The Relationship Between EFL Learners’ Academic Perfectionism and Their Foreign Language Engagement

Year 2026, Volume: 19 Issue: 1, 98 - 122, 13.01.2026

Mertcan Çiftkoç , Betül Altaş

https://doi.org/10.30831/akukeg.1751645

Abstract

Language development is significantly shaped by a learner’s personality characteristics. Due to the rise of the role of positive psychology in education, the interest in the study of the psychological constructs has influenced language instruction. In the English as a Foreign Language (EFL) context, an investigation into the relationship between academic perfectionism and foreign language engagement is essential to enhance educators’ understanding of the role of personality traits in foreign language education. This correlational study investigates the relationship between EFL learners' academic perfectionism and their foreign language engagement. It also assesses whether these variables statistically and significantly differ in terms of gender, department, and years of learning English. The study consists of 275 EFL learners of a foundation university in Türkiye. Gathering of data entails “Academic Perfectionism Scale”, “Language Learner Engagement Scale” and “Personal Information Form”. The independent samples t-test, one-way ANOVA and Pearson correlation test were used in the analysis of the data. The findings show that EFL learners’ academic perfectionism was not found to be associated with their foreign language engagement. Additionally, academic perfectionism and foreign language engagement among EFL learners showed a significant difference based on gender, whereas department and years of learning English had no role in academic perfectionism and foreign language engagement.

Keywords

Academic perfectionism , foreign language engagement , learner engagement , EFL learners

İngilizceyi Yabancı Dil Olarak Öğrenen Öğrencilerin Akademik Mükemmeliyetçilikleri ve Yabancı Dil Dersi Katılımları Arasındaki İlişki

Abstract

Dil gelişimi, önemli ölçüde öğrencinin kişilik özellikleri tarafından şekillenir. Pozitif psikolojinin eğitimdeki rolünün artması nedeniyle, psikolojik yapılar üzerine yapılan araştırmalara olan ilgi dil öğretimini de etkilemiştir. Yabancı dil olarak İngilizce bağlamında, akademik mükemmeliyetçilik ile yabancı dil dersi katılımı arasındaki ilişkinin araştırılması, eğitimcilerin kişilik özelliklerinin yabancı dil eğitimindeki rolünü anlamalarını geliştirmek açısından önemlidir. İlişkisel tarama modeli kullanan bu çalışma, yabancı dil olarak İngilizce öğrenen öğrencilerin akademik mükemmeliyetçilikleri ile yabancı dil dersi katılımları arasındaki ilişkiyi incelemektedir. Ayrıca çalışma, bu değişkenlerin cinsiyet, bölüm ve İngilizce öğrenme süresi açısından istatistiksel olarak anlamlı bir farklılık gösterip göstermediğini de incelemektedir. Araştırma, Türkiye'deki bir vakıf üniversitesinde 275 İngilizceyi yabancı dil olarak öğrenen öğrencilerden oluşmaktadır. Verilerin toplanması, “Akademik Mükemmeliyetçilik Ölçeği”, “Yabancı Dil Dersi Katılım Ölçeği” ve “Kişisel Bilgi Formu”nu içermektedir. Bu nedenle, verilerin analizinde bağımsız örneklemler t-testi, tek yönlü ANOVA ve Pearson korelasyon testi kullanılmıştır. Bulgular, bu öğrencilerin akademik mükemmeliyetçiliklerinin yabancı dil dersi katılımlarıyla ilişkili olmadığını göstermektedir. Buna ek olarak, öğrencilerin akademik mükemmeliyetçilik ve yabancı dil dersi katılımları cinsiyete göre anlamlı farklılık gösterirken, bölüm ve İngilizce öğrenim süresinin bu değişkenler üzerinde herhangi bir etkisi bulunmamıştır.

Keywords

Akademik mükemmeliyetçilik , yabancı dil dersi katılımı , öğrenci katılımı , İngilizceyi yabancı dil olarak öğrenen öğrenciler

