Adaptive Perfectionism Research Articles

The relationship between perfectionism and symptoms of depression in medical school applicants

BackgroundThe association between perfectionism and depression in the medical profession can ultimately influence physicians’ performance negatively. In medical students, especially maladaptive perfectionism is connected with distress and lower academic performance. The expression of perfectionism and symptoms of depression at the time of medical school application is not known. Therefore, we explored perfectionism and symptoms of depression in participants of multiple mini-interviews for medical school admission and investigated possible differences between applicants who were eventually admitted or rejected.MethodsAfter the multiple mini-interviews admission procedure at Hamburg Medical School in August 2018, 146 applicants filled out a questionnaire including sociodemographic data and the following validated instruments: Multidimensional Perfectionism Scale by Hewitt and Flett (MPS-H), Multidimensional Perfectionism Scale by Frost (MPS-F), Patient Health Questionnaire (PHQ-9), Generalized Anxiety Disorder Scale (GAD-7), and a 10-item version of the Big Five Inventory (BFI-10). The two groups of admitted and rejected applicants were compared and the correlation between symptoms of depression and perfectionism further explored.ResultsThe admitted applicants were significantly more extrovert and had lower depression scores compared to the rejected applicants. In both groups, the composite scales of Adaptive Perfectionism (r = .21, p = .011) and Maladaptive Perfectionism (r = .43, p < .001) as well as their components correlated significantly with the PHQ-9 results. Maladaptive Perfectionism accounted for about 18% of variance in the PHQ-9 score.ConclusionsRejected medical school applicants who participated in a multiple mini-interviews admission procedure showed higher levels of depression symptoms than admitted applicants. The degree of depressive symptoms can be partly explained by Maladaptive Perfectionism scores. Since coping in medical school and in postgraduate medical education require robust mental health, perfectionism questionnaires could be an additional tool in medical school selection processes.

Affective and cognitive responses to repeated performance feedback across adaptive and maladaptive dimensions of perfectionism

The study investigated the affective and cognitive responses (including self-beliefs about personality attributes and the level of certainty associated with these beliefs) to the repeated delivery of performance feedback (failure vs. success) across adaptive and maladaptive dimensions of perfectionism. Participants completed questionnaires and a mental rotation computer task, to which they received feedback for. Performance feedback was delivered at Time point 1 (initial) and at Time point 2 (repeated). Results showed that maladaptive perfectionism predicted increased negative affect after initial failure and decreased confidence in self-descriptiveness ratings for negative-related personality attributes after initial success, with these confidence levels further decreasing following repeated success. Adaptive perfectionism predicted higher self-ratings on positive-related personality attributes but only after initial success. The findings suggest that changes in responses across adaptive and maladaptive perfectionism are influenced by experiences of success rather than failure. Adaptive perfectionism also seemed resilient to input from external sources while maladaptive perfectionism appeared more susceptible to such influence. However, given the preliminary nature of the present findings, further research in this area is needed to understand the impact of performance feedback on the self-concept across these two dimensions of perfectionism.

A multidimensional approach to perfectionism and self-compassion

ABSTRACT Research suggests that maladaptive perfectionism impedes the development of self-compassion, a self-attitude with numerous biopsychosocial benefits. The precise relationship between these constructs remains unclear, but accurate modeling could foster an understanding of the barriers that perfectionists experience to self-compassion, enabling focused interventions to be developed. This study used structural equation modeling within a convenience-sampled, general, population (n = 428; age = 34.3 yrs, SD = 12.1) to analyze how multidimensional perfectionism related to multidimensional self-compassion. The maladaptive perfectionism dimensions (Concern over Mistakes; Discrepancy) predicted lower levels of self-compassion and its positive dimensions (Self-kindness; Common Humanity; Mindfulness). Adaptive perfectionism also predicted higher levels of Self-judgment. Findings were discussed theoretically, and their utility for developing population-tailored, dual-focused, interventions aimed at reducing perfectionism and increasing self-compassion was explored.

