Perfectionism, self-stigma, and coping in students with dyslexia: The central role of perfectionistic self-presentation

Dyslexia is a prevalent condition, and a significant percentage of students in higher education are dyslexic. Despite this, few studies have investigated dyslexia in university students and what personality dispositions may predict how students feel about help-seeking for dyslexia and how they cope with dyslexia. Against this background, the present study investigated perfectionism, self-stigma, and coping in 115 university students with dyslexia examining the relationships of dispositional perfectionism (self-oriented and socially prescribed perfectionism) and perfectionistic self-presentation with self-stigma of seeking help and adaptive versus maladaptive coping with dyslexia. Results from regression and mediation analyses showed that perfectionistic self-presentation predicted higher levels of self-stigma and maladaptive coping, and lower levels of adaptive coping. Furthermore, both forms of dispositional perfectionism predicted higher levels of self-stigma and maladaptive coping, and lower levels of adaptive coping, via perfectionistic self-presentation (dispositional perfectionism => perfectionistic self-presentation => self-stigma and coping). The findings suggest that perfectionistic self-presentation plays a central role in the relationships of perfectionism, self-stigma, and coping in students with dyslexia, and that impression management aimed at presenting a perfect self-image (and hiding imperfections) represents a significant risk for students’ seeking help for and successful coping with dyslexia.