Academic Guilt

Introduction

Academic guilt is a self-conscious emotion, the result of unrealistic expectations concerning academic success and usually fostered by the pressure of parents to excel (Huang, 2024; Lobo, 2015). In fact, the guilt can create negative psychological effects that can vary from mild feelings of insufficient effort to severe damage. Social comparisons tend to be a source of academic guilt as students evaluate their distinctive talents in areas such as intelligence, academic performance, and group acceptance (Pigart et al., 2024). When students perceive that they are not meeting the social or peer standards, negative self-comparisons lead to feelings of inadequacy and apprehension over getting a bad grade.

Academic pressure has been associated with a range of mental health problems, including anxiety and depression, and with mixed symptoms (Steare et al., 2023). Such pressures also add to the increasing adolescent mental health problems like low self-esteem, stress, and emotional adversities (Huang, 2024). Although guilt is found to promote prosocial behaviour and facilitate psychological resilience by promoting self-reflection and self-understanding, excessive levels of guilt are damaging to healthy relationships and increase the severity of mental health issues like depression and low self-esteem.

Adolescents are regarded as the future leaders of a nation. However, in the contemporary world, adolescents face additional challenges, including inadequate moral education, proper communication within a family, and negative attitudes from society (Huang, 2024). It has been supported that addressing these issues by encouraging the proper ratio of moral development to positive guilt may enhance future well-being and constructive contributions to society.

Conceptual Background

Social Comparison Theory describes how people assess themselves by comparing their characteristics and abilities to those of others, and people tend to select similar others for such comparisons (Festinger, 1954). The theory has broadened from its initial focus on accurate self-evaluation to include self-enhancement, which enhances one's self-esteem, and self-improvement, which helps in skill development (Dijkstra et al., 2008). The theory is prominent in social and developmental psychology, and it also points out that people, especially under conditions of stress, compare themselves to others who are worse off to improve their self-esteem (Dijkstra et al., 2008; Jansen et al., 2022).

In the academic context, upward and downward comparisons can have differential effects on students' performance and self-concept. Comparing themselves with better-performing peers leads to upward comparison and higher achievements in reading and math while it might simultaneously lower academic confidence in that self-domain (Pulford et al., 2018). By contrast, downward comparisons with others who perform more poorly than oneself tend to enhance self-esteem and elicit positive affect (Dijkstra et al., 2008). Although downward comparisons are self-enhancing and even enhance performance, it may be unlikely to motivate students in striving for further improvement in the long run. Students favour upward comparisons following poor performance as a means of striving toward self-improvement (Dijkstra et al., 2008). Moreover, students' goal orientation determines the nature of their reaction to social comparison. Whereas ego-orientated students would benefit more from downward comparisons, task-orientated students become focused on self-improvement through upward comparisons (Dijkstra et al., 2008). Downward comparisons indeed make a student feel more worthy but may give rise to complacency and therefore a reduction in further striving.

Manifestations of Academic Guilt

Role of Individual Characteristics and Social Comparisons

Individual characteristics and perceived value of academic tasks influence academic motivation and emotional experiences. The evaluation of academic achievements depends on emotional arousal over grades, courses of action, and strategies of improvement (Vázquez et al., 2023). Indeed, upward comparisons may reduce self-evaluation but stimulate the effort to improve performance, especially among lower-achieving students (Dijkstra et al., 2008).

Gender differences are important in shaping academic experiences. Women have to experience higher levels of stress and lower confidence due to self-stereotyping, while men derive confidence from comparison with poorer peers, particularly in the culturally masculine domains like numeracy and information technology (Pulford et al., 2018). Such differences reveal an interactive relationship between affective and cognitive components as a determinant of motivation in that the strategy adaptation was adjusted in terms of comparative standing.

The perceived value of tasks determines the emotional response and one's motivation. High-value activities strengthen positive emotions for high-achieving students and reduce negative feelings for low-achieving ones (Vázquez et al., 2023). Emotions dependent on control, such as pride and anger, help to motivate through favourable comparisons, although joy is less motivating in this respect. Therefore, these dynamics underscore the complex role of emotions in academic environments.