Relations of patterns of perfectionism to BIS sensitivity, achievement goals and student engagement

In the hierarchical model of achievement motivation, achievement goals represent mediators between reinforcement sensitivity (e.g., Behavioral Inhibition System [BIS]), as a self-based antecedent variable, and student engagement, as an outcome variable. However, the manifestations of these variables and the relationships between them may differ according to the type of perfectionism. The aim of this study was to explore the differences between adaptive, maladaptive, and non-perfectionists in motivation and engagement in learning physics. Participants were 299 high school pupils from Croatia. When group differences were analyzed, maladaptive perfectionists exhibited a more sensitive BIS and higher mastery- and performance goals than adaptive and non-perfectionists, while maladaptive and adaptive perfectionists had higher approach achievement goals than non-perfectionists. Maladaptive perfectionists were as cognitively engaged as adaptive perfectionists, but their emotional and behavioral engagement were lower. Multigroup analysis demonstrated different models of achievement motivation depending on perfectionism type for cognitive engagement, but not for behavioural and emotional engagement. Among adaptive and non-perfectionists, mastery- and performance-approach goals positively predicted cognitive engagement. Among maladaptive perfectionists, mastery-avoidance and performance-approach goals positively predicted cognitive engagement, while performance-avoidance goals negatively predicted cognitive engagement. Behavioral engagement was predicted by mastery-approach goals only. For the emotional engagement, mediation analysis provided strong support for the hierarchical model of achievement motivation. Our results address the importance of interventions that encourage mastery-approach goals, especially among maladaptive perfectionists.

Perfectionism and alcohol use outcomes in college students: the moderating role of alcohol protective behavioral strategies

Purpose: The purpose of this study was to evaluate the moderating role of alcohol protective behavioral strategy (PBS) types (stopping/limiting drinking – SLD; manner of drinking – MOD; serious harm reduction – SHR) on the relationships adaptive and maladaptive perfectionism have with alcohol use and alcohol-related negative consequences (ARNC).Materials and methods: Participants included 526 traditional-aged college students (Mage = 19.77, 80.7% female, 60.2% White non-Hispanic) who reported alcohol consumption in the past thirty days and completed measures of perfectionism, typical weekly drinking, ARNC, and PBS use.Results: PBS-SHR moderated the relationships between adaptive perfectionism and typical weekly drinking such that the negative association between adaptive perfectionism and typical weekly drinking was weakest for those reporting more PBS-SHR use. Additionally, PBS-SHR moderated the relationship between adaptive perfectionism and ARNC such that the negative association between adaptive perfectionism and ARNC was weakened for those using more PBS-SHR.Conclusions: These results suggest the protective value of adaptive perfectionism and PBS-SHR for college students who tend to engage in frequent alcohol consumption. Therefore, alcohol prevention and intervention efforts may consider targeting personality variables, such as perfectionism, in relation to alcohol use behaviors.

Relationship Between Perfectionism and Depression Among Chinese College Students With Self-Esteem as a Mediator.

This study is designed to examine the mediating role of self-esteem (SE) in the relationship between perfectionism and depression among a nonclinical sample of 918 Chinese college students. Participants completed a questionnaire battery that included measures of perfectionism (Almost Perfect Scale-Revised), depression (Center for Epidemiologic Studies Depression), and self-esteem (The Rosenberg Self-Esteem Scale). The results showed that maladaptive perfectionism significantly and positively predicted depression, while adaptive perfectionism and self-esteem negatively predicted depression. More importantly, self-esteem partially mediated the prediction of depression from both adaptive perfectionism and maladaptive perfectionism. Self-esteem was a significant mediator on the relationship between perfectionism and depression. Elevating student self-esteem may be a way of reducing depression, particularly among maladaptive perfectionists.

