個體差異和學習者特色被認為是決定語言習得成功的關鍵因素。語言焦慮和完美主義算是個體差異或學習者特色的例子。雖然語言焦慮受到非常多的關注，完美主義最近才受到重視。為了對這方面的研究做出貢獻，本篇研究旨在探討大學英語學習者的完美主義，外語寫作焦慮與英語寫作表現之間的關係。此外，本研究也探討這兩個因素對英語寫作表現的預測力。
受試者為來自台灣北部一所大學的93位同學。施測過程中，受試者先接受寫作測驗，並於寫作測驗結束後填寫基本資料、多向度完美主義量表（MPS）和寫作焦慮量表（SLWAS）。統計分析方式包括描述性統計、皮爾森相關積差相關分析，以及複迴歸分析。
本研究發現大學生的整體完美主義程度和寫作的流利度有顯著的相關。尤其，自我導向型完美主義與英語寫作的流利度之間有顯著的正相關性，而自我導向型完美主義與英語寫作的句法複雜度有顯著的負相關性。關於完美主義和寫作焦慮的關係，只有社會期許型完美主義與寫作焦慮的認知向度有顯著的正相關。此外，研究結果顯示大學生的整體完美主義程度對於英語寫作的流利度有顯著的預測效力。除了整體完美主義，自我導向型完美主義對寫作的流利度也有預測效力。且在本研究中，自我導向型完美主義是唯一對寫作表現的句法複雜度有顯著預測能力的變項。最後，本論文針對教學和研究提供了一些建議。

Individual differences (IDs) or learner characteristics have been recognized to play a significant role in explaining the diversity in learners’ second language attainment. These characteristics include language anxiety and perfectionism. While language anxiety has been extensively investigated, perfectionism has not received much attention until recently. With a view to contributing to this line of research, the present study investigated the relationships among EFL college students’ perfectionism, foreign language writing anxiety, and English writing performance. The current study also examined which of the two leaner variables can serve as a significant predictor of university leaners’ English writing performance.
The participants of the study were 93 students from a university in the northern part of Taiwan. A writing task was administered to assess the participants’ English writing performance, including three linguistic indices: fluency, syntactic complexity, and lexical diversity. A background questionnaire, the short form of the Multidimensional Perfectionism Scale (MPS), and a brief measure of Second Language Writing Anxiety (SLWA) were used to collect the participants’ basic personal information and to assess their perfectionism and writing anxiety levels. Descriptive statistics, Pearson product-moment correlation analysis, and stepwise multiple regression analysis were conducted to analyze the data.
The results revealed that overall perfectionism correlated with writing fluency, but not with syntactic complexity and lexical diversity. A further inspection on the subscales of perfectionism found that self-oriented perfectionism correlated positively with writing fluency, but negatively with syntactic complexity. Regarding the relationship between perfectionism and writing anxiety, overall perfectionism was not significantly correlated with overall writing anxiety. When the relationships were examined with their subscales, socially prescribed perfectionism had a significant and positive correlation with writing cognitive anxiety. As for the predictability of perfectionism and anxiety for writing performance, overall perfectionism and self-oriented perfectionism were found to be significant predictors for writing fluency. Self-oriented perfectionism could also predict syntactic complexity. Some pedagogical implications and suggestions for further studies were provided.

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