Role of Perfectionism in Academic Guilt

Perfectionism can be defined as a mindset that focuses on attaining high standards and equates self-worth to performance (Stoeber et al., 2006). It can be divided into positive (healthy) and negative (unhealthy) dimensions. Healthy perfectionists set high standards and take pride in their accomplishments, whereas unhealthy perfectionists are preoccupied with the fear of mistakes, which results in feelings of shame and guilt (Levine et al., 2017). Shame involves negative self-scrutiny, while guilt focuses on specific behaviours with a motivation for reparation (Stoeber et al., 2006). On the other hand, pride is a positive emotion associated with achievement and satisfaction, enhancing self-esteem and well-being.

Whereas negative perfectionism is related to elevated feelings of shame and guilt, positive perfectionism is more strongly linked to pride (Levine et al., 2017). Yet, even personal standards perfectionists, who on average tend to exhibit greater positive affect and lower levels of negative affect, will be distressed when they fail to reach their self-set standards. For instance, personal standard perfectionists feel extremely proud and satisfied with themselves after their performance, even if the level of achievement was similar to that of self-critical perfectionists (Levine et al., 2017). It reflects, therefore, the ability of the individual to internalise success and appreciate the accomplishment. Yet even their perfectionistic striving will result in considerable psychological distress if the expected results fail to materialise, once again because of the height of their aspirations.

Perfectionism manifests both in self-critical and personal standards types, each differently influencing mental health (Levine et al., 2017). While self-critical perfectionism has been associated with anxiety and depression, with maladaptive coping, personal standards perfectionism has been found to facilitate adaptive coping and better mental health. Healthy perfectionists display high positive striving with low levels of negative preoccupation, whereas unhealthy perfectionists score high on both, leading to highly contextual outcomes (Levine et al., 2017). These suggest that perfectionism's impact will depend on the interaction of positive striving and the emotional toll of perceived failures.

Psychological Mechanisms

Cognitive dissonance is the tension experienced by students when their cognitions and behaviours are inconsistent with each other, especially about not meeting the expectations of themselves or others (Festinger, 1957). Maladaptive perfectionism is a typical example of such inconsistency, with high expectations contrasting with actual performance and leading to emotional distress (Coutinho et al., 2022). This often leads to unintentional delays in completing tasks, self-efficacy that is low, and rigid adherence to plans.

Guilt, being the cognitive element of dissonance, occurs when students perceive personal responsibility for the negative outcomes (Tilghman-Osborne et al., 2008). This prompts them to engage in corrective behaviors. For instance, feelings of guilt related to academic performance will lead to students studying harder or seeking help so that they try to fix their perceived shortfalls (Tilghman-Osborne et al., 2008). Students who have self-critical perfectionism distort their attributional bias and attribute success to external causes while internalising failures as personal shortcomings (Levine et al., 2017). The contradiction between one's ideal self-image and actual shortcomings is reinforced by this kind of cognitive distortion, which intensifies feelings of inadequacy (Piotrowski, 2019).

In contrast, personal standards perfectionism may lead individuals to make internal attributions for success, which would help resolve some of the dissonance (Piotrowski, 2019). Unable to resolve such tensions, the maladaptive perfectionist becomes increasingly worried, indecisive, and ruminative, which interferes with identity development, especially in academic contexts (Piotrowski, 2019). This could block the student's self from resolving with their academic performance and create a spiral of self-doubt and unresolved uncertainty.

Moreover, these dynamics could be related to gender differences in academic motivation, as previously mentioned, where females show more stress and lower confidence because of self-stereotyping (Pulford et al., 2018). However, given the generalisability problem of findings derived from female participants in most of these studies, further research may explain such psychological mechanisms for various genders and situations (Coutinho et al., 2022; Piotrowski, 2019).

Implications of Academic Guilt

Perfectionism is a belief in unrealistically high standards and can lead to stress, negative emotions, and depression (Dobos et al., 2024; Piotrowski, 2019). The emotions associated with guilt and shame have been found to predict procrastination, which leads to rumination and eventually to burnout (Dobos et al., 2024). The common student problem of procrastination results from attempts to evade negative emotions associated with a specific task. Given that the short-term comfort of avoiding the task overrides efforts toward task completion, self-conscious emotions play an important role in determining how much students are affected by procrastination (Oflazian & Borders, 2022).

Although feelings of guilt can spur corrective actions, the dual nature of guilt also suggests an avoidance approach (Gil-Monte, 2011). The behaviours involved in this approach do provide temporary relief but increase the feelings of failure and retard progress (Hen & Goroshit, 2018). While decisional procrastination involves delay in making academic choices and is moderately related to academic procrastination, it is less clearly linked with the motivation to change, emphasising again how multidimensional avoidance behaviours can be in affecting academic performance (Hen & Goroshit, 2018).

