The present study aimed to investigate the relationship between perfectionism, thinking style, self-awareness, and positive self-talk with self-efficacy in students. A descriptive-correlational design was used for this study. The statistical population of the study included students of Azad University in Amol in the academic year 1403, of whom 90 were selected as a sample using a convenience method. The research tools included the Hill et al. Perfectionism Questionnaire (2004), the Sherer et al. General Self-Efficacy Questionnaire (1982), and the Sternberg-Wagner Thinking Style Questionnaire (1991). Data analysis was performed using Pearson correlation coefficient at the descriptive (mean and standard deviation) and inferential (Pearson correlation coefficient) levels using SPSS26 software. The findings showed that there is a significant positive relationship between self-efficacy and all thinking styles in all students except introverted and holistic thinking. There is also a significant positive relationship between positive perfectionism and students' self-efficacy, and there is a significant negative relationship between self-efficacy and the negative dimension of perfectionism. In other words, the higher the level of positive perfectionism in students, the higher the feeling of self-efficacy, and the higher the level of negative perfectionism in students, the lower the feeling of self-efficacy. On the other hand, self-awareness and self-talk increase the variables. Considering that thinking styles and dimensions of perfectionism can be learned and transferred, it is suggested that the authorities familiarize students with different ways of thinking styles and positive and negative dimensions of perfectionism through the design and implementation of educational courses.

Perfectionism Thinking Style Self Efficacy