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

## TL;DR

This study explores how spiritual well-being affects different types of perfectionism in Italian university students.

## Contribution

It identifies existential well-being as a buffer against maladaptive perfectionism in a large nationwide sample.

## Key findings

- Self-oriented perfectionism was the most common type among students.
- Existential well-being was negatively linked to socially prescribed perfectionism.
- Women and younger students reported higher perfectionism levels.

## Abstract

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.