Multidimensional Perfectionism,Depression, and Satisfaction With Life: Differences Among Perfectionists and Tests of a Stress‐Mediation Model

This study examined the relationship between adaptive and maladaptive perfectionism, stress, depression, and satisfaction with life in a sample of undergraduate women. The authors found that maladaptive perfectionists had lower satisfaction with life and higher stress and depression scores compared with adaptive perfectionists. Results also indicated that stress mediated the relationship between maladaptive perfectionism and depression and between both maladaptive and adaptive perfectionism and satisfaction with life. Implications for college counselors are discussed.     

Multidimensional Perfectionism and Obsessive‐Compulsive Behaviors

This study examined the relationship between adaptive and maladaptive perfectionism and obsessive‐compulsive behaviors. One hundred and forty‐four undergraduate psychology students completed a measure of multidimensional perfectionism and two measures of obsessive‐compulsive behaviors. The authors found that maladaptive perfectionists engaged in more doubting and slowness behaviors than did adaptive perfectionists. Adaptive perfectionists had significantly lower scores on the Slowness subscale than either maladaptive perfectionists or nonperfectionists. Implications for college counselors are discussed.     

Multidimensional Perfectionism,Coping, and Depression: Differential Prediction of Depression Symptoms by Perfectionism Type

Perfectionism has consistently been implicated as a significant contributor to negative outcomes, including depression, in college student populations. This study examined the relationship between multidimensional perfectionism, coping, and depression in a sample of 405 undergraduate students. Maladaptive perfectionists, adaptive perfectionists, and nonperfectionist college students differed significantly on levels of depression and exhibited different patterns of coping. Avoidant coping mediated the relationship between both adaptive and maladaptive perfectionism and depression.     

Multidimensional Perfectionism and the Self

ABSTRACT

This study examined multidimensional perfectionism and self-development. Two hundred seventy-one undergraduates completed a measure of multidimensional perfectionism and two Kohutian measures designed to measure aspects of self-development including social connectedness, social assurance, goal instability (idealization), and grandiosity. The researchers found evidence that adaptive perfectionists employ healthier forms of narcissism in social connectedness and goal instability (idealization) as compared to maladaptive perfectionists and nonperfectionists. Implications for treatment and future research are discussed.     

Examination of the relationship between perfectionism and English achievement as mediated by foreign language classroom anxiety

There are a number of individual and affective factors which correlate foreign language learners’ achievement both positively and negatively. The aim of this study was to examine the relationship between perfectionism and English language achievement among high school third graders in Chenaran, a city in northeast of Iran, mediated by foreign language classroom anxiety. A sample of 239 students (110 males and 129 females) was assessed for their levels of perfectionism and foreign language anxiety using the Almost Perfect Scale-Revised and Foreign Language Classroom Anxiety Scale, respectively. Participants’ scores on their final English test were also used as the measurement of their English achievement. The results did not reveal strong correlations between perfectionism and participants’ English achievement (F = .515, p > .05); however, the mean English score of the participants was lower for maladaptive perfectionists. Also, foreign language classroom anxiety was found to be significantly and negatively correlated with English achievement (r = ?.357, p < .01). The results of analysis of variance revealed a significant positive association between perfectionism and foreign language anxiety, where maladaptive perfectionists were found to be more anxious than adaptive and non-perfectionists. Results did not support the hypothesis about foreign language anxiety as a mediator of the relationship between perfectionism and English achievement. Implications for both teachers and learners, and suggestions for further research are provided.     

Perfectionism in Gifted High-School Students: Responses to Academic Challenge

Through a qualitative interview design, this study investigated how participation in a rigorous academic environment may influence gifted students who demonstrate high levels of perfectionism. The study also examined how their responses to a rigorous academic and residential environment may differ according to the type of perfectionism. Findings indicated that some socially prescribed perfectionists reported an increase in perfectionism, whereas some self-oriented perfectionists reported an increase followed by a decrease in their perfectionism. Overall, the majority of the participants, regardless of their type of perfectionism, indicated a decrease in their perfectionism as a result of their new academic environment. Reactions to experiencing imperfections ranged from calm to guilt or even anger, depending on the type of perfectionism. Implications for working with gifted students who show high levels of perfectionism are discussed.     

