Almost Perfect Scale-Revised Research Articles

The relationship between language learning motivation and foreign language achievement as mediated by perfectionism: the case of high school EFL learners

Abstract This study examined the mediating effect of perfectionism on the relationship between language learning and foreign language achievement of high school EFL learners. To this end, 400 eleventh grade high school students were recruited through cluster random sampling. They were selected from eight high schools in four cities of Iran (i.e., Tehran, Ahvaz, Semnan, and Kerman). Afterwards, two questionnaires were administered to the participants. The first questionnaire was the shortened form of Gardner’s Attitude/Motivation Test Battery (AMTB) for EFL learners, and the second one was Almost Perfect Scale-Revised (APS-R) measuring the level of perfectionism among respondents. Moreover, the participants’ scores on the English final exam held by Iran’s Ministry of Education was considered as the indicator of foreign language achievement. The obtained data were analyzed through Pearson correlations and bootstrap resampling statistical method. The results indicated a positive correlation between all variables. Furthermore, it was revealed that language achievement and language learning motivation were partially mediated by perfectionism.

How Should Discrepancy Be Assessed in Perfectionism Research? A Psychometric Analysis and Proposed Refinement of the Almost Perfect Scale–Revised

Research on perfectionism with the Almost Perfect Scale–Revised (APS-R) distinguishes adaptive perfectionists versus maladaptive perfectionists based primarily on their responses to the 12-item unidimensional APS-R Discrepancy subscale, which assesses the sense of falling short of standards. People described as adaptive perfectionists have high standards but low levels of discrepancy (i.e., relatively close to attaining these standards). Maladaptive perfectionists have perfectionistic high standards and high levels of discrepancy. In the current work, we re-examine the psychometric properties of the APS-R Discrepancy subscale and illustrate that this supposedly unidimensional discrepancy measure may actually consists of more than one factor. Psychometric analyses of data from student and community samples distinguished a pure five-item discrepancy factor and a second four-item factor measuring dissatisfaction. The five-item factor is recommended as a brief measure of discrepancy from perfection and the four-item factor is recommended as a measure of dissatisfaction with being imperfect. Overall, our results confirm past suggestions that most people with maladaptive perfectionism are characterized jointly by chronic dissatisfaction as well as a sense of being discrepant due to having fallen short of expectations. These findings are discussed in terms of their implications for the assessment of perfectionism, as well as the implications for research and practice.

Assessing perfectionism in children and adolescents: Psychometric properties of the Almost Perfect Scale Revised

The main goal of the present study was to study perfectionism through the psychometric properties of the Almost Perfect Scale-Revised (APS-R) in a representative sample of children and adolescents. The sample encompassed n=1476 students from 9 to 16years-old (M=12.29years; SD=2.17). Analysis of the internal structure by means of exploratory factor analysis, yielded a three-dimensional solution (Discrepancy, Order, and Standards). Confirmatory factor analyses (CFAs) showed that the three-factor model displayed better goodness-of-fit indices than the competing models tested. Multigroup CFAs showed that the three-factor model had strong measurement invariance across gender and partial strong invariance across age. Significant statistical differences in the mean scores of the APS-R were found by gender and age. The level of internal consistency for the APS-R scores ranged from 0.81 to 0.89. The study of the psychometric properties of the APS-R scores supports the notion that it is a useful tool for the assessment of perfectionism in children and adolescents. The results have clear implications for the understanding of the expression of perfectionism and provide new sources of validity evidence for the APS-R in educational settings.

The relationship between perfectionism and discounting measures

Two separate studies examined the relationship between impulsivity, measured with delay discounting, and perfectionism, measured with the Almost Perfect Scale – Revised (APS-R) or the Frost Multidimensional Perfectionism Scale (FMPS). Participants scoring in the top 15% of the perfectionism scales were compared to those scoring in the bottom 85% to reflect the increased perfectionism found in clinical populations. There was no relationship between delay discounting and perfectionism for the APS-R. However, on the FMPS, participants in the top 15% of perfectionism were significantly less impulsive compared to those who scored in the bottom 85%. Two subscales, Doubt and Parental Criticism, showed the strongest negative associations with impulsivity. Results suggest that certain aspects of perfectionism are more strongly associated with impulsivity, as measured with delay discounting, than others. Additionally, these results may have implications for individuals diagnosed with clinical disorders, such as anorexia nervosa (AN), as previous studies have shown that increases in impulsivity and perfectionism also show increases in eating disorders.