Procrastination, perfectionism, and locus-of-control in academic settings

The present study examines the relationships between procrastination, perfectionism, and locus-of-control (LOC) in an academic setting. Empirical data are drawn from self-report questionnaires completed by 95 randomly sampled students in institutions of higher education in Israel. We differentiate between subjects displaying adaptive and non-adaptive perfectionism and those who are not perfectionists. Similarly, we differentiate between internal and external LOC. The impact of each variable on procrastination is assessed independently, as is the combined effect of perfectionism and LOC. Findings partially uphold the study hypotheses. A significant positive correlation is found between adaptive perfectionism and internal LOC. The degree of procrastination exhibited by non-adaptive perfectionists is higher than that of non-perfectionists. Subjects displaying adaptive perfectionism and internal LOC have lower degrees of academic procrastination than those with non-adaptive perfectionism and external LOC. Findings are discussed in the context of the complexity of the variables and research limitations.

Doctoral Student Perfectionism and Emotional Well-Being

This study examined the association between perfectionism and perceived stress, life satisfaction, positive emotions, and negative emotions among a national sample of 528 doctoral students. Latent profile analysis based on a measure of perfectionism supported a 3-class model (i.e., adaptive perfectionists, nonperfectionists, and maladaptive perfectionists). Adaptive perfectionists had the lowest levels of perceived stress and negative emotions and the highest levels of positive emotions and life satisfaction. Maladaptive perfectionists had the highest levels of perceived stress and negative emotions along with the lowest levels of negative emotions.

Self-concept certainty in adaptive and maladaptive perfectionists

The present study examined the content of self-related beliefs (i.e., the self-concept) and the level of certainty associated with these beliefs (i.e., self-concept certainty) across adaptive and maladaptive dimensions of perfectionism. A sample of 103 university students (26 adaptive perfectionists, 28 maladaptive perfectionists, and 49 non-perfectionists) completed a series of questionnaires and a reaction-timed computer task assessing their self-concept content and level of self-concept certainty. Results revealed significant differences in the content of self-beliefs about personality attributes between perfectionist groups, such that those classified as adaptive perfectionists held more positive beliefs and less negative-related beliefs about their personality attributes when compared to maladaptive perfectionists. Results regarding self-concept certainty were less clear, with adaptive perfectionists being most certain in general on self-report measures, but more certain for positive personality attributes only when compared to maladaptive perfectionists on a reaction-timed decision-making task. Findings from the present study are discussed in terms of the way that self-concept certainty may differ across adaptive and maladaptive subtypes of perfectionists.

Structural Relationships between Academic Motivation, Procrastination and Perfectionism: A Modelling Study

The ever-increasing demands for a better and deeper understanding of the nature of learning has urged researchers to examine the factors affecting the learning process. The purpose of this study is to determine whether a model can be formed on the ground of the structural relationship pattern between motivation, procrastination and perfectionism. The participants consisted of 210 students studying at a state university in Istanbul. As data collection tools, Academic Motivation Scale, Frost Multidimensional Perfectionism Scale and Aitken Academic Procrastination Inventory were administered to the study group. Data obtained were analysed using SPSS 21.0 and AMOS 21.0 software program through Structural Equation Modelling. Results have indicated that maladaptive perfectionism, as is the case with procrastination, is affected by intrinsic and extrinsic motivation as well as amotivation. On the other hand, adaptive perfectionism is affected by intrinsic and extrinsic motivation. In the light of the theoretical background, the suggested model was tested and after necessary path analysis, it was revised and the structural relationship pattern among motivation, procrastination and perfectionism was suggested as a model.