Perfectionism,Implicit Theories of Intelligence,and Taiwanese Eighth-Grade Students’ Academic Engagement

ABSTRACT

The authors attempted to examine how Taiwanese junior high school students’ perfectionistic tendencies and implicit theories of intelligence were related to their academic emotions and approach versus avoidance self-regulation, and to determine differences in contingent self-worth, emotions, and self-regulation among students with different subtypes of perfectionism. A total of 481 8th-grade Taiwanese students completed a self-reported survey assessing their perfectionistic tendencies, implicit theories of intelligence, academic emotions, behavioral self-regulation, and use of self-handicapping strategies. Results suggested that adaptive perfectionism enabled adolescents to experience positive emotions and to engage in behavioral self-regulation, whereas maladaptive perfectionism was positively associated with negative emotions and self-handicapping. In addition, the incremental theory of intelligence predicted positive affect and constructive coping. By contrast, the entity theory was positively correlated with negative emotions and self-handicapping. The authors also documented profiles of students with different perfectionistic tendencies. Findings showed that in general adaptive perfectionists displayed the healthiest emotions and self-regulatory styles. Implications for education and further research are discussed.     

Perfectionism and foreign language achievement: The mediating role of emotions and achievement goals

The purpose of the present study was to examine the role of perfectionism in the second/foreign language (L2) learning context. To this end, we investigated the possible links between perfectionism, emotions, achievement goals, and L2 achievement. A total number of 2008 secondary school students completed the relevant questionnaires. First, confirmatory factor analysis was performed to assure the construct validity of the questionnaires. Then, separate structural equation models were conducted to examine the relations among variables. Results indicated that adaptive perfectionism was directly related to positive emotions, while the opposite pattern was found for maladaptive perfectionism. Moreover, only adaptive perfectionism was related to mastery goals, and both adaptive and maladaptive perfectionisms were related to performance-approach goals and performance-avoidance goals. Maladaptive perfectionism dimensions were negatively related to L2 achievement, while one dimension of adaptive perfectionism had positive relation and another one had negative relation with L2 achievement. Finally, mediation analysis was performed and results showed that only negative emotions and only mastery goals could mediate the relation between perfectionism dimensions and L2 achievement.     

Multidimensional perfectionism in a sample of middle school students: An exploratory investigation

In this exploratory study, 185 middle school students were administered the Almost Perfect Scale‐Revised and the Behavioral Assessment System for Children‐Self Report. Self‐reported grade‐point average was also obtained. Students who established high personal standards but nonetheless recognize their limitations (adaptive perfectionists) reported significantly higher (i.e., more positive) scores on a number of academic, intrapersonal, and interpersonal variables. However, the perceived inability for some students to consistently meet their high standards (maladaptive perfectionists) was significantly and negatively related to perceptions of school and family relationships, and greater emotional distress. Implications of these findings and future research and clinical suggestions are provided. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 677–689, 2003.     

Raymond: A Case Study Illustrative of the Diagnostic Limitations of a Quantitative Score

ABSTRACT

The author attempted to explore potential antecedents of achievement goals and relations of teacher and parental autonomy support versus psychological control to Taiwanese adolescents’ perfectionistic tendencies. A total of 512 eighth-grade students completed self-reported questionnaires assessing variables of interest. Results indicated that perceived autonomy support versus psychological control together with perfectionistic tendencies play a role in predicting Taiwanese adolescents’ achievement goal orientations. In addition, the present findings replicated effects of autonomy-supportive versus controlling social environment consistently found in Western cultures. The author also documented profiles of adolescents with different perfectionistic tendencies. Adaptive perfectionists reported higher levels of teachers’ autonomy support and lower levels of parental psychological control than did maladaptive perfectionists. Also, adaptive perfectionists were more likely to adopt approach-oriented goals.     

