Frost Multidimensional Perfectionism Scale

The Frost Multidimensional Perfectionism Scale (FMPS) is a foundational 35-item self-report questionnaire designed to assess the multidimensional nature of…

Questions: 35
Duration: 10 min
Original title: Frost Multidimensional Perfectionism Scale
Adaptation: Frost Multidimensional Perfectionism Scale
Authors: Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R.
Created: 1990

The Frost Multidimensional Perfectionism Scale (FMPS) is a foundational 35-item self-report questionnaire designed to assess the multidimensional nature of perfectionism. Rather than treating perfectionism as a single global construct, the FMPS maps it across six facets, distinguishing between high personal standards and the more distress-inducing elements like intense concern over mistakes or chronic doubts about one's actions.

For mental health clinicians, the FMPS is a highly valuable, validated tool to use at baseline and throughout treatment. It clarifies whether a patient's perfectionism is driven by internal rigidity or by internalized parental expectations and criticism, highlighting the clinical dimensions of the unrelenting standards schema. By isolating the adaptive dimension of organization from the clinical dimensions of pathological striving, it allows for targeted therapeutic interventions and reliable monitoring of symptomatic change over time.

Example result

Fictitious result, computed from a sample set of answers.

Overall score

91/ 145

The Frost Multidimensional Perfectionism Scale (FMPS) is a benchmark clinical assessment measuring 6 dimensions of perfectionism. It distinguishes potentially adaptive facets of perfectionism (such as the pursuit of organization and maintaining high personal standards) from dysfunctional or maladaptive components (such as excessive concern over mistakes, doubts about actions, or the perception of unrealistic parental criticism and expectations). This instrument is particularly indicated in the evaluation of performance anxiety, eating disorders (ED), obsessive-compulsive disorder (OCD), depression, and more broadly for refining case conceptualization regarding self-criticism and performance schemas. The overall perfectionism score is calculated on 29 of the 35 items: the Organization subscale (6 items) is excluded, in accordance with established practice since Frost et al. (1990) — it correlates weakly with other dimensions and measures an adaptive facet (order, neatness) rather than the dysfunctional perfectionism that the total score seeks to reflect. It remains scored and interpreted separately, as a seventh reference point. The total score therefore ranges from 29 to 145, following the convention used by normative benchmarks and reference tiers (Stöber, 1998).

29–44

Very Low

45–60

Low

61–83

Average

84–99

High

100–145

Very High

Scores at this level are above the normative average, suggesting elevated perfectionism in this domain that may warrant clinical consideration.

Scoring

Sum per subscale, total score from 29 to 145, each item is scored on a 5-point scale (from 1 to 5).

Doubts about Actions

10/ 20

Items capture persistent uncertainty about the quality of one's actions.

items 17, 28, 32, 33

420

Organization

14/ 30

Organisation (6 items: 2, 7, 8, 27, 29, 31; score range 6–30): reflects the importance placed on order, neatness, and organisation.

items 2, 7, 8, 27, 29, 31

630

Concern over Mistakes

32/ 45

Concern over Mistakes (excessive preoccupation with mistakes) — 9 items, score 9-45: tendency to react negatively to mistakes, equate them with failure, and fear losing the esteem of others in the event of imperfection.

items 9, 10, 13, 14, 18, 21, 23, 25, 34

945

Parental Criticism

15/ 20

Assesses the perception of parental criticism.

items 3, 5, 22, 35

420

Parental Expectations

13/ 25

Parental Expectations (perceived parental expectations) — 5 items, score 5-25: perception that one's parents set (or used to set) extremely high goals.

items 1, 11, 15, 20, 26

525

Personal Standards

21/ 35

Personal Standards (7 items: 4, 6, 12, 16, 19, 24, 30; score range 7–35): reflects the setting of excessively high personal standards and goals.

items 4, 6, 12, 16, 19, 24, 30

735

Have your patient take this test

Assign it in one click: your patient answers on their phone, you receive the score and its interpretation.

Assign this test to a patient

What the test measures

The FMPS evaluates perfectionism across six specific psychological dimensions, capturing both self-imposed and externally derived pressures.

Concern over Mistakes: The tendency to interpret minor errors as complete failures and the fear of losing respect.
Personal Standards: The setting of excessively high goals and the belief that self-worth hinges on achieving them, often driven by rigid "should" statements.
Parental Expectations: The perception that one's parents set extraordinarily high standards during childhood.
Parental Criticism: The internalized belief that one's parents were overly critical or punishing of imperfections.
Doubts about Actions: The persistent uncertainty regarding the quality or completion of everyday tasks.
Organization: The preference for neatness and order, generally considered an adaptive trait.

This instrument is suitable for adolescents and adults presenting with anxiety, obsessive-compulsive traits, eating disorders, or chronic self-criticism, helping to identify perfectionism and its clinical footprint.

When and why to use it

Clinicians typically administer the FMPS to untangle the specific drivers of a patient's perfectionistic behavior and to monitor therapeutic progress.