A combined analysis of the Frost Multidimensional Perfectionism Scale (FMPS), Child and Adolescent Perfectionism Scale (CAPS), and Almost Perfect Scale-Revised (APS-R): Different perfectionist profiles in adolescent high school students.

To investigate differences and similarities in the dimensional constructs of the Frost Multidimensional Perfectionism Scale (FMPS; Frost, Marten, Lahart, & Rosenblate, 1990), Child and Adolescent Perfectionism Scale (CAPS; Flett, Hewitt, Boucher, Davidson, & Munro, 2000), and Almost Perfect Scale-Revised (APS-R; Slaney, Rice, Mobley, Trippi, & Ashby, 2001), 938 high school students completed the 3 perfectionism questionnaires, as well as the Depression Anxiety Stress Scales (DASS; Lovibond & Lovibond, 1995). Preliminary analyses revealed commonly observed factor structures for each perfectionism questionnaire. Exploratory factor analysis of item responses from the questionnaires (combined) yielded a 4-factor solution (factors were labeled High Personal Standards, Concerns, Doubts and Discrepancy, Externally Motivated Perfectionism, and Organization and Order). A latent class analysis of individuals' mean ratings on each of the 4 factors yielded a 6-class solution. Three of the 6 classes represented perfectionist subgroups (labeled adaptive perfectionist, externally motivated maladaptive perfectionist, and mixed maladaptive perfectionist), and 3 represented nonperfectionist subgroups (labeled nonperfectionist A, nonperfectionist B, and order and organization nonperfectionist). Each of the 6 subgroups was meaningfully associated with the DASS. Findings showed that 3 out of 10 students were classified as maladaptive perfectionists, and maladaptive perfectionists were more prevalent than adaptive perfectionists. In sum, it is evident that combined ratings from the FMPS, CAPS, and APS-R offer a meaningful characterization of perfectionism.

Supplemental Material for A Combined Analysis of the Frost Multidimensional Perfectionism Scale (FMPS), Child and Adolescent Perfectionism Scale (CAPS), and Almost Perfect Scale—Revised (APS-R): Different Perfectionist Profiles in Adolescent High School Students

Supplemental Material for A Combined Analysis of the Frost Multidimensional Perfectionism Scale (FMPS), Child and Adolescent Perfectionism Scale (CAPS), and Almost Perfect Scale—Revised (APS-R): Different Perfectionist Profiles in Adolescent High School Students

STUDENTŲ ADAPTYVAUS IR NEADAPTYVAUS PERFEKCIONIZMO IR PATIRTO AUKLĖJIMO STILIŲ RYŠYS

Studentų adaptyvaus ir neadaptyvausperfekcionizmo ir patirto auklėjimo stilių ryšysSimona KontrimienėLektorė socialinių mokslų (edukologijos) doktorantėVilniaus universiteto Filosofijos fakulteto Edukologijos katedraUniversiteto g. 9/1, LT-01513 VilniusTel. 85 266 76 25El. paštas: simona.kontrimiene@uki.vu.ltStraipsnyje tiriama, kaip studentų adaptyvaus ir neadaptyvaus perfekcionizmo tipai susiję su vaikystėje ir paauglystėje patirto auklėjimo stiliais. Nustatytas statistiškai reikšmingas teigiamas tyrimo dalyvių adaptyvaus perfekcionizmo ir autoritetingo auklėjimo stiliaus bei neadaptyvaus perfekcionizmo ir valdingo auklėjimo stiliaus ryšys. Sudaryti prognostiniai modeliai atskleidė, kad autoritetingą auklėjimo stilių taikantys tėvai gali labiau tikėtis išugdyti adaptyvų savo vaikų perfekcionizmą, o valdingas auklėjimo stilius yra reikšmingas neadaptyvaus perfekcionizmo prediktorius.

