Abstract

This paper offers a theoretical review of the literature with the aim of exploring the role that imagination plays in the genesis, maintenance, and manifestation of perfectionism within the context of music education. It is based on the hypothesis that imaginative processes – such as anticipatory visualization, the simulation of future scenarios, or the idealization of the self – not only accompany perfectionism but may also constitute one of its main psychological forces. In this regard, contributions from recent empirical research, cognitive psychology, and the philosophy of mind are analyzed in order to establish conceptual and functional links between different types of imagination and the dimensions of perfectionism. The relevance of this review lies in the need to understand perfectionism not only as a maladaptive or adaptive personality trait, but also as a construct informed by imaginative projections that shape expectations, emotions and behaviors. This integrative approach opens new avenues for research and enhances preventive intervention strategies targeting individuals affected by perfectionistic patterns, particularly when these impact their psychological well-being, motivation, or performance.