Perfeccionismo desadaptativo e ansiedade cognitiva face a provas em universitários brasileiros: o papel do sexo e da idade
DOI:
https://doi.org/10.31211/rpics.2025.11.1.368Palavras-chave:
Ansiedade cognitiva face a provas, Perfeccionismo desadaptativo, Estudantes universitários, Diferenças de sexo, Estudo transversalResumo
Objetivo: Este estudo investigou em que medida o traço de personalidade perfeccionismo desadaptativo prediz a ansiedade cognitiva face a provas, controlando os efeitos das variáveis sexo e idade, em estudantes universitários do interior do Piauí Métodos: Participaram 224 estudantes universitários da cidade de Piripiri, Piauí, nordeste brasileiro (Midade = 24,48; DP = 6,14), sendo a maioria mulheres (77,7%), de instituições públicas (70,1%), e cursando principalmente Pedagogia (37,6%), Química (11,6) e Direito (8,9%). Aplicaram-se a versão breve da Escala de Quase Perfeição, a Escala de Ansiedade Cognitiva de Provas e um questionário sociodemográfico. Resultados: A regressão linear múltipla hierárquica indicou o perfeccionismo desadaptativo (b = 0,56; p < 0,001) e o sexo (b = -0,20; p < 0,001) como preditores significativos da ansiedade cognitiva, explicando cerca de 39% da variância total. Conclusões: Os resultados sugerem que níveis mais elevados de perfeccionismo desadaptativo se associam a maior ansiedade cognitiva em situações avaliativas, sobretudo em mulheres. Destaca-se a relevância de investigações futuras que explorem os mecanismos subjacentes a esta associação em populações universitárias.
Downloads
Referências
Ahmadi, T., Finch, W. H., Helsper, C. A., & Cassady, J. (2025). Relationships between dimensions of perfectionism and perceived test threat. Psychology in the Schools. https://doi.org/10.1002/pits.23397
Alkowatli, H., Khan, S., Bhyat, Y., & Alsuwaidi, M. (2022). Test anxiety amongst university students: A cross-sectional study. Medical Reports & Case Studies, 7(11), 001–012. https://doi.org/10.4172/2572-5130.22.7(11).1000223
Arana, F. G., & Furlan, L. (2016). Groups of perfectionists, test anxiety, and pre-exam coping in Argentine students. Personality and Individual Differences, 90, 169–173. https://doi.org/10.1016/j.paid.2015.08.009
Araújo, G. R., Araujo, G. O., Silva, P. G. N., Rocha, A. S., Ximenes, J. M., Cunha, L. R. L., Medeiros, P. C. B., & Medeiros, E. D. (2024). Procrastinação acadêmica: contribuições de variáveis demográficas e da ansiedade cognitiva de provas em universitários brasileiros. Revista Psicologia e Saúde, 16(2), Artigo e16272489. https://doi.org/10.20435/pssa.v16i2.2489
Aydın, G., & Güneri, O. Y. (2022). Exploring the role of psychological inflexibility, rumination, perfectionism cognitions, cognitive defusion, and self-forgiveness in cognitive test anxiety. Current Psychology, 41, 1757–1766. https://doi.org/10.1007/s12144-020-00805-1
Brandmo, C., Bråten, I., & Schewe, O. (2019). Social and personal predictors of test anxiety among Norwegian secondary and postsecondary students. Social Psychology of Education, 22, 43–61. https://doi.org/10.1007/s11218-018-9461-y
Brown, G. P., & Beck, A. T. (2002). Dysfunctional attitudes, perfectionism, and models of vulnerability to depression. In G. L. Flett & P. L. Hewitt (Eds.), Perfectionism: Theory, research, and treatment (pp. 231–251). American Psychological Association. https://doi.org/10.1037/10458-010
Burcaş, S., & Creţu, R. Z. (2021). Multidimensional perfectionism and test anxiety: A meta-analytic review of two decades of research. Educational Psychology Review, 33, 249–273. https://doi.org/10.1007/s10648-020-09531-3
