The Impact of Spiritual Well-Being on Multidimensional Perfectionism in University Students: A Nationwide Survey

• Alessio Lo Cascio ^[1] ; Elena Sandri ^[2] ; Anna De Benedictis ^[3] ; Anna Marchetti ^[3] ; Giorgia Petrucci ^[3] ; Silvia Dsoke ^[4] ; Gianluca Pucciarelli ^[1] ; Rosaria Alvaro ^[1] ; Maria Grazia De Marinis ^[3] ; Michela Piredda ^[3]
  1. [1] University of Rome “Tor Vergata”
  2. [2] Catholic University of Valencia San Vicente Mártir
  3. [3] Campus Bio-Medico di Roma University
  4. [4] Fondazione Policlinico Universitario Campus Bio-Medico

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• Localización: EJIHPE: European Journal of Investigation in Health, Psychology and Education, ISSN 2174-8144, ISSN-e 2254-9625, Vol. 15, Nº. 10, 2025, págs. 211-211
• Idioma: inglés
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  • Background: Perfectionism is a multidimensional personality trait encompassing both adaptive and maladaptive aspects that strongly influence students’ psychological health. Spiritual well-being, defined by existential and religious components, has been suggested as a protective factor, yet its relationship with perfectionism remains underexplored in university populations. This study aimed to investigate these associations in a large nationwide sample of Italian undergraduates. Methods: A total of 2103 students from public and private universities across Northern, Central, and Southern Italy participated in an online cross-sectional survey. Validated instruments were used to assess multidimensional perfectionism and spiritual well-being. Results: Self-oriented perfectionism emerged as the most prevalent dimension, followed by other-oriented and socially prescribed perfectionism. Scores for existential well-being were higher than those for religious well-being. Existential well-being was negatively associated with socially prescribed perfectionism, suggesting a buffering role against maladaptive forms of striving. Religious well-being showed only a small positive association with perfectionism. Gender and age differences were also observed, with women and younger students reporting higher levels of perfectionism. Conclusions: Findings highlight existential well-being as a potential protective factor in academic contexts, supporting meaning-centered strategies to mitigate maladaptive perfectionism. Longitudinal and cross-cultural studies are warranted to clarify causal mechanisms and inform culturally sensitive educational and clinical practices.