Intake assessment: To establish a detailed baseline profile of perfectionistic traits and identify which specific facets are most clinically active.
Treatment formulation: To differentiate between adaptive organization and maladaptive evaluative concerns, helping to tailor interventions when clinicians help patients challenge negative thoughts.
Monitoring progress: To track shifts in specific dimensions, such as a reduction in concern over mistakes, over the course of therapy.
Exploring developmental factors: To open clinical dialogue around perceived parental expectations and criticism that may maintain current schemas.

Using a validated scale ground the cognitive behavioral model of perfectionism by providing concrete data, offering more precise targets for intervention than a general clinical impression.

Clinical library

750+ clinical tools

A library built with and for clinicians, ready to use in session and extend between appointments.

Access all the tools

Several resource types

Psychoeducation handouts

Understand at a glance

Interactive exercises

To do and fill in

Interactive programs

A structured path

Audios

Meditation and relaxation

Psychometric tests

Automatic scoring

The questions

Please answer the following questions in relation to how much they apply to you. Choose the response that best corresponds to your agreement with each statement.
1. My parents set very high expectations for me.
This item probes the patient's perception of their parents' early expectations.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
2. Organization is very important to me.
This item assesses the value the patient places on personal organization.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
3. As a child, I was punished for doing things imperfectly.
This item explores early childhood experiences of parental punishment related to performance.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
4. If I don't strive for excellence, I risk becoming a mediocre person.
This item evaluates the patient's fear of mediocrity if they fail to maintain extreme standards.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
5. My parents never tried to understand my mistakes.
This item probes perceived parental empathy regarding the patient's past failures.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
6. It is important to me to be thoroughly competent in everything I do.
This item assesses the patient's drive for total competence in their endeavors.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
7. I am a neat person.
This item evaluates the patient's self-identification with being tidy.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
8. I try to be a neat person.
This item probes the active effort the patient makes to maintain structure and order.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
9. If I fail at work or school, I consider myself worthless as a person.
This item assesses how strongly the patient equates occupational or academic failure with a lack of personal worth.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
10. I should be upset if I make a mistake.
This item explores the emotional reaction the patient believes they must have after an error.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
11. My parents wanted me to be the best at everything.
This item probes perceived parental pressure to achieve absolute superiority.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
12. I set higher goals for myself than most people do.
This item evaluates whether the patient consciously sets goals that exceed normative benchmarks.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
13. If someone does a task better than me at work or school, I feel like I have completely failed at that task.
This item assesses the tendency to interpret another's superior performance as a total personal failure.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
14. Failing at something in part is as bad as failing completely.
This item explores the patient's polarized, all-or-nothing thinking regarding success and failure.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
15. Only an outstanding performance is considered good enough in my family.
This item probes the family narrative that only exceptional results are acceptable.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
16. I am very good at concentrating my efforts to reach a goal.
This item evaluates the patient's perceived ability to maintain hyper-focus on achieving goals.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
17. Even when I do something very carefully, I often feel that it's not quite right.
This item assesses lingering feelings of uncertainty or imperfection following careful work.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
18. I hate not being the best at what I do.
This item explores the patient's aversion to falling short of the top position.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
19. I have extremely high goals.
This item probes the sheer magnitude of the objectives the patient sets for themselves.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
20. My parents expected excellence from me.
This item evaluates the internalized belief that parental figures demanded absolute excellence.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
21. People will probably think less of me if I make a mistake.
This item assesses the patient's fear of social devaluation following a mistake.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
22. I never felt like I could meet my parents' expectations.
This item explores the chronic feeling of disappointing one's parents.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
23. If I don't do as well as other people, it means I am an inferior human being.
This item evaluates the belief that relative underperformance signals inherent inferiority.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
24. Other people seem to be satisfied with lower standards for themselves than I am.
This item assesses how the patient views their own standards in comparison to those of others.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
25. If I don't do well all the time, people won't respect me.
This item probes the belief that continuous success is a prerequisite for earning respect.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
26. My parents have always had higher expectations for my future than I have.
This item evaluates the discrepancy between the patient's own future goals and those imposed by parents.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
27. I try to be an organized person.
This item explores the deliberate effort the patient exerts to maintain tidiness.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
28. I usually have doubts about the simple, everyday things I do.
This item assesses the presence of second-guessing in routine, daily activities.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
29. Orderliness is very important to me.
This item evaluates the psychological importance the patient places on cleanliness and order.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
30. I expect higher performance in my daily tasks than most people do.
This item probes the expectation of superior personal performance in mundane tasks.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
31. I am an organized person.
This item assesses the core self-belief of being a structured and orderly individual.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
32. I tend to fall behind in my work because I repeat things over and over.
This item explores how repetitive behaviors or checking interfere with task completion.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
33. It takes me a long time to do things 'just right'.
This item evaluates the temporal cost of needing to perform actions flawlessly.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
34. The fewer mistakes I make, the more people will like me.
This item assesses the belief that minimizing errors correlates directly with social approval.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree
35. I never felt like I could live up to my parents' standards.
This item probes the persistent sense of falling short of parental benchmarks.
- Strongly disagree
- Disagree
- Neither agree nor disagree
- Agree
- Strongly agree