摘要：Students with perfectionistic tendencies may be present in classrooms; teachers would benefit from knowledge regarding contributing factors to, outcomes of, and evidence regarding intervention. The purpose of this paper was to provide an overview of evidence regarding how perfectionism has been defined, the role of biology and environmental factors in perfectionistic tendencies, the impact of perfectionism in the academic setting, and whether there is any benefit to interventions designed to alter perfectionistic tendencies. It was found that biological factors are related to perfectionistic tendencies; however, environmental factors such as parenting style/family characteristics are also important. Perfectionistic tendencies are evident in childhood and are believed to remain fairly stable over time. Some interventions may reduce levels of perfectionistic tendencies in certain individuals, but it seems that reducing perfectionistic thoughts and behaviours may also be detrimental for some. Because there is a lack of research directly regarding perfectionism in the school system, generalizations from students and nonstudents samples are used to develop some recommendations for teachers working with students who may be perfectionistic. Suggestions for teachers who have students with perfectionistic tendencies are provided.