References

• Adler, A. (1956). The individual psychology of Alfred Adler (H. L. Ansbacher & R. R. Ansbacher, Eds.). Harper.
• Akbaba, M. F. (2024). Examining school satisfaction in adolescents: The role of academic perfectionism and meaning in life. The Universal Academic Research Journal, 6(3), 143–150. https://doi.org/10.55236/tuara.1473940
• Al-Ariqi, I. Y., & Prasad, B. V. R. (2024). Cognitive engagement and academic performance among EFL/ESL learners in conflict-affected zones. Journal of Second and Multiple Language Acquisition, 12(2), 539–558. https://doi.org/10.5281/zenodo.13629548
• Ammade, S., Rahman, A. W., & Nurhasanah, N. (2023). Students’ cognitive engagement and academic performance in a flipped classroom model in outstanding class program. JINoP (Jurnal Inovasi Pembelajaran), 9(1), 98–111. https://doi.org/10.22219/jinop.v9i1.23884
• Angelovska, T., Mercer, S. & Talbot, K. (2021). Personality traits as predictors of language learner engagement. Language Learning in Higher Education, 11(2), 285–310. https://doi.org/10.1515/cercles-2021-2026
• Arslan, C., Hamarta, E., Üre, Ö., & Özyeşil, Z. (2010). An investigation of loneliness and perfectionism in university students. Procedia - Social and Behavioral Sciences, 2(2), 814–818. https://doi.org/10.1016/j.sbspro.2010.03.109
• Baracheta, N. S. M. (2024). Skills, confidence and challenges in speaking English among indigenous college students. International Journal of Religion, 5(9), 253–265. https://doi.org/10.61707/1t7btd62
• Baralt, M., Gurzynski-Weiss, L., & Kim, Y. (2016). Engagement with the language: How examining learners’ affective and social engagement explains successful learner-generated attention to form. In M. Sato & S. Ballinger (Eds.), Peer inter-action and second language learning: Pedagogical potential and research agenda (pp. 209–239). John Benjamins. https://doi.org/10.1075/lllt.45.09bar
• Bernabé, M., Merhi, R., Lisbona, A., & Palací, F. J. (2023). Perfectionism and academic engagement, the mediating role of passion for the studies. Educación XX1, 26(2). https://doi.org/10.5944/educxx1.33706
• Bukenova, A. (2024). The effect of perfectionism on the academic English learning experiences of first-year students: The case of KIMEP university [Master's thesis]. KIMEP University. Researchgate. http://dx.doi.org/10.13140/RG.2.2.26204.19840
• Burns, D. D. (1980). The perfectionist’s script for self-defeat. Psychology Today, 34–52. https://jessegalef.com/wp-content/uploads/2020/08/the-perfectionist-script-for-self-defeat.pdf
• Büyüköztürk, Ş. (2019). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi.
• Camadan, F., & Yüksel, G. (2012). Perfectionism among Turkish secondary students. Gaziantep University Journal of Social Sciences, 11(3), 701–714.
• Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Pegem Akademi.
• Cazan, A., & Stan, M. M. (2019). Perfectionism, learning engagement and well-being in a university student sample. In E. Soare & C. Langa (Eds.), Education facing contemporary world issues (pp. 169–177). Future Academy. https://doi.org/10.15405/epsbs.2019.08.03.20
• Closson, L. M., & Boutilier, R. R. (2017). Perfectionism, academic engagement, and procrastination among undergraduates: The moderating role of honors student status. Learning and Individual Differences, 57, 157–162. https://doi.org/10.1016/j.lindif.2017.04.010
• Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), Minnesota symposia on child psychology (Vol. 23, pp. 43–77). Lawrence Erlbaum.
• Damian, L. E., Stoeber, J., Negru-Subtirica, O., & Băban, A. (2017). Perfectionism and school engagement: A three-wave longitudinal study. Personality and Individual Differences, 105, 179–184. https://doi.org/10.1016/j.paid.2016.09.044
• Dao, P., & McDonough, K. (2018). Effect of proficiency on Vietnamese EFL learners’ engagement in peer interaction. International Journal of Educational Research, 88, 60–72. https://doi.org/10.1016/j.ijer.2018.01.008
• Dewaele, J., & Li, C. (2021). Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes. Language Teaching Research, 25(6), 922–945. https://doi.org/10.1177/13621688211014538
• Er, E., & Aydemir, A. (2022). Investigation of the relations between proactive personality characteristics, self-control, and academic excellence of education faculty students. IBAD Sosyal Bilimler Dergisi, 12, 409–425. https://doi.org/10.21733/ibad.1005392
• Felder, R. M., & Brent, R. (2005). Understanding student differences. Journal of Engineering Education, 94(1), 57–72. https://doi.org/10.1002/j.2168-9830.2005.tb00829.x