A Statistical Study of a New Type of Objective Examination Question

ABSTRACT

The author attempted to examine how Taiwanese junior high school students’ perfectionistic tendencies and achievement goals were related to their academic burnout versus work engagement, and to determine differences in the indicators of burnout versus engagement among students with different subtypes of perfectionism. A total of 456 eighth-grade Taiwanese students completed a self-reported survey assessing their perfectionistic tendencies, achievement goals, academic burnout, and work engagement. Results of this study indicated that perfectionism along with achievement goals emerged as statistically significant predictors of Taiwanese students’ burnout and work engagement. Additionally, the quality of adolescents’ engagement varied as a function of perfectionistic tendencies. Adaptive perfectionists displayed the healthiest pattern of engagement in schoolwork. Implications for educational practices and future research are discussed.     

The roles of perceived parental expectation and criticism in adolescents’ multidimensional perfectionism and achievement goals

Perfectionism consists of personal predispositions and attitudes toward performance. Although there is some disagreement in the field regarding how to best define and measure perfectionism, most studies have supported a distinction between adaptive and maladaptive perfectionism. The current study examines a model in which students’ perceptions of parents’ standards and criticism are proposed as antecedents of multidimensional perfectionism, which in turn are hypothesised to be associated with types of academic achievement goal orientations. The sample consisted of 256 high school students who completed questionnaires assessing adaptive and maladaptive perfectionism, perceptions of their parents and personal achievement goals. Structural equation modelling supported the hypotheses suggesting that high parental standards are positively associated with the adaptive perfectionist characteristic of self-organised perception, which in turn are associated with a mastery goal orientation. Parental criticism predicted the maladaptive perfectionist characteristic of concern over mistakes, which in turn was found associated with a performance-avoidance goal orientation.     

Maternal goal factors in adaptive and maladaptive childhood perfectionism

In this project, 72 middle school students responded to a questionnaire tapping three aspects of perfectionism: self‐striving, socially‐prescribed perfectionism, and concern for mistakes. Their mothers completed a questionnaire assessing goal expression along three dimensions defined as direct expectations (e.g., ‘I set high standards for my child’), controlling expectations (e.g., ‘Only outstanding performance is good enough in our family’), and noncontingent encouragement (e.g., ‘Trying hard is more important than being the best’). Path modelling, using SmartPLS, revealed that direct expectations were associated positively with students' self‐striving, but negatively with socially‐prescribed perfectionism. Controlling expectations were associated with socially‐prescribed perfectionism. Hence, adaptive and maladaptive aspects of students' perfectionism appear to be associated with differential patterns of maternal goal expression.     

Predictors of adaptive help seeking across ninth‐grade students enrolled in Advanced Placement and International Baccalaureate courses

This study explored how adaptive help seeking was related to academic self‐efficacy, perfectionism (maladaptive and adaptive), attitudes toward help seeking (perceived benefits and perceived threats), and teacher emotional support among 311 grade 9 students in Advanced Placement and International Baccalaureate classes. Significant bivariate links emerged between adaptive help seeking and all six potential correlates. Regression analyses indicated that teacher emotional support, adaptive perfectionism (high personal standards), and perceived benefits were significant, positive predictors of adaptive help seeking. Gender also was a significant predictor, as boys had lower levels of adaptive help seeking compared with girls. Furthermore, gender moderated the association between perceived benefits and adaptive help‐seeking; perceived benefits were particularly highly associated with boys’ adaptive help seeking from classroom teachers. Strategies for explicating the benefits of adaptive help seeking, promoting adaptive perfectionism, and fostering teacher emotional support are provided, as well as limitations and future directions for research.     

大学生完美主义与自恋的关系研究

目的探讨大学生完美主义与自恋的关系。方法采用訾非(2006)修订的《中文版Frost多维完美主义量表》与郑涌和黄藜(2005)编制的自恋人格问卷对313名福建师范大学福清分校的在校大学生进行调查分析。结果 (1)该校大学生普遍具有完美主义倾向,不同出生地、学科类别的大学生完美主义差异显著;(2)大学生完美主义总分与显性自恋总分显著相关(r=0.375),完美主义多个维度与显性自恋多个维度存在不同程度的相关(r=0.118-0.489),只有行动的疑虑与显性自恋相关不显著;(3)大学生完美主义总分与隐性自恋总分显著相关(r=0.549),完美主义多个维度与隐性自恋多个维度存在不同程度的相关(r=0.243-0.482),只有条理性与隐性自恋相关不显著;(4)完美主义中的条理性和个人标准对显性自恋具有一定的预测作用,担心错误、个人标准和行动的疑虑对隐性自恋具有一定的预测作用。结论大学生完美主义与自恋相关显著。积极完美主义与显性自恋关系更为密切,消极完美主义与隐性自恋关系更为密切。     

