The directionality and longitudinal course between perfectionism and academic achievement throughout adolescence remains unclear as most studies rely on cross-sectional or short-term data and many examine these associations in university students who do not represent the full spectrum of learners. Moreover, most studies are hampered by their reliance on student-reported grades. We rectified these issues by examining the longitudinal relation between self-reported perfectionism and teacher-rated academic achievement (grade point average) in a sample of 604 Canadian adolescents followed prospectively from Grade 7 to Grade 12. Using path analysis, results demonstrated a positive relation between academic achievement and perfectionism. In particular, academic achievement positively predicted self-oriented perfectionism (SOP) at every time point. Academic achievement also positively predicted socially prescribed perfectionism across every time point. At no time point did either form of perfectionism predict academic achievement, highlighting that perfectionism is more likely an outcome of academic achievement, rather than an antecedent. Results also demonstrated that the cross-lagged effect from academic achievement to SOP was stronger at the transition from middle school to high school compared to pathways in all subsequent years. Overall, such findings imply that adolescents who experience academic success are more likely to experience increases in levels of perfectionism, which may increase their vulnerability to stress.

完美主义和整个青春期学业成就之间的方向性和纵向过程仍不清楚，因为大多数研究依赖于横截面或短期数据，并且许多研究在不代表所有学习者的大学生中检查这些关联。此外，大多数研究都因依赖学生报告的成绩而受到阻碍。我们通过在 604 名从 7 年级到 12 年级前瞻性跟踪的加拿大青少年样本中检查自我报告的完美主义和教师评定的学业成绩（平均绩点）之间的纵向关系来纠正这些问题。使用路径分析，结果表明存在正相关关系在学业成就和完美主义之间。特别是，学业成绩在每个时间点都积极预测自我导向的完美主义 (SOP)。在每个时间点，学术成就也积极预测了社会规定的完美主义。两种形式的完美主义在任何时候都无法预测学业成绩，强调完美主义更有可能是学业成就的结果，而不是前因。结果还表明，与随后几年的路径相比，从中学到高中的过渡期间，从学业成绩到 SOP 的交叉滞后效应更强。总体而言，这些发现意味着取得学业成功的青少年更有可能体验到完美主义水平的增加，这可能会增加他们对压力的脆弱性。两种形式的完美主义在任何时候都无法预测学业成绩，强调完美主义更有可能是学业成就的结果，而不是前因。结果还表明，与随后几年的路径相比，从中学到高中的过渡期间，从学业成绩到 SOP 的交叉滞后效应更强。总体而言，这些发现意味着取得学业成功的青少年更有可能体验到完美主义水平的增加，这可能会增加他们对压力的脆弱性。两种形式的完美主义在任何时候都无法预测学业成绩，强调完美主义更有可能是学业成就的结果，而不是前因。结果还表明，与随后几年的路径相比，从中学到高中的过渡期间，从学业成绩到 SOP 的交叉滞后效应更强。总体而言，这些发现意味着取得学业成功的青少年更有可能体验到完美主义水平的增加，这可能会增加他们对压力的脆弱性。结果还表明，与随后几年的路径相比，从中学到高中的过渡期间，从学业成绩到 SOP 的交叉滞后效应更强。总体而言，这些发现意味着取得学业成功的青少年更有可能体验到完美主义水平的增加，这可能会增加他们对压力的脆弱性。结果还表明，与随后几年的路径相比，从中学到高中的过渡期间，从学业成绩到 SOP 的交叉滞后效应更强。总体而言，这些发现意味着取得学业成功的青少年更有可能体验到完美主义水平的增加，这可能会增加他们对压力的脆弱性。