• Fernández-García, O., Gil-Llario, M. D., Castro-Calvo, J., Morell-Mengual, V., Ballester-Arnal, R., & Estruch-García, V. (2022). Academic perfectionism, psychological well-being, and suicidal ideation in college students. International Journal of Environmental Research and Public Health, 20(1), 85. https://doi.org/10.3390/ijerph20010085
• Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
• Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14(5), 449–468. https://doi.org/10.1007/BF01172967
• Gaines, I. (2015). Increasing confidence and English use outside the ESL/IEP classroom for lower-level learners. ORTESOL Journal, 32, 56–67. https://eric.ed.gov/?id=EJ1152417
• Gao, Y., Jia, Z., & Zhou, Y. (2015). EFL learning and identity development: A longitudinal study in 5 universities in China. Journal of Language, Identity & Education, 14(3), 137–158. https://doi.org/10.1080/15348458.2015.1041338
• George, D., & Mallery, P. (2019). IBM SPSS Statistics 26 Step by step: A Simple Guide and Reference. Routledge.
• Ghorbandordinejad, F., & Afshar, H. (2017). On the relationship between self-efficacy, perfectionism, and English achievement among Iranian EFL learners. Teaching English Language, 11(2), 103–129. https://doi.org/10.22132/tel.[phone]
• Ghosh, R., & Roy, S. (2017). Relating multidimensional perfectionism and academic procrastination among Indian university students. Gender in Management: An International Journal, 32(8), 518–534. https://doi.org/10.1108/gm-01-2017-0011
• Gourlay, L. (2015). ‘Student engagement’ and the tyranny of participation. Teaching in Higher Education, 20(4), 402–411.
• Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A primer on partial least squares structural equation modeling PLS-SEM. Sage.
• Henry, A., & Thorsen, C. (2018). Disaffection and agentic engagement: ‘Redesigning’ activities to enable authentic self-expression. Language Teaching Research, 24(4), 456–475. https://doi.org/10.1177/1362168818795976
• Hewitt P. L., Flett G. L., Mikail S. F. (2017). Perfectionism: A relational approach to conceptualization, assessment, and treatment. The Guilford Press.
• Hiver, P., Al-Hoorie, A. H., Vitta, J. P., & Wu, J. (2021). Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language Teaching Research, 28(1), 201–230. https://doi.org/10.1177/13621688211001289
• Hollender, M. H. (1965). Perfectionism. Comprehensive Psychiatry, 6(2), 94–103. https://doi.org/10.1016/S0010-440X(65)80016-5
• Huang, J. (2023). Relations between teacher–student relationship quality, emotional engagement, and writing performance. Language Teaching Research. https://doi.org/10.1177/13621688231199821
• Karasar, N. (2014). Bilimsel araştırma yöntemi. Nobel.
• Khan, H., Gul, R., & Zeb, M. (2023). The effect of students’ cognitive and emotional engagement on students’ academic success and academic productivity. Journal of Social Sciences Review, 3(1), 322–334. https://doi.org/10.54183/jssr.v3i1.141
• Khan, R., Khan, S., & Khan, M. (2020). Impact of socio-cultural factors on women’s higher education. Pakistan Review of Social Sciences (PRSS), 1(2), 36–46. https://www.pakistanreview.com/index.php/PRSS/article/view/61
• Ladd, G.W., & Dinella, L.M. (2009). Continuity and change in early school engagement: Predictive of children’s achievement trajectories from first to eight grade? Journal of Educational Psychology, 101, 190-206.
• Lee, W., & Reeve, J. (2012). Teachers’ estimates of their students’ motivation and engagement: being in synch with students. Educational Psychology, 32(6), 727–747.
• Li, J., Wang, C., & Shen, Z. (2025). Gender stereotypes as related to language learning engagement: Mediating roles of motivational beliefs and emotional factors. The Asia-Pacific Education Researcher, 34, 909–920. https://doi.org/10.1007/s40299-024-00907-5
• Li, J., & Xue, E. (2023). Dynamic interaction between student learning behaviour and learning environment: Meta-analysis of student engagement and its influencing factors. Behavioral Sciences, 13(1), 59. https://doi.org/10.3390/bs13010059
• Lin, L. (2020). Perfectionism and writing performance of Chinese EFL college learners. English Language Teaching, 13(8), 35–45. https://doi.org/10.5539/elt.v13n8p35
• Liu, C., & Berzenski, S. R. (2022). College academic perfectionism scale: Development and validation. Journal of Psychoeducational Assessment, 40(4), 465–481. https://doi.org/10.1177/07342829211069799
