Role of Perfectionism in Mindfulness – Based Self-Efficacy, Psychological Distress, and Procrastination Among Gen Z

Abstract

Perfectionism is a prominent psychological trait among undergraduate students and is associated with both adaptive and maladaptive outcomes. In recent years, increasing academic pressure has contributed to elevated levels of psychological distress and procrastination among Generation Z students, making it important to understand the interplay between these variables for promoting student well-being. The present study aimed to examine the relationships among perfectionism, mindfulness-based self-efficacy, psychological distress, and procrastination in undergraduate students. A quantitative research design was employed with a sample of 300 students aged 18–25 years, selected using purposive and snowball sampling techniques. Data were collected using standardized instruments, including the Frost Multidimensional Perfectionism Scale (FMPS), Mindfulness-Based Self-Efficacy Scale-Revised (MSES-R), Kessler Psychological Distress Scale (K10), and General Procrastination Scale (GPS), and analysed using descriptive statistics, correlation, and regression in SPSS. The results indicated significant positive relationships between perfectionism and psychological distress (r = .184, p < .01), perfectionism and procrastination (r = .168, p < .01), and psychological distress and procrastination (r = .287, p < .01), supporting the respective hypotheses. Perfectionism emerged as a significant predictor of both psychological distress and procrastination, while psychological distress also predicted procrastination. However, mindfulness-based self-efficacy showed weak and non-significant relationships with other variables and did not demonstrate significant predictive effects in regression analysis. Overall, the findings highlight the impact of maladaptive perfectionism on emotional distress and procrastination, emphasizing the need for targeted interventions to enhance students’ psychological well-being and academic functioning.