Achievement emotions that the university student experiences in the learning process
can be significant in facilitating or interfering with learning. The present research looked for linear
and predictive relations between university students¿ achievement emotions, coping strategies, and
engagement-burnout, in three dierent learning situations (classroom, study time, and testing).
Hypotheses were identified for a possible model that would analyze the two facets of perfectionism
based on these relations. In the case of perfectionistic strivings, the test hypothesis was that positive
emotions would predispose the use of problem-focused coping strategies and an emotional state of
engagement; in the case of perfectionistic concerns, however, negative emotions would predispose
the use of emotion-focused strategies and a state of burnout. A total of 654 university students
participated in the study, using an online tool to complete validated questionnaires on the three study
variables. All students provided informed consent and corresponding permissions. Given the ex-post
facto linear design, the predictions could be verified for each situation by means of logistic regression
analyses and Structural Equations Models (SEM). Empirical results lent support, in varying degree,
to the proposed theoretical relations. The testing situation was of particular interest. We discuss
implications for perfectionism research and for the practice of prevention, education and health care
in the university setting.