Carver, C. S., & Scheier, M. F. (1988). A control-process perspective on anxiety. Anxiety Research, 1(1), 17–22. https://doi.org/10.1080/10615808808248217
Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27(2), 270–295. https://doi.org/10.1006/ceps.2001.1094
Coelho, G. L. H., Monteiro, R. P., Vilar, R., Hanel, P. H. P., Moizéis, H. B. C., & Gouveia, V. V. (2021). Psychometric evidence of the Short Almost Perfect Scale (SAPS) in Brazil. The Counseling Psychologist, 49(1), 6–32. https://doi.org/10.1177/0011000020961869
Conroy, D. E., Kaye, M. P., & Fifer, A. M. (2007). Cognitive links between fear of failure and perfectionism. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 25, 237–253. https://doi.org/10.1007/s10942-007-0052-7
Danthony, S., Mascret, N., & Cury, F. (2020). Test anxiety in physical education: The predictive role of gender, age, and implicit theories of athletic ability. European Physical Education Review, 26(1), 128–143. https://doi.org/10.1177/1356336X19839408
Elliot, A. J., McGregor, H. A., & Gable, S. (1999). Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology, 91(3), 549–563. https://doi.org/10.1037/0022-0663.91.3.549
Eum, K., & Rice, K. G. (2011). Test anxiety, perfectionism, goal orientation, and academic performance. Anxiety, Stress & Coping, 24(2), 167–178. https://doi.org/10.1080/10615806.2010.488723
Fisher, D. G., Hageman, A. M., & West, A. N. (2023). Academic burnout among accounting majors: the roles of self-compassion, test anxiety, and maladaptive perfectionism. Accounting Education, 33(6), 791–815. https://doi.org/10.1080/09639284.2023.2257672
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
Furlan, L. A., & Martínez-Santos, G. (2023). Intervención en un caso de ansiedad ante exámenes, perfeccionismo desadaptativo y procrastinación. Revista Digital de Investigación en Docencia Universitaria, 17(1), Artículo e1633. https://doi.org/10.19083/ridu.2023.1633
Hewitt, P. L., Smith, M. M., Deng, X., Chen, C., Ko, A., Flett, G. L., & Paterson, R. J. (2020). The perniciousness of perfectionism in group therapy for depression: A test of the perfectionism social disconnection model. Psychotherapy, 57(2), 206–218. https://doi.org/10.1037/pst0000286
Isheqlou, L. K., Zarean, M., Saeedi, M. T., Soltanlou, M., & Heysieattalab, S. (2022). Maladaptive perfectionists are more impulsive than adaptive perfectionists in a monetary gambling task. Journal of Experimental Psychopathology, 13(2). https://doi.org/10.1177/20438087221097741
Jehi, T., Mulvey, M., Shulgan, E., Burke, E., Dean, M., Betancourt, J., Carliss, G., Khan, R., Majzoub, N., Halawani, R., Beeson, L., & Zeman, C. (2024). Anxiety, depression, stress, and test anxiety are inversely associated with academic performance among undergraduate students post-COVID-19 confinement. American Journal of Health Education, 55(2), 89–99. https://doi.org/10.1080/19325037.2023.2273805
Jerrim, J. (2023). Test anxiety: Is it associated with performance in high-stakes examinations? Oxford Review of Education, 49(3), 321–341. https://doi.org/10.1080/03054985.2022.2079616
Jolly, A. T. W., Garratt-Reed, D., & McEvoy, P. M. (2022). Does repetitive negative thinking mediate the relationship between perfectionistic concerns and cognitive test anxiety? Anxiety, Stress, & Coping, 35(6), 662–672. https://doi.org/10.1080/10615806.2022.2069357
Krispenz, A., Gort, C., Schültke, L., & Dickhäuser, O. (2019). How to reduce test anxiety and academic procrastination through inquiry of cognitive appraisals: A pilot study investigating the role of academic self-efficacy. Frontiers in Psychology, 10, Artigo 1917. https://doi.org/10.3389/fpsyg.2019.01917
