The current study investigated how perfectionism can be related to L2 learners’ achievement with motivation and two aspects of self-regulated learning as possible mediators. This study also evaluated the factor structure of the Big Three Perfectionism Scale (BTPS) in an Iranian sample. The participants were 495 Iranian high school students who completed six BTPS sub-scales and measures of self-determined motivation and self-regulated learning. Psychometric analyses indicated that rigid perfectionism and self-critical perfectionism as two higher order factors have construct validity. Structural equation modeling indicated that rigid perfectionism positively predicted L2 achievement, while self-critical perfectionism negatively predicted L2 achievement. Mediational models indicated that neither autonomous-mastery/performance motivation nor controlled motivation mediated the path from perfectionism to L2 achievement. However, both aspects of self-regulated learning, namely, deep learning and persistence could mediate the relationship between perfectionism and L2 achievement. Specifically, higher levels of self-critical perfectionism were positively related to deep learning and persistence that, in turn, were related to higher L2 achievement. In contrast, self-critical perfectionism was negatively related to deep learning and persistence, that, in turn, were related to lower L2 achievement. The results are discussed in terms of the practical implications for L2 teachers and parents.

中文翻译：

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完美主义和二语成就：伊朗高中生动机和自我调节学习的中介作用

目前的研究调查了完美主义如何与第二语言学习者的成就相关，其中动机和自我调节学习的两个方面作为可能的中介。本研究还评估了伊朗样本中的三大完美主义量表 (BTPS) 的因子结构。参与者是 495 名伊朗高中生，他们完成了 6 个 BTPS 子量表以及自主动机和自我调节学习的措施。心理测量分析表明，作为两个高阶因素的严格完美主义和自我批评完美主义具有结构效度。结构方程模型表明，刚性完美主义正向预测二语成就，而自我批评完美主义负向预测二语成就。中介模型表明，自主掌握/绩效动机和受控动机都不是从完美主义到第二语言成就的中介。然而，自我调节学习的两个方面，即深度学习和持久性都可以调节完美主义与二语成绩之间的关系。具体来说，更高水平的自我批评完美主义与深度学习和坚持正相关，而后者又与更高的第二语言成就相关。相比之下，自我批评完美主义与深度学习和持久性呈负相关，而后者又与较低的第二语言成绩有关。研究结果根据对二语教师和家长的实际意义进行了讨论。即，深度学习和坚持可以在完美主义和第二语言成就之间中介。具体来说，更高水平的自我批评完美主义与深度学习和坚持正相关，而后者又与更高的第二语言成就相关。相比之下，自我批评完美主义与深度学习和持久性呈负相关，而后者又与较低的第二语言成绩有关。研究结果根据对二语教师和家长的实际意义进行了讨论。即，深度学习和坚持可以在完美主义和第二语言成就之间中介。具体来说，更高水平的自我批评完美主义与深度学习和坚持正相关，而后者又与更高的第二语言成就相关。相比之下，自我批评完美主义与深度学习和持久性呈负相关，而后者又与较低的第二语言成绩有关。研究结果根据对二语教师和家长的实际意义进行了讨论。自我批评的完美主义与深度学习和持久性呈负相关，而后者又与较低的二语成绩有关。研究结果根据对二语教师和家长的实际意义进行了讨论。自我批评的完美主义与深度学习和持久性呈负相关，而后者又与较低的二语成绩有关。研究结果根据对二语教师和家长的实际意义进行了讨论。