PERFECTIONISM IN RESEARCH STUDENTS - OR WHY YOU DO NOT NEED TO WORRY

If you enjoy university to such an extent that you never want to leave, you should attempt to write the perfect thesis. But, if you do want to leave at some time before the sun decays into oblivion, you should not attempt this goal. Perfection is not your friend. Perfection, instead, is more like the annoying neighbour you invited into your house one day but, ten days later, is still inside, eating all your porridge and Tim Tams.

So, this article is my attempt to dispel the temptation to seek perfection. In particular, this article will catalogue some of the assumptions and concerns that can foster perfectionism—and then challenge these assumptions and concerns.

The design of my study is flawed

First, many students worry their study is flawed. In actuality, the design of your study really is flawed. The design of all studies are flawed. Even randomized control trials—supposedly the epitome of quantitative designs—are usually flawed. That is, the treatment or procedure that differs between the conditions almost invariably affects unintended variables called ‘confounds’.

Your task is not to design the perfect study. Your task is more to identify and report the limitations of your study in the thesis, often in the discussion section. Examiners will seldom, if ever, criticize a study if you have conceded these limitations. If the design is quite flawed, you might not be able to publish. But you will be able to pass.

If the design was flawed, you could perhaps cite articles that indicate that simpler studies—such as pilot studies or feasibility studies—should precede more comprehensive evaluations. You could write, for example, “This research did not include a randomized control trial. That is, consistent with recommendations from the Medical Research Council (2000), this research began with a pilot and feasibility study. This study was undertaken to assess whether the intervention is feasible and to estimate likely effect sizes—a phase that should precede more comprehensive evaluations.”

The sample of my study is flawed

Students often complain about the data they collected. They might feel the number of participants or specimens is inadequate. They might feel their sample is biased in some way and so forth. Some academics overestimate the significance of these issues. These academics begin to hyperventilate as soon as they realize the sample is small or biased. But you can readily address these concerns in your discussion.

If the sample is biased—for example, participants tend to be younger than is the mean—explore whether this bias affects the results. You might write, “In this study, the sample of participants was younger than was the population mean. We thus explored whether age moderates the association between carrot consumption and IQ. The interaction term was not significant, indicating that age does not significantly affect the association between carrot consumption and IQ. These findings imply the sample bias is unlikely to affect the results.”

The methods or instruments I used to collect or extract data were flawed

Students will often utilize some technique—perhaps to extract or to collect data—and subsequently read about all the problems with this technique. They will read the technique is misleading. They will hear the technique has been superseded, and so forth.

As the examiners read your work, they might begin to froth at the mouth when they read that you have utilized a flawed or obsolete technique. But, as soon as you acknowledge this limitation in your discussion—and perhaps suggest alternatives that future researchers could utilize—this froth begins to dissolve or dribble down the sides of their mouth. The examiners can no longer complain.

My thesis involves statistical analyses but I am not proficient with numbers

Do not worry if you are not especially adept at statistics. Indeed, feeling uncomfortable with statistics is a sign of normality.

At least one of your supervisors can help you with the key decisions about statistics, such as which techniques to use, which parameters to choose, how to report the findings, and how to interpret the findings. If not, other academics in the university can assist you.

I am worried the audience might criticize me when I present my thesis

When presenting a seminar at university, the audience are supposed to be supportive. If they uncover problems, they should be able to suggest solutions. But, if they seem rude, they are obviously not balanced, thoughtful academics. Whenever you cannot respond, merely articulate some rehearsed lines such as, “That’s interesting. I’ve briefly discussed this issue with my supervisor—but have yet to resolve this issue” or “I agree; that’s important. If you’re available, can we chat later?”

For further assistance or information about how to thrive during your research, feel free to contact me at simon.moss@cdu.edu.au.

Dr Simon Moss is the Dean of Graduate Studies. His research interests revolve around how to modify organisations to improve mental health. He is the author of 10 books including: ‘The negative side of positive thinking,’ ‘Where Should I work,’ and ‘Emotional Intelligence: A Journey to the Source.’