the relationship between perfectionism and students' willingness to communicate in the classroom

Perfectionism, as a multidimensional personality trait, has received considerable attention in educational psychology due to its potential impact on learners’ motivation, emotions, and behaviors. In recent years, increasing attention has been directed toward understanding how perfectionism influences students’ communicative practices, particularly their willingness to communicate (WTC) in classroom contexts. WTC is a crucial predictor of students’ engagement in oral interactions, language learning success, and academic performance. This study aims to explore the relationship between perfectionism and students’ willingness to communicate in the classroom. Previous research suggests that adaptive perfectionism, often characterized by high personal standards, may encourage students to engage in communication for achievement and growth, while maladaptive perfectionism, associated with fear of mistakes and excessive concern over evaluation, may inhibit classroom participation. The study highlights the importance of distinguishing between positive and negative aspects of perfectionism and their differential roles in shaping students’ communicative behaviors. By shedding light on this relationship, the article provides insights for educators, teachers, and researchers who seek to foster supportive classroom environments that encourage risk-taking, reduce communication anxiety, and enhance student participation.Keywords: Perfectionism; Willingness to Communicate; Classroom Interaction; Student Engagement; Educational Psychology