Students who are maladaptive perfectionists often experience guilty feelings regarding failed expectations or imagined personal failures, which further raises the level of their stress and depression (Tilghman-Osborne et al., 2008). In addition, this perfectionism emphasises external judgement and fear of mistakes, which could be seen as catastrophising academic challenges and being highly emotionally involved (Dobos et al., 2024).

In academic settings, perfectionism is heightened by relentless assessment, comparison with peers, and self-criterion standard high attainment to eventually develop into chronic stress and burnout (Jansen et al., 2022; Pigart et al., 2024). Symptoms of burnout include depressive mood, cognitive depreciation, and emotional exhaustion (Gil-Monte, 2011). Even though distinguishable, a positive association occurs between burnout and depression through the exhaustion factor in burnout (Gil-Monte, 2011). With personal efficacy showing a weaker negative correlation with burnout, the role of perceived self-effectiveness by students themselves further supports how academic guilt and stress can contribute (Gil-Monte, 2011). Thus, identification of burnout at an early stage is essential for student well-being (Dobos et al., 2024).

Strategies for Mitigation

Self-efficacy programs help individuals to realise impossible standards and set realistic goals by demonstrations of success and development of metacognitive skills, thus reducing procrastination usually linked to academic guilt (Coutinho et al., 2022; Zhang et al., 2016). It reduces self-criticism through reduction of the fear of failure and heightening of perceived competencies, along with better management of stress. Research indicates that even short self-compassion programs can decrease procrastination significantly, and these positive changes may be enhanced with a focus on mindfulness (Zhang et al., 2016).

Educational interventions, such as the use of biographies of successful people showing how failures are precursors to success, help to normalise failure and reduce guilt (Coutinho et al., 2022). Activities like the voluntary sharing of anxieties create a non-judgemental environment, enabling students to realise that they are not alone and should not be afraid of judgement (Pigart et al., 2024). These interventions help develop more constructive views of failure and decrease fear of judgements, enhancing self-assessment. Self-compassion practices combined with the aforementioned strategies will not only deal with academic guilt but will also enhance resilience, emotional well-being, and belief in overcoming academic challenges (Zhang et al., 2016).

Conclusion

Academic guilt is a complex problem influenced by social comparisons, personal traits, and perfectionistic attributes. It results in procrastination, emotional problems, and burnout. Gender, task valuation, and cognitive mechanisms are other factors affecting its experience. While guilt may serve as a motivator for improvement, disproportionate levels of it may contradict well-being. Self-efficacy programs, self-compassion training, and educational interventions are several of the mitigation strategies that alleviate academic guilt. These programs facilitate resilience, emotional adjustment, and adaptive attitudes toward failure as students build healthier self-percepts and adaptive coping methods. Resolving academic guilt benefits not only the individual's well-being but also makes adolescents more prepared for challenges in life, constructively building their contribution to society.