Perfectionism and low self- esteem across the continuum of eating disorders in adolescent girls from Buenos Aires

The aim of this study was to analyze and compare habits, behaviours and eating attitudes, perfectionism and self-esteem in adolescent girls with eating disorder (ED) adolescents at risk of eating disorder (EDR), and adolescents without eating disorder neither risk (NED). The sample included 200 women between 13 and 19 years of age: 167 students of high schools from Buenos Aires and 33 ED patients recruited from clinics specializing in treatment of ED. There were formed three groups according to the presence of ED or ED risk (which was evaluated through a semistructured interview based on the Eating Disorder Examination (EDE): adolescents with ED (n=46), adolescents at risk for ED (n=17) and adolescents without ED neither risk (n=137). Participants completed: Sociodemographic and specific symptoms of eating disorders questionnaire, Eating Disorder Inventory-3 (EDI 3), Rosenberg's Self-Esteem Scale, and Almost Perfect Scale-Revised (APS-R). Overall, the results support the continuum theory of ED. EDR group had intermediate scores on perfectionism and low self-esteem. Furthermore, the results support the dysfunctional nature of one of the components of perfectionism (Discrepancy). The presence of psychological characteristics associated with the development of ED in nonclinical adolescent population (EDR), reinforces the importance of making efforts to the prevention of ED in school context.

Cross - cultural validity of the almost perfect scale-revised on the college students in the United States and Turkey

This study investigated the cultural validity of the almost perfect scale-revised (APS-R) with 300 Turkish and 300 American and international college students. First, the validity of the original APS-R was conducted on American students and international students. Hence, exploratory factor analysis (EFA) offered two-factor scale to be consistent with previous studies: High standards and discrepancy. Afterwards, the scale was translated from English to Turkish. For the Turkish sample, an EFA offered an evidence for three-factor scale: High standards, dissatisfaction, and discrepancy. The high standards is the only subscale similar to the original scale. Finally, the results were interpreted through concept of culture. Key words: Perfectionism, college student, cross-cultural validity, Turkey, United States

Personal and Familial Aspects of Perfectionism in Latino/a Students

This study investigated the relevance of both personal and familial aspects of perfectionism for Latino college students. The participants were 207 Latino college students (76% women, 24% men; M age = 21.13 years). Psychometric evaluations of the Almost Perfect Scale–Revised (APS-R) and Family Almost Perfect Scale (FAPS) provide promising support of their cultural validity for Latino students. Patterns of how personal and family dimensions of perfectionism associate with psychological measures of depressive symptoms, anxiety symptoms, and self-esteem generally replicated past studies with other cultural groups. Participants in the study were classified into three different types of perfectionists as well as three perceived types of perfectionistic families. These groups were compared on the psychological indicators of depression, anxiety, and self-esteem (η2 = .06-.19). Counseling and cultural implications for Latino students with the focus on positive and negative aspects of perfectionism as well as future research directions are discussed.

Relationships among Premenstrual Syndrome, Perfection and Anxiety among the College Student.

The purpose of this study was to compare the premenstrual syndrome (PMS) and the relationships among PMS, perfection, and anxiety in nursing college students and general college students. The questionnaire survey was carried out with a convenience sample of 215 college students. The MDQ (Menstrual Distress Questionnaire), APS-R (Almost Perfect Scale-Revised), STAI (State and Trait Anxiety Inventory) were used. The data were collected from June to October, 2011. Data analysis included frequency, chi2-test, t-test, and Pearson correlation. There were significant differences in PMS and perfection but there not in anxiety between nursing college students and general college students. There were significant correlations among PMS, perfection and anxiety in nursing college students, and there were significant correlations among PMS and anxiety in general college students but not significant correlations among PMS and perfection. The findings suggest that to provide effective interventions for PMS in college students, it is necessary to design nursing interventions that consider perfection and anxiety.

