چکیده:
Individual variables in foreign language learning have received much attention in foreign language learning research in recent years. However, little research exists that has investigated the relationship between students’ levels of perfectionism and their achievements in the foreign language learning classroom settings. To bridge this gap, this study aims to answer whether there is a significant relationship between student’s levels of perfectionism and their English achievement. The population of this study is defined as all third graders (n. 239, 110 males and 129 females) who learn English in the public schools of ministry of education in a small city in the Northern Khorasan. All these students participated in the study, so the sample size includes the whole population. Participants' scores on their levels of perfectionism were measured by a questionnaire and their scores of the final English exam were also used as the measure of their English achievements. The results indicated that there isn’t any significant relationship between students’ levels of perfectionism and their achievement (F = .515, p > .05); although an association between perfectionism and academic achievement has been found in a number of previous studies, perfectionism was not proved to be of great significance in the EFL learning process in the current study. At the end, some implications for both teachers and learners, and suggestions for future research are provided.
خلاصه ماشینی:
"The present study provides practical insights for researchers and teachers, as well as language learners by answering the research question of whether there is a significant relationship between the levels of high school third-graders' perfectionism and their English achievement.
Additionally, a study by Accordino, Accordino, & Slaney (2000) found that having high personal standards was positively and significantly associated with GPA, and supports the idea that students with adaptive forms of perfectionism tend to have higher levels of achievement.
The most related study is the one performed by Pishghadam and Akhondpoor (2011) where the researchers examined the role of learner perfectionism in foreign language learning success, and academic achievement.
In another study, Roohafza, Afshar, Sadeghi, Soleymani, Saadaty, Matinpour & Asadollahi (2010) investigated the association among the dimensions of perfectionism with the academic achievement and other psychopathologies, such as depression and anxiety.
This finding was somewhat consistent with the results in studies by Pishghadam & Akhondpoor (2011), and Roohafza (2010) in Iran and other studies by Arthur and Hayward (1997), Conroy (2003) in which an association between perfectionism and academic achievement had been found.
In spite of these limitations, the researcher believes this study should provide some helpful insights for educators, teachers and students as how influential such personal variable as perfectionism will be in learners' English achievement.
5. Conclusion and Recommendations The present study was aimed to investigate the relationship between perfectionism and English academic achievement among high school third-graders in Chenaran."