A Holistic Approach to Academic Perfectionism with The SPACE Model of Coaching
Dr Valentina Canessa-Pollard
Citation: Canessa-Pollard, V. (2025). A Holistic Approach to Academic Perfectionism with The SPACE Model of Coaching. International Journal of Coaching Psychology, 6, 4, 1-11.
https://ijcp.nationalwellbeingservice.com/volumes/volume-6-2025/volume-6-article-4/
Processing dates: Submitted: 25 October 2024; Resubmitted: 21 January 2025; Accepted: 6 March 2025; Published: 4 July 2025
Abstract
Background: Academic perfectionism is characterised by a relentless pursuit of exceedingly high standards and harsh self-criticism, often resulting in both academic achievement and psychological distress. While traditionally seen as a personality trait, the influence of social context and the potential role of coaching in mitigating its negative effects are less understood.
Aims: This study investigates the application of the SPACE coaching model as a holistic framework for addressing academic perfectionism. The model integrates physiological, emotional, cognitive, behavioural, and social dimensions, offering theoretical insights and practical strategies for coaches working with perfectionistic students.
Methods: Four postgraduate students (3 women, 1 non-binary) participated in weekly coaching sessions with a coaching psychologist over the course of a month. Sessions followed the SPACE framework and were audiorecorded. Session transcripts, SPACE diagrams, and coaching reflections were analysed using reflexive thematic analysis (RTA).
Results: The findings indicated several behaviours (e.g., procrastination, gold-plating and hyper-focusing) contributing to frustration, anxiety, occasionally balanced by pride and enjoyment, alongside personal sacrifices and physical discomforts. The perfectionistic cycle was driven by self-beliefs of inadequacy, and reinforced by cognitive rumination over negative feedback, increasing self-criticism and compensatory behaviours, such as an obsessive focus on detail. Social factors like parental expectations, work experiences, and specific features of the
academic environment further exacerbated these tendencies.
Discussion: The study underscores the dynamic nature of academic perfectionism, shaped by individual and contextual factors. Coaches should employ strategies at the individual level, while advocating for changes in the social environment to reduce perfectionistic pressures.
Conclusion: A holistic approach that addresses both the individual and broader social context is essential for supporting students in managing academic perfectionism, helping them achieve success while maintaining mental well-being.
Key words: academic perfectionism, SPACE model, coaching psychology, social influences, perfectionistic climate
Biography
Dr Valentina Canessa-Pollard is with the Department of Psychology and Counselling, Institute of Psychology, Business, and Human Sciences, University of Chichester, UK
Email: v.canessapollard@chi.ac.uk
https://orcid.org/0000-0002-3646-7871