References

Coutinho, M. V., Menon, A., Ahmed, R. H., & Fredricks-Lowman, I. (2022). The association of perfectionism and active procrastination in college students. Social Behavior and Personality an International Journal, 50(3), 82–89. https://doi.org/10.2224/sbp.10611
Dijkstra, P., Kuyper, H., Van Der Werf, G., Buunk, A. P., & Van Der Zee, Y. G. (2008). Social Comparison in the Classroom: A Review. Review of Educational Research, 78(4), 828–879. https://doi.org/10.3102/0034654308321210
Dobos, B., Mellor, D., & Piko, B. F. (2024). Exploring fear of happiness among university students: The role of perfectionism, academic burnout, loneliness, and hopelessness. Scandinavian Journal of Psychology, 65(3), 559–567. https://doi.org/10.1111/sjop.13001
Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7(2), 117–140. https://doi.org/10.1177/001872675400700202
Gil-Monte, P. R. (2011). The influence of guilt on the relationship between burnout and depression. European Psychologist, 17(3), 231–236. https://doi.org/10.1027/1016-9040/a000096
Hen, M., & Goroshit, M. (2018). The effects of decisional and academic procrastination on students’ feelings toward academic procrastination. Current Psychology, 39(2), 556–563. https://doi.org/10.1007/s12144-017-9777-3
Huang, X. (2024). The role and application of guilt in adolescent development. Journal of Educational and Developmental Psychology, 14(1), 187. https://doi.org/10.5539/jedp.v14n1p187
Jansen, M., Boda, Z., & Lorenz, G. (2022). Social comparison effects on academic self-concepts—Which peers matter most? Developmental Psychology, 58(8), 1541–1556. https://doi.org/10.1037/dev0001368
Levine, S. L., Werner, K. M., Capaldi, J. S., & Milyavskaya, M. (2017). Let’s play the blame game: The distinct effects of personal standards and self-critical perfectionism on attributions of success and failure during goal pursuit. Journal of Research in Personality, 71, 57–66. https://doi.org/10.1016/j.jrp.2017.08.005
Lobo, G. I. (2015). Academic guilt. In How to Build a Life in the Humanities (pp. 83–90). Palgrave Macmillan, New York. https://doi.org/10.1057/9781137428899_10
Oflazian, J. S., & Borders, A. (2022). Does Rumination Mediate the Unique Effects of Shame and Guilt on Procrastination? Journal of Rational-Emotive & Cognitive-Behavior Therapy, 41(1), 237–246. https://doi.org/10.1007/s10942-022-00466-y
Pigart, C. J., MacKinnon, D. P., & Cooper, K. M. (2024). Academic social comparison: a promising new target to reduce fear of negative evaluation in large-enrollment college science courses. International Journal of STEM Education, 11(1). https://doi.org/10.1186/s40594-024-00501-7
Piotrowski, K. (2019). Perfectionism and identity processes in two domains: mediational roles of worry, rumination, indecisiveness, shame, and guilt. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01864
Pulford, B. D., Woodward, B., & Taylor, E. (2018). Do social comparisons in academic settings relate to gender and academic self-confidence? Social Psychology of Education, 21(3), 677–690. https://doi.org/10.1007/s11218-018-9434-1
Steare, T., Muñoz, C. G., Sullivan, A., & Lewis, G. (2023). The association between academic pressure and adolescent mental health problems: A systematic review. Journal of Affective Disorders, 339, 302–317. https://doi.org/10.1016/j.jad.2023.07.028
Stoeber, J., Harris, R. A., & Moon, P. S. (2006). Perfectionism and the experience of pride, shame, and guilt: Comparing healthy perfectionists, unhealthy perfectionists, and non-perfectionists. Personality and Individual Differences, 43(1), 131–141. https://doi.org/10.1016/j.paid.2006.11.012
Tilghman-Osborne, C., Cole, D. A., Felton, J. W., & Ciesla, J. A. (2008). Relation of guilt, shame, behavioral and characterological Self-Blame to depressive symptoms in adolescents over time. Journal of Social and Clinical Psychology, 27(8), 809–842. https://doi.org/10.1521/jscp.2008.27.8.809
Vázquez, A. S., Álvarez, L. S., & Del Río Lanza, A. B. (2023). Is comparison the thief of joy? Students’ emotions after socially comparing their task grades, influence on their motivation. The International Journal of Management Education, 21(2), 100813. https://doi.org/10.1016/j.ijme.2023.100813
Zhang, Y., Luo, X., Che, X., & Duan, W. (2016). Protective Effect of Self-Compassion to Emotional Response among Students with Chronic Academic Stress. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01802

Uses of GenAI tools

AI-supported use is permitted in this assessment. I acknowledge the following uses of GenAI tools in this assessment:

[ ] I have used GenAI tools for brainstorming ideas.

[ ✔ ] I have used GenAI tools to assist with research or gathering information.

[ ] I have used GenAI tools to help me understand key theories and concepts.

[ ] I have used GenAI tools to identify trends and themes as part of my data analysis.

[ ] I have used GenAI tools to suggest a plan or structure for my assessment.

[ ] I have used GenAI tools to give me feedback on a draft.

[ ✔ ] I have used GenAI tool to generate images, figures or diagrams.

[ ✔ ] I have used GenAI tools to proofread and correct grammar or spelling errors.

[ ] I have used GenAI tools to generate citations or references.

[ ] Other [please specify].

OR

[ ] I have not used any GenAI tools in preparing this assessment.

I declare that I have referenced use of GenAI outputs within my assessment in line with the University referencing guidelines.