RELATIONSHIP OF PERFECTIONISM AND ANXIETY IN STUDENT ACTIVITY

Abstract

Based on the conducted research, it is proposed to develop a program of psychotherapeutic support and prevention of the neurotic scenario of perfectionism, consisting of sections, according to the criterion of the actual effectiveness of educational and professional activities and individual typological features. The actual effectiveness is manifested by the perfectionist experiences of the students of “excellent students” and “good students”. “Excellent students” demonstrate willingness to perceive a threat to their self-esteem in a wide range of situations and to respond with a very pronounced state of personal anxiety. 4-mark students demonstrated a business approach to solving problems: they show willingness to improve the quality of knowledge, while showing pronounced situational anxiety. Individual typological features of students manifested themselves in the tendency of students to claim high marks in combination with the experience of a high level of significance of the situation. The positive side of the manifestation of perfectionism of 5-mark students and 4-mark students are tendencies of little-realized personal growth and procedural motivation in educational and professional activities. The negative side of the manifestation of students’ perfectionism is the tendency of students to manifest a number of maladaptive personal characteristics: the inability to meet internalized high standards, to enjoy activities. Individual typological features of students are proposed to be formed in the following directions: self-knowledge of positive and negative personality qualities; formation of a sense of confidence and success; comprehension of the content of activities and specific planning for subtasks; development of skills of flexible behavior in the implementation of goals.