• Liu, M., & Huang, W. (2011). An exploration of foreign language anxiety and English learning motivation. Education Research International, 2011(1), 493167. https://doi.org/https://doi.org/10.1155/2011/493167
• Ljubin-Golub, T., Rijavec, M., & Jurčec, L. (2018). Flow in the academic domain: the role of perfectionism and engagement. The Asia-Pacific Education Researcher, 27(2), 99–107. https://doi.org/10.1007/s40299-018-0369-2
• Lomax, R. G., & Hahs-Vaughn, D. L. (2012). An introduction to statistical concepts: Third Edition. Routledge.
• Loscalzo, Y., Rice, S. P. M., Giannini, M., & Rice, K. G. (2018). Perfectionism and academic performance in Italian college students. Journal of Psychoeducational Assessment, 37(7), 911–919. https://doi.org/10.1177/0734282918800748
• MacIntyre, P. D., & Mercer, S. (2014). Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, 4(2), 153–172. https://doi.org/10.14746/ssllt.2014.4.2.2
• Madigan, D. J. (2019). A meta-analysis of perfectionism and academic achievement. Educational Psychology Review, 31(4), 967–989. https://doi.org/10.1007/s10648-019-09484-2
• Malik, S., & Ghayas, S. (2016). Construction and validation of academic perfectionism scale: Its psychometric properties. Pakistan Journal of Psychological Research, 31(1), 293–310. https://doi.org/10.1037/t61797-000
• Mercer, S. (2019). Language learner engagement: Setting the scene. In X. Gao (Ed.), Second Handbook of English Language Teaching (pp. 1–19). Springer International Publishing. https://doi.org/10.1007/978-3-319-58542-0_40-1
• Mihai, M., Albert, C. N., Mihai, V. C., & Dumitras, D. E. (2022). Emotional and social engagement in the English language classroom for higher education students in the COVID-19 online context. Sustainability, 14(8), 4527. https://doi.org/10.3390/su14084527
• Odacı, H., Kalkan M., & Çikrıkci Ö. (2017). Akademik mükemmeliyetçilik ölçeğinin geliştirilmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(1), 353 –366.
• OECD. (2007). Gender differences in student engagement with mathematics. In Education policy analysis 2006: Focus on higher education (pp. 139–164). OECD Publishing. https://doi.org/10.1787/epa-2006-6-en
• Oga-Baldwin, W. L. Q. (2019). Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning. System, 86, 102128. https://doi.org/https://doi.org/10.1016/j.system.2019.102128
• Oga-Baldwin, W. Q., & Nakata, Y. (2017). Engagement, gender, and motivation: A predictive model for Japanese young language learners. System, 65, 151–163. https://doi.org/10.1016/j.system.2017.01.011
• Oruç, E. & Demirci, C. (2020). Yabancı dil dersinde katılımın ölçümü: Yabancı dil dersi katılım ölçeği, Turkish Studies – Educational Sciences, 15(2), 1113-1126. https://dx.doi.org/10.29228/TurkishStudies.40025
• Pacht, A. R. (1984). Reflections on perfection. American Psychologist, 39(4), 386–390. https://doi.org/10.1037/0003-066x.39.4.386
• Philp, J., & Duchesne, S. (2016). Exploring engagement in tasks in the language classroom. Annual Review of Applied Linguistics, 36, 50–72. https://doi.org/10.1017/s0267190515000094
• Pishghadam, R., & Akhondpoor, F. (2011). Learner perfectionism and its role in foreign language learning success, academic achievement, and learner anxiety. Journal of Language Teaching and Research, 2(2). https://doi.org/10.4304/jltr.2.2.432-440
• Posner, M. I. (1980). Orienting of attention. Quarterly Journal of Experimental Psychology, 32(1), 3–25. https://doi.org/10.1080/00335558008248231
• Rahi, S. (2017). Research design and methods: A systematic review of research paradigms, sampling issues and instruments development. International Journal of Economics & Management Sciences, 6(2), 1-5. https://doi.org/10.4172/2162-6359.1000403
• Reschly, A. L., & Christenson, S. L. (2012). Jingle, jangle, and conceptual haziness: Evolution and future directions of the engagement construct. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 3–19). Springer Science + Business Media. https://doi.org/10.1007/978-1-4614-2018-7_1
• Reshi, N. I. A., Sudha, N. D. T., & Dar, N. S. A. (2022). Women’s access to education and its impact on their empowerment: A comprehensive review. MORFAI Journal, 1(2), 446–450. https://doi.org/10.54443/morfai.v1i2.760
• Rueda, M. R., Posner, M. I., & Rothbart, M. K. (2004). Attentional control and self-regulation. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of Self-Regulation: Research, Theory, and Applications (pp. 283–300). Guilford Press. https://psycnet.apa.org/record/2004-00163-013
• Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press. https://doi.org/10.1521/978.14625/28806