Predicting Procrastination: The Role of Academic Achievement, Self-efficacy and Perfectionism

The aim of this study was to examine the relations of academic achievement, self-efficacy, and perfectionism with procrastination in University students, and to examine whether procrastination can be predicted by academic achievement, self-efficacy, and perfectionism dimensions. 227 University students from different faculties completed Tuckmans' procrastination scale, Almost Perfect Scale – Revised (APS-R; Slaney Rice, Mobley, Trippi, &amp; Ashby, 2001) and General self-Efficacy Scale (GSE; Schwarzer &amp; Jerusalem, 1995), as well as data about academic achievement at the end of last academic year. Results have shown negative correlations of academic achievement, self-efficacy and adaptive perfectionism with procrastination, and a positive correlation between maladaptive perfectionism and procrastination. Results have also shown that self-efficacy is positively correlated with adaptive perfectionism and negatively with maladaptive perfectionism. Maladaptive perfectionism was a positive predictor of procrastination, while academic achievement, self-efficacy and adaptive perfectionism were all negative predictors. Finally, we used Hayes bootstrapping method to examine possible mediations. The results have shown that self-efficacy, by its self, is not a significant mediator, while paths containing self-efficacy and adaptive or maladaptive perfectionism mediate the relation between academic achievement and procrastination. Furthermore, both adaptive and maladaptive perfectionism mediated the relation between self-efficacy and procrastination.

Anorexia nervosa and perfectionism: A meta-analysis.

Despite the multitude of research surrounding anorexia nervosa (AN) and perfectionism, there is yet to be a thorough investigation comparing perfectionism in those diagnosed with AN and other eating disorders, and other psychiatric diagnoses. The current meta-analysis aimed to explore these comparisons. Following the Preferred Reporting Items or Systematic Reviews Meta Analyses (PRISMA) guidelines, we identified empirical studies that compared maladaptive and/or adaptive perfectionism scores in those diagnosed with AN and either a non-clinical comparison group, people diagnosed with a non-AN ED, or people diagnosed with another psychological disorder (i.e., other DSM diagnoses). In total, we identified 23 studies, comprising 3,561 participants who were all female. Comparison groups extracted from the studies were a non-clinical group, bulimia nervosa (BN) diagnosis group, and another psychological diagnostic group. When AN maladaptive perfectionism levels were compared against the comparison groups, the results showed that those diagnosed with AN were more perfectionistic compared to the non-clinical group (g = 1.00), and the other psychiatric diagnosis group (g = 0.41). People diagnosed with AN also had higher levels of adaptive perfectionism levels compared to the non-clinical group (g = 1.24). Comparisons between those diagnosed with AN and BN were statistically non-significant for maladaptive perfectionism. Although publication bias potentially affected the psychological diagnosis group comparisons, findings suggest that maladaptive perfectionism is a factor associated with both AN and BN.

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

AbstractThis 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.

Školski uspjeh adolescenata

S obzirom na isticanje važnosti visokoga školskog postignuća u našem društvu, potrebno je ispitati kako djeca doživljavaju roditeljska očekivanja vezana uz školsku uspješnost i kako se to odražava na njihov školski uspjeh. Preciznije, cilj je ovog istraživanja bio ispitati u kojoj mjeri sociodemografske karakteristike (spol i dob djeteta, obrazovanje roditelja), osobne karakteristike (adaptivni i neadaptivni perfekcionizam), psihološka prilagodba (ispitna anksioznost i somatizacija) te pojedini aspekti roditeljske akademske uključenosti (nadziranje, pomoć oko zadaće, komunikacija s djetetom te akademska očekivanja) pridonose objašnjenju školskog uspjeha mlađih adolescenata. Kako bi se ispitala percepcija adolescenata o razinama akademske uključenosti svojih roditelja, u sklopu je istraživanja preveden i validiran Upitnik percipirane roditeljske akademske uključenosti (engl. Perceived Parental Educational Involvement – PPEI; Carranza, You, Chhuoni i Hudley, 2009). U istraživanju je sudjelovalo 273 mlađih adolescenata, učenika petog do osmog razreda osnovne škole iz Splita. Konfirmatornom je faktorskom analizom potvrđena četverofaktorska struktura Upitnika percipirane roditeljske akademske uključenosti. Korelacijske analize upućuju na pozitivan odnos roditeljske akademske uključenosti i školskog postignuća adolescenata, odnosno adolescenti koji percipiraju akademska očekivanja svojih roditelja višima ostvaruju bolji školski uspjeh. Rezultati hijerarhijske regresijske analize upućuju na značajan doprinos spola, neadaptivnog perfekcionizma i akademskog očekivanja roditelja u objašnjenju školskog uspjeha adolescenata. Pri tome su akademska roditeljska očekivanja najznačajniji prediktor školskog uspjeha adolescenata.

