Dimensions Of Perfectionism Research Articles

Perfectionism and Writing Performance of Chinese EFL College Learners

In the second language acquisition domain, researchers have devoted tremendous efforts to studying the relationship between L2 learning and some socio-affective factors, such as anxiety, motivation, etc. However, little research has been done to examine whether and how perfectionism, a psychological trait, affects L2 learning and L2 performance. The present study aims to fill this gap and investigate the relationship between the level of perfectionism and L2 performance among Chinese EFL college learners. Two specific questions are raised: (1) What is the relationship between perfectionism and L2 writing performance in terms of linguistic complexity, accuracy, and fluency? (2) What is the relationship between the six dimensions of perfectionism (Concern over Mistakes, Personal Standards, Parental Expectations, Parental Criticism, Doubts about Actions, Organization) and L2 writing performance in terms of linguistic complexity, accuracy, and fluency? 
 
 To answer these questions, forty second-year students from Guangdong University of Foreign Studies majoring in English participated in the present study. The participants were required to compose a piece of English argumentative writing on the online system and then complete a 35-item Multidimensional Perfectionism Scale online immediately. The collected data were then processed and analyzed through SPSS (v. 17).
 
 The results of the analysis revealed that: (1) one of the measures of syntactic complexity has a significant negative relationship with perfectionism; (2) Personal Standards, one of the six dimensions of perfectionism, has a significant negative relationship with the participants’ L2 writing performance; (3) both Parental Expectations and Parental Criticism are found negatively correlated with the fluency aspect of the writing performance and the relationships have a significant effect. The implications of the findings are suggested for pedagogy and L2 learning.

Are Gifted Students Perfectionistic? A Meta-Analysis

There is a rich literature on perfectionism among gifted individuals, but the results of these individual studies are ambiguous. The present meta-analysis aimed to clarify the nature of the relationship between perfectionism and giftedness by focusing on quantitative studies that compared the perfectionism levels of gifted and nongifted students. Hedge’s unbiased g was used as the effect size metric and a three-level multilevel meta-analytic approach taken to control for dependency among the effect sizes obtained from the same study. The analyses used 63 effect sizes from 14 published studies that indicated there was no significant difference between gifted and nongifted students on perfectionism. The analyses also focused on two moderators: dimensions of perfectionism and grade level. The moderator analysis indicated that perfectionism dimensions were a significant moderator. Gifted students, although not significantly, outscored their nongifted peers on perfectionistic strivings but rated lower on perfectionistic concerns.

Examining the Mediating Role of Motivation in the Relationship between Multidimensional Perfectionism and Well- and Ill-Being in Vocational Dancers

Perfectionism is considered to be an important personality factor within the dance context given the high number of dancers whose psychological health is influenced by its consequences. The relationship between perfectionism and dancers’ well- and ill-being can be mediated by a range of variables. The present study explores the role of forms of motivation (i.e., autonomous motivation, controlled motivation and amotivation) as mediators in the relationship between perfectionism (i.e., self-oriented and socially prescribed) and an indicator of well-being (i.e., subjective vitality) and ill-being (i.e., burnout). Participants of the study were 146 male and female Spanish vocational dancers aged between 12 and 26 years old (Mean age = 15.40 ± 2.96) who completed questionnaires measuring the variables of interest. Results of multiple mediator regression analyses showed that amotivation mediated the relationships between self-oriented and socially prescribed perfectionism with burnout and subjective vitality. Self-oriented perfectionism was negatively correlated, and socially prescribed perfectionism positively associated with amotivation. Amotivation of dancers was a positive predictor of burnout and a negative predictor of subjective vitality. Overall, the findings corroborate the importance of amotivation in the relationship between perfectionism dimensions and well-being and ill-being in dancers.

Academic Hardiness as a Moderator between Evaluative Concerns Perfectionism and Academic Procrastination in Students

Academic procrastination is a common phenomenon in students that can have a negative impact on effective learning, academic achievement, self-esteem, and quality of life. This study examined the associations among the two dimensions of perfectionism (personal standards perfectionism and evaluative concerns perfectionism), academic hardiness, and academic procrastination, as well as the moderating role of academic hardiness in the relationship between the two dimensions of perfectionism and academic procrastination. Participants of this study included 410 high school students in grades 9 to 12 from six schools in Tehran, Iran who completed the Almost Perfect Scale-Revised, the Academic Hardiness Scale, and the Procrastination Assessment Scale. The results indicated that personal standards perfectionism and academic hardiness had negative relationships with academic procrastination, whereas evaluative concerns perfectionism had a positive relationship with academic procrastination. Interaction-moderation analysis demonstrated that academic hardiness only played a buffering role in the relationship between evaluative concerns perfectionism and academic procrastination. The results of this study elucidate the experience of academic procrastination in students and highlight the role of academic hardiness and personal standards perfectionism. Implications for educators and psychologists are discussed.

