1. Grade Level, Perfectionism, and Perceived
Social Support from an Intimate Relationship:
Protective vs. Risk Factors for Depression and
Anxiety in American College Students
Rhabia Junaid

2. Aim and Focus
Examine how grade level, degree of
perfectionism, and perceived social support
from a significant other affect level of
depression and anxiety symptoms in college
undergraduate and graduate students

3. What the Literature Says
 College students experience depression and anxiety¹
 Who has greater prevalence?
 Perfectionists experience greater levels of depression and anxiety²
 Level of perceived social support affects level of depression and
anxiety³
 Negative intimate relationships correlate with depression and
anxiety levels4
 What about normal, healthy relationship?
¹(Garlow et al., 2008; Field et al., 2012; Mahmoud et al., 2012)
² (Short et al.,1995)
³ (Zhou et al., 2013)
4 (Burns et al., 1994)

4. Hypotheses
1. Undergraduate students (IV) will report a greater level of
depression symptoms (DV) than graduate students.
2. Graduate students (IV) will report a greater level of anxiety
symptoms (DV) than undergraduate students.
3. Perfectionism scores (IV) will be positively correlated to the level of
depression symptoms (DV) reported.
4. Perfectionism scores (IV) will be positively related to the level of
anxiety symptoms (DV) reported.
5. For students who are involved in an intimate relationship,
perceived social support scores (IV) will negatively correlate with
the level of depression symptoms (DV) reported.
6. For students who are involved in an intimate relationship,
perceived social support scores (IV) will negatively correlate with
the level of anxiety symptoms (DV) reported.

5. Participants
 Convenience sample of 77 undergraduate and graduate students
 33 (42.9 %) males and 44 (57.1 %) females
 Ranged in age from 18 to 52 with an average age of 22.75
 16 (20.8 %) Caucasian
 23 (29.9 %) African-American
 23 (29.9 %) Hispanic
 7 (9.1 %) Asian/Pacific Islander
 8 (10.4 %) “Other”
 60 (77.9 %) Undergraduate students
 17 (22.1 %) Graduate students
 51 (66.2 %) Single
 26 (33.8 %) Involved in an intimate relationship

6. Methodology
 Obtained permission to conduct a supervised research study
 Seven professors contacted; five granted permission
 Introduced myself and general purpose of the study, briefly outlined
the informed consent; explained confidentiality and anonymity
 Collected consents separately from questionnaires
 10-15 minutes to complete
 Thank professor and volunteers
 Code responses
 SPSS
 Compared results to hypotheses

7. Measures
 Demographics
 Multidimensional Scale of Perceived Social Support (MSPSS)
 12 statements; 7 point Likert scale
 Scored only “Significant Other” scale
 Perfectionism Cognitions Inventory (PCI)
 25 item inventory; 5 point Likert scale
 Depression Anxiety Stress Scale – 21 (DASS-21)
 21 item inventory; 4 point Likert scale
 Scored only Depression and Anxiety scales

8. Findings
 Hypothesis 1
 No significant difference found between grade level and level
of depression
 t(73) = 0.177, p = 0.430; fail to reject null
 Hypothesis 2
 No significant difference found between grade level and level
of anxiety
 t(74) = 0.678, p = 0.250; fail to reject null
 Hypothesis 3A
 High scores on the PCI were significantly correlated to high levels
of depression symptoms
 r = 0.450, p ˂ 0.001; reject the null

9. Findings
 Hypothesis 3B
 High scores on the PCI were significantly correlated to high levels
of anxiety symptoms
 r = 0.474, p ˂ 0.001; reject the null
 Hypothesis 4A
 No significant correlation between perceived social support
from an intimate relationship and depression was found
 r = - 0.016, p = 0.471; fail to reject null
 Hypothesis 4B
 No significant correlation between perceived social support
from an intimate relationship and anxiety was found
 r = 0.096, p = 0.324; fail to reject null

10. Implications
 Undergraduate students experience the same level of depression
symptoms as graduate students.
 Undergraduate students experience the same level of anxiety
symptoms as graduate students.
 Perfectionists are more likely to experience depression and anxiety
than their more laid back counterparts.
 Students who view themselves as receiving social support from their
intimate partner are just as likely to experience depression and
anxiety as their single counterparts.

11. What do we do with this information?
 Reach out to self-identified perfectionists or those who display
perfectionist tendencies
 Perfectionists may hide their symptoms because admitting to them
is admitting to imperfection
 Focus on need for approval and acceptance
 Address fear of failure
 Develop new coping skills for disappointments
 Identify cognitive distortions
 Challenge faulty thinking

12. Limitations
 Convenience sample from a small, private, faith-based university
was used
 Fewer financial concerns?
 More likely to rely on spirituality and faith to cope?
 Majority of respondents between ages 18 and 19
 Less like to respond to lengthy survey honestly and accurately?
 Don’t represent entire undergraduate population accurately
because they are just starting their academic career

13. Overall Point
The current study highlights the need to reach out
to college students who self-identify as
perfectionists for the prevention of depression and
anxiety. The ultimate goal is prevention of more
serious psychopathologies and suicidal ideation in
this population.

14. References
Burns, D. D., Sayers, S. L., & Moras, K. (1994). Intimate relationships and depression: Is there a causal connection?
Journal of Counseling and Clinical Psychology, 62(5), 1033-1043. doi: 0022-006x/94
Field, T., Diego, M., Pelaez, M., Deeds, O., & Delgado, J. (2012). Depression and related problems in university
students. College Student Journal, 46(1), 193-202.
Garlow, S. J., Rosenberb, J., Moore, D., Haas, A., Koestner, B., Hendlin, H., & Nemeroff, C. B. (2008). Depression,
desperation, and suicidal ideation in college students: Results from the American Foundation for Suicide
Prevention college screening project at Emory University. Depression and Anxiety, 25, 482-488. doi:
10.1002/da.20321
Mahmoud, J. S. R., Staten, R., Hall, L. A., & Lannie, T. A. (2012). The relationship among young college students’
depression, anxiety, stress, demographics, life satisfaction, and coping styles. Issues in Mental Health Nursing, 33,
149-156. doi: 10.3109/01612840.2011.632708
Short, L. A., Owens, R. G., Slade, P. D., & Dewey, M. E. (1995). Positive and negative perfectionism. Personality and
Individual Differences, 18(5), 663-668. doi: 0191-8869/95
Zhou, X., Zhu, H., Zhang, B., & Cai, T. (2013). Perceived social support as moderator of perfectionism, depression, and
anxiety in college students. Social Behavior & Personality: an International Journal, 41(7), 1141-1152.
doi:10.2224/sbp.2013.41.7.1141