The positive aspects of perfectionism and their function in creating self-directed learning strategies for school adjustment in K-12 students has also not been studied. Two hundred ninety three students in South Korea completed the Frost Multidimensional Perfectionism, the Self-Directed Learning Strategies, and the School Adjustment. While the positive aspects of perfectionism were significantly correlated with self-directed learning strategies, the negative aspects of perfectionism demonstrated no significant result. Self-directed learning strategies were found to be a significant mediating factor in the relationship between the positive aspects of perfectionism and school adjustment. These findings signify the importance to address both multidimensional perfectionism and self-directed learning strategies in school adjustment.
