This tendency is clear in you — here is what it reveals, to understand and move forward.

The level of demand you set for yourself in your achievements and performance.

Your high score describes a significant level of demand that you set for yourself. It is essential to distinguish two sides here: high standards can be a driver of quality and accomplishment (so-called 'adaptive' perfectionism) as long as they stay flexible and freely chosen; they become costly when they are rigid, never satisfied and tied to a fear of error — what research calls 'maladaptive' perfectionism. One way of reading it, to weigh against your own experience and in light of your high score on fear of error, is that your standards may lean toward this second form, where the bar is never high enough and where reaching the goal brings little lasting satisfaction. The demanding nature of this trait is not something to suppress — it is often one of your strengths — but to soften, so that it serves your fulfilment rather than draining it.

This tendency is clear in you — here is what it reveals, to understand and move forward.

Anxiety tied to the possibility of making mistakes and reactions in the face of failure.

This high score describes a marked anxiety linked to the possibility of making mistakes. It is often this dimension, more than the standards themselves, that turns perfectionism into a source of suffering: when an error is experienced not as useful information but as a threat to your personal worth, every task carries an emotional risk. One reading, to weigh against your own experience, is that an underlying belief equates performance with worth ('if I make a mistake, I'm worth less'), which makes errors intolerable and fuels avoidance, procrastination (paradoxically) or over-checking. Recognising that error is a normal condition of all learning and all achievement — and not a verdict on yourself — is the central lever here. This separation between making a mistake and being a mistake can be learned, and it profoundly changes your relationship with action.

This tendency is present in you — here is what it sheds light on.

A tendency to doubt the quality of your achievements and to question them.

Your moderate score describes a tendency to doubt the quality of your achievements, even completed ones. Read alongside the fear of error, one avenue — to weigh against your own experience — is that these doubts are not a lack of competence but the effect of a bar set so high that nothing ever seems fully satisfying: the doubt persists because the criterion of 'good enough' remains vague or unreachable. This mechanism can lead to over-checking, difficulty finalising, or downplaying your successes. The moderate level of the score suggests this doubt is not constant. Clarifying concrete, attainable success criteria, defined in advance, is an effective lever here: it gives the doubt an objective stopping point. Learning to recognise and 'credit' your successes is the other side of this work.

This tendency is present in you — here is what it sheds light on.

The perception of others' high expectations of you and the need to meet them.

This moderate score describes the perception of high expectations from others toward you. Research distinguishes this 'socially prescribed perfectionism' (believing that others demand perfection of you) from the standards you set for yourself: it is particularly linked to distress, because it locates your criterion of worth in an external gaze perceived as demanding and hard to satisfy. One avenue — to weigh against your own experience — is that part of the pressure you feel may be anticipated rather than real: you assume very high expectations that do not always match what others actually ask for. The moderate level of the score suggests a tendency, not an all-consuming conviction. Checking real expectations rather than assuming them, and reconnecting with your own criteria, are the levers here.