Lowe, P. A. (2023). Do dimensions of perfectionism predict dimensions of test anxiety while controlling for depression? Journal of Psychoeducational Assessment, 41(6), 634–656. https://doi.org/10.1177/07342829231152335
Medeiros, E. D., Silva, P. G. N., Medeiros, P. C. B., Sousa, G. M., Nunes, C. C., Fonseca, P. N., & Gomes, E. B. (2020). Cognitive Test Anxiety Scale: Propriedades psicométricas no contexto brasileiro. Salud & Sociedad, 11, Artigo e3923. https://doi.org/10.22199/issn.0718-7475-2020-0007
Nwosu, K. C., Wahl, W., Ofojebe, E. N., Okafor, A. U., & Okwuduba, E. N. (2022). Associations between Students’ test preparation strategies and test anxiety: Gender, age, and parents’ level of education as control variables. Education Research International, 1, 1–9. https://doi.org/10.1155/2022/5628116
Németh, L., & Bernáth, L. (2023). The nature of cognitive test anxiety: An investigation of the factor structure of the Cognitive Test Anxiety Scale. Educational Assessment, 28(1), 27–47. https://doi.org/10.1080/10627197.2022.2130740
O’Driscoll, D., & McAleese, M. (2021). The feasibility and effectiveness of compassionate mind training as a test anxiety intervention for adolescents: A preliminary investigation. Counselling and Psychotherapy Research, 22, 301–310. https://doi.org/10.1002/capr.12447
Osenk, I., Williamson, P., & Wade, T. D. (2020). Does perfectionism or pursuit of excellence contribute to successful learning? A meta-analytic review. Psychological Assessment, 32(10), 972–983. https://doi.org/10.1037/pas0000941
Putwain, D. W., & von der Embse, N. P. (2021). Cognitive–behavioral intervention for test anxiety in adolescent students: do benefits extend to school-related wellbeing and clinical anxiety. Anxiety, Stress, & Coping, 34(1), 22–36. https://doi.org/10.1080/10615806.2020.1840194
Robson, D. A., Johnstone, S. J., Putwain, D. W., & Howard, S. (2023). Test anxiety in primary school children: A 20-year systematic review and meta-analysis. Journal of School Psychology, 98, 39–60. https://doi.org/10.1016/j.jsp.2023.02.003
Shin, J., Lee, H. J., Park, H., Hong, Y., Song, Y. K., Yoon, D. U., & Oh, S. (2023). Perfectionism, test anxiety, and neuroticism determines high academic performance: a cross-sectional study. BMC Psychology, 11, Artigo 410. https://doi.org/10.1186/s40359-023-01426-6
Sirois, F. M., & Pychyl, T. A. (2013). Procrastination and the priority of short-term mood regulation: Consequences for future self. Social and Personality Psychology Compass, 7(2), 115–127. https://doi.org/10.1111/spc3.12011
Silva, P. G. N., Araújo, R. S., Araújo, G. R., Alves, M. E. S., Medeiros, P. C. B., Fonseca, P. N., & Medeiros, E. D. (2022). Ansiedade cognitiva de provas em universitários do Brasil: O papel das variáveis sociodemográficas e traços de personalidade. Revista Portuguesa de Investigação Comportamental e Social, 8(1), 1–17. https://doi.org/10.31211/rpics.2022.8.1.234
Silva, P. G. N. S., Araújo, G. R., Araujo, G. O., Cunha, L. R. L., Medeiros, P. C. B., & Medeiros, E. D. (2024). Evidências psicométricas da versão brasileira da Escala Comportamental de Ansiedade aos Exames (ECAE). Psicología, Conocimiento y Sociedad, 14(1), 112–134. https://doi.org/10.26864/pcs.v14.n1.3
Silva, P. G. N., Santos, P. F., Araújo, G. R., Cunha, L. R. L., Neres, S. M. I., Araújo, Oliveira, L. B. S., Medeiros, P. C. B., Araújo, G. O., Silva, A. C. M. M., & Medeiros, E. D. (2023). Ansiedade cognitiva de provas e procrastinação acadêmica: um estudo com universitários do Brasil. Revista de Educação e Humanidades, 21, 415–439. https://doi.org/10.30827/dreh.21.2023.27970
