 학업과정 가운데 동기-수행-평가의 3단계에서 나타날 것이라 기대되는 6개의 하위요인으로 구성하였다. 척도의 타당성을 검증하기 위하여, 고등학생들로부터 수집한 예비검사 자료를 분석하여 총 31개 문항으로 구성된 본검사를 전국의 고등학생 567명을 대상으로 실시하여 문항과 척도의 양호도 분석을 실시하였다. 확인적 요인분석을 통하여 6개 하위요인으로 이루어진 모형의 적합도를 검증하였다. 본 연구를 통하여 밝혀진 학업적 완벽주의의 하위요인은 동기 단계에서 (1)자기-접근적 완벽주의, (2) 자기-회피적 완벽주의, (3) 타인-접근적 완벽주의, 수행 단계에서 (4) 완벽주의 자기조절, (5) 완벽주의 행동지연, 그리고 평가 단계에서 (6) 완벽주의 가혹평가이다. 마지막으로 학업적 완벽주의 척도의 하위요인과 심리적 건강, 학업동기, 성취수준 간의 상관 및 법칙론적 연결망 분석을 통하여 척도의 구인타당도와 준거-관련 타당도의 근거를 제시하였다.
The purpose of this study was to construct and validate the Academic perfectionism Scale, specifically measuring the degree of perfectionism in an academic context. Based on reviews of previous studies on the conceptual essentials of perfectionism, and on validation of perfectionism scales, we came up with new sub-constructs to represent academic perfectionism. Responses from 391 high school students on the preliminary scale were analyzed, which resulted in 31 items representing six sub-factors. The final six-factor scale, along with the scales of psychological well-being, academic motivation, and performance achievement were administered to 567 high school students to confirm the reliability, construct validity, and criterion-related validity of the newly assembled Academic Perfectionism Scale. Results from a confirmatory factor analysis showed that the model with six factors had reasonably acceptable goodness of fit. The six factors were categorized into three phases in academic context: motivation, performance, evaluation, The motivation phase consisted of (1) self-approaching perfectionism, (2) self-avoided perfectionism, and (3) other-oriented perfectionism; the performance phase consisted of (4) perfectionistic self-regulation, and (5) perfectionistic procrastination; the evaluation phase consisted of (6) perfectionistic harsh evaluation. The relations among the sub-factors of the Academic Perfectionism Scale and the external variables such as psychological well-being, academic motivation, and performance achievement were consistent with the results of previous studies. Specifically, self-self-approaching perfectionism, self-avoided perfectionism, and perfectionistic regulation positively were positively related to life satisfaction, failure-tolerance, and achievement, whereas other-oriented perfectionism, perfectionistic procrastination, and perfectionistic harsh evaluation were positively related to depression and negatively related to academic motivation. A structural equation model analysis, testing for a nomological network, provided additional evidence for the validity of the present scale. Practical applications of dealing with maladaptive thoughts and behaviors in an academic context, including gifted education, were discussed.