The impact of perfectionism trait on anxiety and academic procrastination among international Saudi Arabian students studying in United States Universities

Objectives: To investigate the relationship of perfectionist personality traits to anxiety traits and academic procrastination. Also to examine the possibility of predicting trait anxiety and academic procrastination by measuring perfectionist personality traits. Methods/statistical analysis: the study followed the survey methodology. The sample consisted of 521 Saudi students studying in United States universities during the 2017-2018 academic year. Students participants were invited to complete an electronic survey that incorporated the: 1) Multidimensional Perfectionism Scale; 2) State-Trait Anxiety Inventory - Form Y; and 3) Tuckman Procrastination Scale. Regression analysis was utilized for study findings. Findings: the results of the study showed a significant positive linear relationship among trait anxiety with the three perfectionism dimensions: socially-prescribed perfectionism, self-oriented perfectionism, and other-oriented perfectionism. The findings also revealed a significant positive correlation between self-oriented perfectionism and academic procrastination. Novelty/applications: this study is the first of its kind to investigate the perfectionist trait and its relationship to academic procrastination and anxiety among Saudi students studying in the US. Keywords: perfectionism; anxiety trait; procrastination; Saudi students; Unites States universities

To be or not to be in a couple: Perfectionism as a predictor

The creation and maintenance of a stable and long-lasting relationship are crucial for adult individual well-being, with single people reporting poorer mental health when compared to those engaged in romantic relationships. Among the factors that may predict the quality of romantic dyads, scholars have addressed dyadic perfectionism. However, few is known about which of the perfectionism dimensions better predicts the status of being single or engaged in a romantic relationship. The present study aims to verify whether perfectionism is associated with the relationship status, and which perfectionism dimension is involved. More specifically, the interpersonal aspects of dyadic perfectionism were expected to be positively associated with the probability of belonging to the “single status”. Contributions of demographic variables as well as effects of mental health symptoms were controlled as they are relevant factors influencing romantic relationships. A hierarchical logistic regression analysis was conducted to evaluate the predictive utility of age and gender (controlled for at Step 1), depression and anxiety (entered at Step 2) and intra-and interpersonal perfectionism dimensions (controlled at Step 3) to predict the participants’ relationship status (0 = single, 1 = romantic partner). Results suggested that perfectionism focused on the perceived perfectionistic expectations from the partner is associated with the increased likelihood to be single, a result that confirmed the close association between maladaptive perfectionism and relevant aspects of romantic relationships.

Perfectionism and causal attributions: An experience sampling approach

The primary aim of the study was to examine whether dimensions of perfectionism—socially prescribed perfectionism (SPP) and self-oriented perfectionism (SOP)—were related to causal attributions, and to what extent event-specific attributions about social interactions were related to mood. Experience sampling methodology was used to examine event-specific attributions about negative social interactions and mood in daily life. SPP and SOP had different relationships with trait attributional styles. Although neither SPP nor SOP were related to event-specific attributions, SOP moderated the covariation of negative attributions and sadness: higher scores on SOP were associated with a stronger relation between negative attributions and sadness. Additionally, SPP was positively related to the proportion of negative social interactions.

Multidimensional Perfectionism and Test Anxiety: a Meta-analytic Review of Two Decades of Research

Over the past 20 years, many studies have shown that students’ test anxiety is significantly related to their level of perfectionism. However, the reported results are relatively inconsistent, varying in both the magnitude and direction of relationships. The present study provides the first meta-analytic review of the relationships between multidimensional perfectionism and test anxiety, integrating 92 effect sizes from 22 samples (N = 4521). The results revealed that perfectionistic concerns showed a moderate to strong positive association with overall test anxiety (r+ = .42), whereas perfectionistic strivings presented a small positive but nonsignificant relationship with overall test anxiety (r+ = .04). However, perfectionistic concerns and strivings both displayed significant positive correlations with cognitive and affective test anxiety. The weighted mean effect size for the relationship between perfectionistic strivings and overall test anxiety was affected by publication bias. After controlling for the overlap between the two dimensions of perfectionism, the association of perfectionistic concerns with overall test anxiety increased slightly, whereas the associations of both perfectionism dimensions with cognitive and affective test anxiety decreased. Moderation analyses indicated that the perfectionism subscale used had a significant influence on the relationships between perfectionistic dimensions and test anxiety. In addition, the year of publication played a moderating role in the association of perfectionistic concerns with test anxiety. The findings suggest that perfectionistic concerns might share common cognitive manifestations with overall and cognitive test anxiety.