Relationship between perfectionism and depression in university students: moderation of self-efficacy

Objective To explore the moderating effects of self-efficacy between perfectionism and depression. Methods Using a convenient sampling method, a sample of 570 university students completed almost perfect scale-revised(APS-R), general self-efficacy scale(GSE), beck depression inventory(BDI). Results Correlational analyses indicated maladaptive perfectionism was positively correlated with depression (r=0.47, P 0.05). Hierarchical regression analyses indicated the moderation effects of self-efficacy was significant (β=-0.12, P<0.01) in that maladaptive perfectionism has closer relationship with depression when self-efficacy was low, suggesting that self-efficacy enhances the influence of maladaptive perfectionism on depression (β=0.536, P=0.000), whereas high self-efficacy reduces the corresponding influence (β=0.239, P=0.018). Conclusion Self-efficacy moderate the relation between maladaptive perfectionism and depression. Key words: Maladaptive perfectionism; Adaptive perfectionism; Depression; Moderation effect

Life Satisfaction, Happiness, and the Growth Mindset of Healthy and Unhealthy Perfectionists Among Hong Kong Chinese Gifted Students

This study used clustering to classify Chinese gifted students based on their scores on the High Standards and Discrepancy subscales of the Almost Perfect Scale–Revised (APS-R). The interpretation of the three clusters as nonperfectionists, unhealthy perfectionists, and healthy perfectionists was supported by results comparing these groups on their responses to measures of mindset and well-being. Healthy perfectionists were the happiest and the most satisfied with life. Unhealthy perfectionists scored significantly higher than healthy perfectionists and nonperfectionists on the measure of the fixed mindset, suggesting that targeting mindset change could be an effective intervention for unhealthy perfectionists. Finally, a simple method with suggested cutoff scores on the two APS-R subscales was developed for practitioners to identify unhealthy perfectionists for intervention.

Using SEM to Examine the Dimensions of Perfectionism and Investigate the Mediating Role of Self-Esteem Between Perfectionism and Depression in China

The aim of the study was to examine the nature of perfectionism, to gain a better understanding of the construct using the Chinese population. The study also explored the relationships between perfectionism, self-esteem and depression after identifying the three dimensions of perfectionism. A sample of 292 Chinese university students completed the Frost Multidimensional Perfectionism Scale (FMPS), the Hewitt Multidimensional Perfectionism Scale (HMPS), the Almost Perfect Scale — Revised (APS-R), the Self-Esteem Scale (SES), and the Beck Depression Inventory (BDI). As hypothesised, the confirmatory factor analyses revealed that multidimensional perfectionism is explained as a three-factor construct with dimensions of maladaptive perfectionism, adaptive perfectionism and order factor. As predicted, the structural equation model analyses indicated that self-esteem partially mediated the relationship between maladaptive perfectionism and depression. Implications for counselling interventions and future research are discussed.

More evidence for four perfectionism subgroups

We evaluated the claim that four meaningful perfectionism subgroups could be derived from the High Standards (HS) and Discrepancy (Disc) scales of the Almost Perfect Scale-Revised (APS-R) test, and that each subgroup would rate their anxiety, depression, stress and learning beliefs differently. One-hundred-and-five 17-year-old students completed the APS-R, the Depression, Anxiety Stress Scales (DASS), and the Motivated Strategies for Learning Questionnaire (MSLQ). Cluster analysis of HS and Disc scale responses yielded four subgroups (high HS/low Disc, high HS/high Disc, low HS/high Disc, low HS/low Disc), which were related to DASS and MSLQ measures. The low HS/high Disc subgroup claimed to use self-regulation less often than the high HS/low Disc and high HS/high Disc subgroups; and the high Disc subgroups exhibited higher depression ratings than the high HS/low Disc subgroup. These findings support a four-subgroup account of perfectionism. We suggest that the low HS/high Disc subgroup may deny their perfectionistic tendencies—a tendency often associated with psychological disorders.

Perfectionism in African American students: Relationship to racial identity, GPA, self-esteem, and depression.

