Moderating Role of the Mindfulness and Acceptance in the Predicting psychological well-being based on the perfectionism of university students

• Main Authors: saeed emad, hamid atashpour, moniralsadat zakerfard
• Format: Article
• Language: fas
• Published: University of Isfahan 2016-11-01
• Series: پژوهشنامه روانشناسی مثبت
• Subjects: psychological well-being; Perfectionism; mindfulness; acceptance; University Students
• Online Access: http://ppls.ui.ac.ir/article_21540_d91061cb2f79e14378d6d5b6cbabfb00.pdf

This study aimed the relation between perfectionism and psychological well-being considering moderating role of the mindfulness and acceptance for university students and is done by descriptive and correlational research method. Sample group included 341 people and selected by multistage cluster random sampling method. Questionnaires used to gather information were: the Ryff Scales of Psychological Well-being, Frost Multidimensional Perfectionism Scale, Mindful Attention Awareness Scale, Acceptance & Action Questionnaire II. Analysing the acquired data via A.F.Hayes PROCESS procedure extension in regression analysis for SPSS showed that mindfulness and acceptance were the positive predictors of psychological well-being; perfectionism in combination with mindfulness was a significant predictor of psychological well-being but in combination with acceptance was not a significant predictor of psychological well-being. The moderating effect of mindfulness was more significant than the moderating effect of acceptance in predicting psychological well-being on the bases of perfectionism; however, statistically, the moderating roles of mindfulness and acceptance, regarding the relationship between perfectionism and psychological well-being were not significant. Thus, it can be said that decreased perfectionism is associated with increased psychological well-being; and higher levels of mindfulness and acceptance in students, we would expect increased psychological well-being. Moreover, increased psychological well-being based on decreased perfectionism, was more significant in higher levels of mindfulness than in higher levels of acceptance among students. But this effect was not statistically significant.