Abstract

• The primary purpose of this study was to investigate the effect of perfectionism on psychological well-being of student teachers. Descriptive survey method and quantitative approach were used in this study. A total of 1200 student teachers (600 males and 600 females) attending the first year to fifth year from Yangon University of Education, Sagaing University of Education and University for the Development of the National Races of the Union participated in this study. Revised Almost Perfect Scale (APS-R) and Psychological Well-Being Scale (PWBS) were used as research instruments. Revised Almost Perfect Scale consisted of 23 items and three subscales: high standards, order and discrepancy. Psychological Well-Being Scale consisted of 42 items and six subscales: autonomy, environmental mastery, personal growth, positive relations with others, purpose in life and self-acceptance. In this study, by using cluster analysis, three distinct perfectionism profiles (i.e., adaptive, maladaptive and non-perfectionists) were extracted. There was no significant difference in perfectionism types by gender and university. But, concerning the education level, significant differences were found. There were significant differences in psychological well-being by gender, education level and university. And then, the between-group differences were examined through a series of univariate analyses of variance based on the perfectionism profile membership. As expected, in overall psychological well-being and all its factors: autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, self-acceptance, significant differences were found among adaptive perfectionist, maladaptive perfectionist and non-perfectionist student teachers