This study examined 219 African American college students at predominantly White universities using the constructs of perfectionism, academic achievement, self-esteem, depression, and racial identity. Cluster analysis was performed using the Almost Perfect Scale-Revised (APS-R), which yielded three clusters that represented adaptive perfectionists, maladaptive perfectionists, and nonperfectionists. These three groups were compared on their scores on the Rosenberg Self-Esteem Scale (RSES), the Center for Epidemiological Studies-Depression Scale (CES-D), the Cross Racial Identity Scale (CRIS), and Grade Point Average (GPA). Adaptive perfectionists reported higher self-esteem and lower depression scores than both the nonperfectionists and maladaptive perfectionists. Adaptive perfectionists had higher GPAs than nonperfectionists. On the racial identity scales, maladaptive perfectionists had higher scores on Pre-Encounter Self Hatred and Immersion-Emersion Anti-White subscales than adaptive perfectionists. The cultural and counseling implications of this study are discussed and integrated. Finally, recommendations are made for future studies of African American college students and perfectionism.

Associations among Measures of Perfectionism, Self-Concept and Academic Achievement Identified in Primary School Students in Hong Kong

This study investigated relationships among measures of perfectionism, academic self-concept, and academic achievement in fourth and fifth grade children from selective primary schools in Hong Kong where admission involves strict assessment of students' aptitude and potential. Based on their overall academic performance 331 students were recruited, with half the sample comprising high achievers and the other half lower achievers in their respective cohorts. A 37-item questionnaire adapted from the Almost Perfect Scale-Revised (APS-R) (Slaney, Rice, Mobley, Trippi, & Ashby, 2001) and the Self-Description Questionnaire I (SDQ) (Marsh, Relich, & Smith, 1983) was administered in a classroom setting. Dependent upon their APS-R scores, participants were sorted into three comparison groups: (i) adaptive perfectionists (ii) maladaptive perfectionists and (iii) nonperfectionists. Pearson correlation, univariate analysis, hierarchical regression analysis and independent-samples t-tests were employed to assess the links among the variables. Results showed perfectionism was directly and indirectly correlated to academic achievement, with academic self-concept as a significant mediator. High achievers were associated with adaptive perfectionism and high academic self-concept. The present findings reflect the distinctive roles of perfectionism in the personal and cognitive developments of primary school students often been downplayed or overlooked in China. Implications for future research and educational guidance are suggested.

Perfectionism and the Five-Factor Model of Personality

In this study of the discriminant, convergent, and incremental validity of the Almost Perfect Scale-Revised (APS-R), university students completed the APS-R, additional measures of perfectionism, the NEO Five-Factor Inventory-Form S, and measures of self-esteem and depression. The results revealed expected significant, but not completely overlapping, associations between the APS-R Discrepancy subscale scores and the Five-Factor Model of Personality (FFM) dimension of Neuroticism, and between the APS-R High Standards and Order subscales and the FFM dimension of Conscientiousness. The incremental validity of APS-R scores over FFM dimensions was supported in analyses of self-esteem but not depression. The implications of these findings for further psychometric and clinical studies of perfectionism and facets of FFM dimensions are discussed.

Conceptions of Perfectionism and Interpersonal Problems

This study examined two conceptions of perfectionism in relation to interpersonal problems. Two hundred and seventy-nine undergraduate participants completed the Almost Perfect Scale-Revised (APS-R) and the Dyadic Almost Perfect Scale (DAPS). The authors used empirically derived discriminant functions (APS-R) and cluster analysis (DAPS) to identify three groups for both measures: adaptive and maladaptive perfectionists and nonperfectionists. Analyses of group profiles were performed on the Inventory of Interpersonal Problems Circumplex (IIP-C) scales using the structural summary method for circumplex data. APS-R and DAPS groups were compared on interpersonal problems endorsement and IIP-C profile characteristics. For both measures, results supported the hypotheses that maladaptive perfectionists would exhibit elevated profiles reflecting hostile-dominant and friendly-submissive interpersonal problems, whereas the adaptive perfectionists would exhibit low profile elevation indicative of interpersonal adjustment. Overall, results supported Slaney and colleagues' (2001) model of perfectionism and provided evidence for the validity of the APS-R and DAPS.