Abstract:
Perfectionism is regarded as both a virtue and a vice, due to its paradoxically motivating and dysfunctional possibilities for musicians. The aim of this mixed method study was to obtain a greater understanding of the impact of perfectionism on the psychological wellbeing of the musician by exploring the correlations between perfectionism, rumination, and mindfulness in South African university music students. The quantitative phase consisted of a cross-sectional survey design, during which 72 music students completed a questionnaire consisting of the Multidimensional Perfectionism Cognitions Inventory-English (Concern over mistakes; Pursuit of Perfection; Personal Standards), the Rumination Response Scale (Reflection; Brooding), and the Five Facet Mindfulness Questionnaire (Observing; Describing; Acting with Awareness; Non-judging of inner experiences; Non-reactivity to inner experiences). The subsequent qualitative phase involved a multiple case study design with nine music students participating in semi-structured interviews. Correlational analysis revealed several significant correlations between perfectionism and rumination, perfectionism and mindfulness, and rumination and mindfulness. Brooding rumination was found to be positively related to concern over mistakes and pursuit of perfection in music students. Perfectionism (concern over mistakes and pursuit of perfection) furthermore revealed an inverse correlation with non-judging mindfulness, and to a lesser degree, non-reactivity mindfulness. Brooding rumination furthermore showed a significant association with decreased levels of mindfulness, whereas reflection rumination mostly correlated with higher levels of mindfulness. Multiple regression analysis revealed brooding rumination to be an important predictor of self-critical perfectionism among music students. The qualitative data supported these findings and emphasised the negative experience of perfectionism and the dichotomous view of perfection among music students. The study provides valuable insight into the perfectionistic, ruminative and mindfulness tendencies of music students and can be employed to enhance the psychological wellbeing of university musicians and increase the quality of academic output.