Perfectionism and stress control in adolescents: Differences and relations according to the intensity of sports practice

The sistematic practice physical activity in children and adolescents, improves both psychological welfare as cognitive processes and personality, both mental structures constructed during that period. Regarded as a personality trait it is identified perfectionism currently understood as a functional feature linked to positive (positive affect, self-esteem, task cohesion,...) like dysfunctional aspects have been associated with anxiety and stress. Since adolescence is a period of change and the presence of difficult situations, perceive and interpret stress in a useful way, it is an important issue for personal growth and experience psychological well-being. Therefore, the aim of this study was to identify which indicators of perfectionism provide conditions / skills for stress management in an adaptive way. Participated 127 adolescents (45 females and 82 males) aged between 13 and 17 years (M = 14.56, SD = 1.57) who completed self-reports like the Multidimensional Scale Perfectionism (FMPS), Perceived Stress Scale (PSS) and a questionnaire sociodemographic. The results indicate that the higher the frequency of AF, there are significant differences in indicators of adaptive perfectionism (personal demands and organization) and indicators of maladaptive perfectionism (parental expectations and fear of making mistakes) regarding facilitate or limit the perception of stress control. In short, research on such variables allows training and design programs for teens to know how to cope situations interpreted as stressful in an effective way. The results indicate that the higher the frequency of AF, there are significant differences in indicators of adaptive perfectionism (personal demands and organization) and indicators of maladaptive perfectionism (parental expectations and fear of making mistakes) regarding facilitate or limit the perception of stress control. In short, research on such variables allows training and design programs for teens to know how to cope situations interpreted as stressful in an effective way.

Transitioning to university: Coping styles as mediators between adaptive-maladaptive perfectionism and test anxiety

Test anxiety is an important issue in academic settings as it is related to high drop-out rates. Despite research highlighting the effects of test anxiety in students, few studies have examined mechanisms that explain the relationship between students' pre-dispositions and their experience of test anxiety. To shed light on how universities can support students during the first year of university, the current study used Spielberger and Vagg's (1995) transactional process model of test anxiety as a framework for examining whether multiple coping styles explain the relationships between adaptive/maladaptive perfectionism and test anxiety. Participants (148) were first year students from south-east Queensland universities. Participants completed the Depression Anxiety Stress Scale - 21, Almost Perfect Scale - Revised, Brief COPE Inventory, Test Anxiety Inventory, Marlowe-Crowne Social Desirability Scale, and a demographic questionnaire. Findings indicated that adaptive/maladaptive perfectionism worked through avoidant emotion-focused coping to predict levels of test anxiety. Thus, students with adaptive perfectionism may experience less test anxiety as they use less avoidant emotion-focused coping whereas students with maladaptive perfectionism may experience more test anxiety as they use more avoidant emotion-focused coping.

Perceived stress as a moderator of perfectionism, burnout, and job satisfaction among the millennial service workforce

The purpose of this study was to examine if perceived stress moderated the relationship between both adaptive and maladaptive perfectionism and two main outcomes, job satisfaction and burnout, among a sample of 131 Millennials in the hospitality industry. Millennial students enrolled in various hospitality management programs in the United States and employed at least part-time in the hospitality industry completed self-administered questionnaires on their perfectionism, perceived stress, job satisfaction, and three subtypes of burnout (personal, work-related, and customer-related). The results of this study indicated that while perceived stress did not have a moderating effect in regards to either dimension of perfectionism and job satisfaction, perceived stress did moderate the relationship between adaptive perfectionism and all three subtypes of burnout. The implications for hospitality employees with high levels of adaptive perfectionism are discussed.