大学生家庭环境与消极完美主义间的关系研究

选取武汉六所高校302名大学生为被试,采用消极完美主义问卷（ZNPQ）和家庭环境量表中文版（FES—CV）,研究大学生家庭环境与消极完美主义的关系。结果显示：大学生的家庭环境状况与其消极完美主义相关,其中家庭环境的亲密度、情感表达、矛盾性、独立性、成功性和娱乐性与消极完美主义显著相关。多元回归结果表明,家庭环境中独立性和成功性对消极完美主义的极高标准和目标的贡献显著;家庭环境中亲密度、情感表达、知识性对消极完美主义的害怕失败的贡献显著;家庭环境中亲密度、组织性对消极完美主义的犹豫迟疑的贡献显著;家庭环境情感表达、独立性、成功性、控制性对消极完美主义的过度计划和控制的贡献显著;家庭环境中情感表达、成功性、道德宗教观对消极完美主义的过度谨慎和仔细贡献显著。以上结果显示大学生家庭环境与其消极完美主义的形成关系密切。     

Research on perfectionism and achievement motivation: implications for gifted students

Perfectionism has been associated with a rigid adherence to impossibly high standards, an irrational importance on the attainment of these standards, and a tendency to overgeneralize failures. Researchers have primarily focused on how perfectionism predicts psychological adjustment; yet, recent research also indicates that perfectionism impacts students' achievement motivation. In this article, research on the relationship between perfectionism and achievement motivation in non‐gifted students is reviewed. Conclusions about perfectionism and achievement motivation in non‐gifted students will highlight directions for future research and implications for enhancing the achievement motivation of gifted students with perfectionism. © 2012 Wiley Periodicals, Inc.     

Factors related to Taiwanese adolescents' academic procrastination,time management,and perfectionism

There is a shortage of studies that explore adolescents' academic procrastination. The author hence attempted to examine the mechanisms determining Taiwanese adolescent students' perfectionistic tendencies, time management, and academic procrastination. A total of 405 eighth-grade Taiwanese students completed a self-reported survey assessing their perceptions of classroom structure, parental expectations and criticism, perfectionistic tendencies, time management, and academic procrastination. Findings of regression analyses indicated that parental expectations and criticism were the key predictors of students' adaptive and maladaptive perfectionism. Students' perceptions of classroom structure also positively predicted their adaptive perfectionism. Moreover, results of hierarchical regressions suggested that perceived classroom structure, parental expectations and criticism, as well as adaptive perfectionism all emerged as predictors of time management. With regard to procrastination on homework and examination preparation, parental expectations and adaptive perfectionism were negative predictors, whereas parental criticism and maladaptive perfectionism were positive predictors. Also, time management negatively predicted academic procrastination.     

大学生完美主义与网瘾

采用问卷调查法对853名按分层抽样原则所抽取的大学生被试进行调查,测量工具分别为中文网络成瘾量表(CIAS)与大学生完美主义问卷(PSCCS)。数据分析的结果表明:(1)完美主义人格是大学生网瘾的重要预测因子,尤其网瘾的强迫性上网与网瘾所致的人际关系健康指标受其影响最大;(2)其非适应性成分担心出错与父母期望对网瘾具有显著的正向预测作用,而适应性成分条件性对网瘾具有显著的负向预测作用;(3)完美主义适应性成分个人标准对大学生网瘾并无实质性影响。     

大学生完美主义与抑郁的关系:沉思的中介作用

探讨大学生非适应性完美主义、适应性完美主义、沉思与抑郁的关系。采用FMPS中文版、RRS中文版、CES-D量表对800名大学生进行测量。结果表明,非适应性完美主义者倾向于用沉思的反应风格来应对负性情绪,从而产生抑郁;适应性完美主义对抑郁的负性预测作用不是以沉思为中介变量。