• Sang, Y., & Hiver, P. (2021). Engagement and companion constructs in language learning: Concepualizing learners’ involvement in the L2 classroom. In P. Hiver, A.H. Al-Hoorie, A.H., & S. Mercer, S. (Eds.), Student engagement in the language classroom (pp. 17–37). Multilingual Matters. http://dx.doi.org/10.2307/jj.22730722.7
• Santos, A. C., Simões, C., Cefai, C., Freitas, E., & Arriaga, P. (2021). Emotion regulation and student engagement: Age and gender differences during adolescence. International Journal of Educational Research, 109, 101830. https://doi.org/10.1016/j.ijer.2021.101830
• Satıcı, B., Tekin, E. G., & Deniz, M. E. (2020). Cognitive flexibility and mental well-being: Fear of negative evaluation and academic perfectionism as serial mediators. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 22(2), 386–396. https://doi.org/10.17556/erziefd.632776
• Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571–581. https://doi.org/10.1037/0022-0663.85.4.571
• Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the class- room: part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765–781.
• Skinner, E. A., Kindermann, T. A., Connell, J. P., & Wellborn, J. G. (2009). Engagement and disaffection as organizational constructs in the dynamics of motivational development. In K. R. Wenzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 223–245). Routledge/Taylor & Francis Group.
• Stoeber, J. (2018). The psychology of perfectionism: An introduction. In J. Stoeber (Ed.), The psychology of perfectionism: Theory, research, applications (pp. 3–16). Routledge/Taylor & Francis Group.
• Storch, N. (2008). Metatalk in a pair work activity: Level of engagement and implications for language development. Language Awareness, 17(2), 95–114. https://doi.org/10.1080/09658410802146644
• Sulis G., & Philp, J. (2021). Exploring connections between classroom environment and engagement in the foreign language classroom. In Hiver P., Al-Hoorie A.H., Mercer S. (Eds.), Student engagement in the language classroom (pp. 101–119). Multilingual Matters. http://dx.doi.org/10.21832/9781788923613-009/html
• Svalberg, A. M.L. (2009). Engagement with language: interrogating a construct. Language Awareness, 18(3-4), 242–258, https://doi.org/10.1080/09658410903197264
• Swain, M. (2013). The inseparability of cognition and emotion in second language learning. Language Teaching, 46(2), 195–207. https://doi.org/10.1017/S0261444811000486
• Teimouri, Y., Plonsky, L., & Tabandeh, F. (2020). L2 grit: Passion and perseverance for second-language learning. Language Teaching Research, 26(5), 893–918. https://doi.org/10.1177/1362168820921895
• Topoğlu, E. E. (2022). Examination of pre-service teachers' academic perfectionism and research anxiety, International Journal of Curriculum and Instruction, 14(3), 2868–2886. http://ijci.wcci-international.org
• Unrau, N. J., & Quirk, M. (2014). Reading motivation and reading engagement: Clarifying commingled conceptions. Reading Psychology, 35(3), 260–284. https://doi.org/10.1080/02702711.2012.684426
• Uyan, E. (2023). EFL students’ perceptions on learner engagement in task-based language instruction: A mixed methods study [Unpublished Master’s thesis]. Akdeniz University.
• Wang, M.T., & Peck, S.C. (2013). Adolescent educational success and mental health vary across school engagement profiles. Developmental Psychology, 49, 1266-1276.
• Xie, Y., Kong, Y., Yang, J., & Chen, F. (2019). Perfectionism, worry, rumination, and distress: A meta-analysis of the evidence for the perfectionism cognition theory. Personality and Individual Differences, 139, 301–312. https://doi.org/10.1016/j.paid.2018.11.028
• Yaoar, A. (2008). Üniversite öğrencilerinin mükemmeliyetçi kişilik özelliği ile empati düzeylerinin farklı değişkenler açısından incelenmesi [Unpublished doctoral dissertation]. Gazi University.
• Yu, J., Huang, C., Wang, X., & Tu, Y. (2020). Exploring the relationships among interaction, emotional engagement and learning persistence in online learning environments. 2020 International Symposium on Educational Technology (ISET), 293–297. https://doi.org/10.1109/ISET49818.2020.00070
• Zhang, Y., Gan, Y., & Cham, H. (2007). Perfectionism, academic burnout and engagement among Chinese college students: A structural equation modeling analysis. Personality and Individual Differences, 43(6), 1529–1540. https://doi.org/10.1016/j.paid.2007.04.010
• Zimmerman, B. J. (1990). Self-Regulated learning and academic achievement: an overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501_2