Slaney, R. B., Rice, K. G., Mobley, M., Trippi, J., & Ashby, J. S. (2001). The Revised Almost Perfect Scale. Measurement and Evaluation in Counseling and Development, 34(3), 130–145. https://doi.org/10.1080/07481756.2002.12069030
Soares, D., & Woods, K. (2020). An international systematic literature review of test anxiety interventions 2011–2018. Pastoral Care in Education, 38(4), 311–334. https://doi.org/10.1080/02643944.2019.1645495
Starley, D. (2019). Perfectionism: a challenging but worthwhile research area for educational psychology. Educational Psychology in Practice, 35(2), 121–146. https://doi.org/10.1080/02667363.2018.1531548
Stricker, J., Schneider, M., & Preckel, F. (2022). Concurrent and predictive relations of multidimensional perfectionism with test anxiety in secondary school students. Anxiety, Stress, & Coping, 36(2), 137–146. https://doi.org/10.1080/10615806.2022.2036704
Thomas, C. L., Cassady, J. C., & Finch, W. H. (2018). Identifying severity standards on the Cognitive Test Anxiety Scale: Cut score determination using latent class and cluster analysis. Journal of Psychoeducational Assessment, 36(5), 492–508. https://doi.org/10.1177/0734282916686004
Torrano, R., Ortigosa, J. M., Riquelme, A., Méndez, F. J., & López-Pina, J. A. (2020). Test anxiety in adolescent students: Different responses according to the components of anxiety as a function of sociodemographic and academic variables. Frontiers in Psychology, 11, Artigo 612270. https://doi.org/10.3389/fpsyg.2020.612270
Tsegay, L., Shumet, S., Damene, W., Gebreegziabhier, G., & Ayano, G. (2019). Prevalence and determinants of test anxiety among medical students in Addis Ababa Ethiopia. BMC Medical Education, 19, Artigo 423. https://doi.org/10.1186/s12909-019-1859-5
Von der Embse, N., Jester, D., Roy, D., & Post, J. (2018). Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review. Journal of Affective Disorders, 227, 483–493. https://doi.org/10.1016/j.jad.2017.11.048
Wan, S., Lin, S., Li, S., Tu, S., & Qin, G. (2024). The relationship between perfectionism and test anxiety of junior high school students: The mediating role of self-efficacy and trait anxiety. Educational Studies, 50(6), 1184–1199. https://doi.org/10.1080/03055698.2022.2059801
Wang, Y., Chen, J., Zhang, X., Lin, X., Sun, Y., Wang, N., Wang, J., & Luo, F. (2022). The relationship between perfectionism and social anxiety: A moderated mediation model. International Journal of Environmental Research and Public Health, 19(19), Artigo 12934. https://doi.org/10.3390/ijerph191912934
Zhao, M., Li, J., Lin, Y., Zhang, B., & Shi, Y. (2022). The effect of perfectionism on test anxiety and the mediating role of sense of coherence in adolescent students. Journal of Affective Disorders, 310, 142–149. https://doi.org/10.1016/j.jad.2022.05.024
Publicado
Como Citar
Edição
Secção
Licença
Direitos de Autor (c) 2025 Paulo Gregório Nascimento Nascimento da Silva, Lívia Maria Gonçalves Leal Dantas , Thiago Coutinho Freitas de Oliveira , Ana Maria Gomes Barbosa, Ana Carolina Martins Monteiro Silva, Tiago Geraldo de Azevedo , Emerson Diógenes de Medeiros, Marco Antônio silva Alvarenga

Este trabalho encontra-se publicado com a Creative Commons Atribuição-NãoComercial 4.0.
Os autores conservam os direitos de autor e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Creative Commons - Atribuição-NãoComercial 4.0 Internacional que permite a partilha do trabalho com reconhecimento da autoria e publicação inicial nesta revista.
