Characteristics of Students’ Burnout and Perfectionism in China and Russia




emotional burnout, perfectionism, mental states, Russian and Chinese students


The problems of studying the relationship between manifestations of perfectionism and emotional burnout are of considerable interest to modern psychology. Prospective participants in such a study are representatives of various professional communities and students as future specialists. The purpose of this work is to consider the manifestations and relationships of emotional burnout, self-esteem, mental states and perfectionism among Russian and Chinese students. A total of 80 people took part in the study (40 Russian and 40 Chinese students). Research Methods applied: 1) multidimensional scale of perfectionism by P. Hewitt and G. Flett, adapted by I.I. Grachev; 2) the burnout questionnaire by K. Maslach adapted by N.E. Vodopyanov; 3) a technique for diagnosing self-assessment of mental states by G. Eysenck. As a result of the use of comparative and correlation types of analysis, intercultural differences and interrelations between the characteristics of perfectionism, self-assessment of the emotional state and characteristics of emotional burnout were found. Respondents from China showed lower results on the “aggressiveness” scale compared to Russian respondents. Russian students showed higher scores on the “anxiety” scale than Chinese students. Meanwhile, Chinese students, compared to Russian respondents, showed higher results in self-confidence and their future. In the course of the study, both groups showed average indicators of rigidity, but the level of rigidity in Russian students was higher than in Chinese students. In conclusion of this scientific study, the main recommendations for the correction of emotional burnout and self-regulation of perfectionism and mental states among students are proposed.


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How to Cite

Mikhailova, O. B., & Farennikova, E. S. (2023). Characteristics of Students’ Burnout and Perfectionism in China and Russia . International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(2), 281–289.



Received 2023-07-08
Accepted 2023-08-23
Published 2023-08-31