Perfectionism and Workaholism as Barriers to Lifelong Learning and Occupational Sustainability: A Cross-Professional Analysis

Aniella Mihaela Vieriu and Simona Magdalena Hainagiu ()
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Aniella Mihaela Vieriu: The Department of Teacher Training and Social Sciences, The National University of Science and Technology POLITEHNICA, 060042 Bucharest, Romania
Simona Magdalena Hainagiu: The Department of Teacher Training and Social Sciences, The National University of Science and Technology POLITEHNICA, 060042 Bucharest, Romania

Sustainability, 2025, vol. 17, issue 14, 1-20

Abstract: Workaholism and perfectionism have increasingly been identified as significant obstacles to effective lifelong learning and skills development, ultimately undermining long-term career adaptability and organizational resilience. This study explores the predictive role of perfectionism and professional workaholism, with a particular focus on their implications for continuous education and occupational sustainability—defined as employees’ ability to remain adaptable and resilient over time. Using a cross-sectional quantitative design, data were collected from 105 participants (54 IT professionals and 51 nurses) who completed standardized measures of perfectionism and workaholism and reported their cognitive–emotional readiness for further training. Four regression models were employed to assess the impact of the three perfectionism dimensions and profession on overall workaholism and its subcomponents (excessive work, compulsive work, supplementary work). Socially prescribed perfectionism emerged as a strong predictor, accounting for over one-third of the variance in workaholism (β = 0.37; R 2 _adj = 0.368; p < 0.001), while self-oriented perfectionism significantly predicted excessive work (β = 0.25; p = 0.015). Professional domain had no significant effect, indicating the trans-professional nature of these psychological barriers. Additionally, workaholism was associated with reduced cognitive–emotional availability for ongoing training, highlighting its detrimental effects on lifelong learning. Limitations include the cross-sectional design and reliance on convenience sampling. From a practical perspective, the findings support interventions targeting maladaptive perfectionism, aiming to enhance engagement in continuous professional education and foster sustainable work environments, in line with the United Nations Sustainable Development Goals (SDG 4 and SDG 8).

Keywords: workaholism; perfectionism; occupational sustainability; continuous learning; psychological well-being; SDG 3; SDG 4; SDG 8; SDG 17 (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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