The relationship between perfectionism, self-compassion, and repetitive negative thinking with job burnout in medical students during internship
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Medical students are highly susceptible to psychological pressures, including perfectionism and burnout. This study investigated the relationship between perfectionism, self-compassion, repetitive negative thinking, and job burnout among medical internship students. A total of 148 participants from Guilan province were selected using Morgan’s sampling table and completed standardized questionnaires, including the Perfectionism Scale, Self-Compassion Scale, Repetitive Negative Thinking Scale, and Burnout Scale. Data were analyzed using descriptive statistics and Partial Least Squares Structural Equation Modeling (PLS-SEM). The results showed that perfectionism positively predicted repetitive negative thinking (β = 0.412, t = 6.292, p < 0.001) and burnout (β = 0.328, t = 4.998, p < 0.001), and negatively predicted self-compassion (β = −0.741, t = 23.666, p < 0.001). Self-compassion, in turn, negatively predicted repetitive negative thinking (β = −0.646, t = 12.048, p < 0.001) and burnout (β = −0.460, t = 7.608, p < 0.001). Repetitive negative thinking positively predicted burnout (β = 0.675, t = 12.436, p < 0.001). The model explained 55.0% of the variance in self-compassion, 42.7% in repetitive negative thinking, and 45.9% in burnout; predictive Q² values for the three endogenous constructs were 0.487, 0.398, and 0.412, respectively. Overall goodness-of-fit (GOF) = 0.5141. The structural model demonstrated acceptable reliability, convergent and discriminant validity, and strong explanatory power, confirming the hypothesized relationships. These findings highlight the dual role of self-compassion and repetitive negative thinking as mediators in the perfectionism–burnout pathway. Perfectionism indirectly increases burnout by reducing self-compassion and enhancing repetitive negative thinking, underscoring the importance of addressing these mechanisms in preventive interventions. Programs designed to foster self-compassion, challenge maladaptive perfectionistic standards, and reduce ruminative and worry-related thought patterns may help protect medical students from burnout and promote their psychological well-being and academic success.
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