A Developmental Perspective on Behaviors of New Faculty Transition into Higher Education

Context:The responsibilities of new faculty members can be stressful because of the expectations of research, teaching, service, and for some, administration. The strain from transition and role complexity can impact faculty members' perceptions of the experience and therefore professional development.Objective:To understand how individual characteristics and behaviors influenced development of new faculty during their transition from doctoral students to faculty members.Design:Qualitative phenomenology study.Setting:Higher education institutions with Commission on Accreditation of Athletic Training Education-accredited athletic training programs.Patients or Other Participants:Sixteen junior faculty (7 males, 9 females, age = 32 ± 3.5 years) representing 7 National Athletic Trainers' Association districts and 14 different higher education institutions participated.Main Outcome Measure(s):A semistructured telephone interview protocol was used to examine the experiences of junior faculty within their first 3 years of a faculty role. Interviews were coded inductively using a psychosocial developmental interpretive lens. Credibility was established with saturation of the findings and researcher triangulation.Results:The data revealed 3 individual behavioral characteristics positively influenced the development of junior faculty through transition: (1) adaptive perfectionism, (2) competence gained through experience, and (3) the use of a mentor network. Our participants adapted personal expectations in light of outcomes that differed from personal standards; gained competence by seeking experience before, during, and after their doctoral studies; and used a mentor network to ease transition.Conclusions:Our findings suggest that individuals who are able to reflect on their performance and self-adjust personal standards and/or behaviors have a positive perception related to their ability to be successful during transition. Competence gained through experience apart from doctoral assistantships appears to facilitate the transition into higher education. Also, the creation and maintenance of a mentor network that provides a variety of support from multiple sources appears to improve transition by providing comradery, security, and help.

Perfectionism and School Counselors: Differences in Stress, Coping, and Burnout

The authors examined perfectionism and its association with perceived stress, coping processes, and burnout in a sample of 298 practicing school counselors. Latent profile analysis based on measures of perfectionism supported a 3‐class model made up of adaptive perfectionists, maladaptive perfectionists, and nonperfectionists. Among these groups, the authors found significant differences in perceived stress, coping processes, and burnout. Implications for the school counseling profession are discussed.

Relationship between Perfectionism and Parenting Behavior of Working Mothers: Double Mediating Effects of Work-family Conflict and Parenting Guilt

This study examined the double mediating effects of work-family conflict and parenting guilt on the relationship between perfectionism and parenting behavior for working mothers. The survey was conducted on 340 working mothers with 3 to 5 year-old children, who lived in Daegu and Kyungpook Province, Korea. Data were collected through questionnaires on perfectionism, work-family conflict, parenting guilt, and parenting behavior. To analyze the collected data, descriptive statistics, factor analysis, and analysis of variance were conducted by using SPSS 22.0 and Model 6 in PROCESS macro, with bootstrapping method. Work-family conflict and parenting guilt were used as mediators. Children’s birth order and household income were controlled throughout the analysis. The major findings of this study were as follows. First, work-family conflict and parenting guilt had inconsistent double mediating effects on the relationship between adaptive perfectionism and positive parenting behavior. Second, work-family conflict and parenting guilt had complete double mediating effects on the relationship between adaptive perfectionism and negative parenting behavior. Third, work-family conflict and parenting guilt did not have double mediating effects on the relationship between maladaptive perfectionism and positive parenting behavior. Finally, work-family conflict and parenting guilt had partial double mediating effects on the relationship between maladaptive perfectionism and negative parenting behavior. The findings provide a better understanding of the relationship between perfectionism and parenting behavior. The results also have implications for providing education for and counseling working mothers with children.