How Does Perfectionism Influence the Development of Psychological Strengths and Difficulties in Children?

This study aimed to examine differences in gender, age, and psychopathology, according to the perfectionism level, and to analyze how perfectionism dimensions contribute to the development of psychological strengths and difficulties in children. Participants were 319 Spanish students (52.4% girls) between 7 and 11 years old (M = 9.38, SD = 1.15). Children completed self-reported measures of perfectionism and psychological strengths and difficulties. The sample was divided into groups based on the perfectionism level (high, medium, and low). A one-way ANOVA (Analysis of variance), t-test, Pearson correlations, and 3-step hierarchical regression analyses were run. Results showed that 27.6% of the children belonged to the high perfectionism group, characterized by an elevated Socially Prescribed Perfectionism (SPP). Compared to girls, boys presented higher scores in all perfectionism measures. The younger children presented higher SPP and lower Self-oriented Perfectionism-Critical (SOP-Critical) than the older group. High perfectionism was related to psychological problems. The SOP-Critical increased the likelihood of developing emotional symptoms and total difficulties, and SPP was associated with behavioral and peer problems. In contrast, Self-oriented Perfectionism-Striving (SOP-Striving) was related to greater prosocial behavior. This research has important implications for the design of transdiagnostic strategies targeting the prevention and intervention of psychological difficulties in schoolchildren.

Perfectionism and Perceived Control in Posttraumatic Stress Disorder Symptoms.

In this study, we sought to examine associations between dimensions of trait perfectionism and posttraumatic stress disorder (PTSD) symptoms among a community sample of adults who experienced at least one traumatic event and determine whether the associations between trait perfectionism dimensions and PTSD symptomatology varied as a function of perceived control. A sample of 161 (57% women; M = 33.24 years, SD = 10.84 years) community adults who experienced at least one traumatic event in their lives completed self-report measures of trait perfectionism, perceived control, personality, and PTSD symptomatology. Results from multiple regression analyses indicated that socially prescribed perfectionism was associated with higher levels of PTSD symptomatology. However, this finding was qualified by a significant interaction with perceived control such that higher levels of socially prescribed perfectionism were associated with greater PTSD symptomatology only under conditions of low perceived control. Findings underscore the importance of individual differences in socially prescribed perfectionism and perceived control for PTSD symptomatology.

Perfectionism Profiles and Motivation to Exercise Based on Self-Determination Theory.

This study complements extant variable-centered research that focus on the relationship between perfectionism and the autonomous and controlled motivation to exercise. A person-centered approach is used for identifying perfectionism profiles as well as analyzing inter-profile differences in terms of the six regulatory styles located on the autonomy-control continuum. A sample of 597 (Mage = 22.08, SD = 3.33) Ecuadorian undergraduates enrolled in a sport science degree program was employed. Latent Profile Analysis based on two higher-order perfectionism dimensions, Perfectionistic Strivings (PS) and Perfectionistic Concerns (PC), supported a four-class solution: Non-Perfectionists (low PS and PC), Adaptive Perfectionists (high PS and low PC), Maladaptive Perfectionists (high PS and PC), and Moderate Perfectionists (moderate PS and PC). Adaptive Perfectionists obtained the highest means on Intrinsic, Integrated, and Identified regulations. However, these differences where only significant when compared with Moderate Perfectionists, and only in the case of Integrated regulation, in comparison with Non-Perfectionists. In contrast, Maladaptive Perfectionists obtained significantly higher scores on Introjected and External regulations as well as on Amotivation than the other three classes. Results are discussed in light of Self-Determination Theory.

A meta-analysis of parental multidimensional perfectionism and child psychological outcomes

Multidimensional perfectionism is a vulnerability factor for poor individual psychological well-being. Less is known about how parental perfectionism is associated with risk for poor child psychological outcomes. The aim of the current meta-analysis was to summarise the nature and magnitude of the association between dimensions of parental perfectionism (perfectionistic concerns; PC or perfectionistic strivings; PS) and child psychological outcomes. Fourteen studies (N = 2721) met inclusion criteria. The random effects meta-analysis revealed a small, significant, and positive average association between parental PC and child distress when unadjusted, ravg = 0.153, CI [0.08, 0.22], and when accounting for the contributions of parental PS, ravg = 0.164, CI [0.08, 0.25]. Moderation analysis of the unadjusted effects found that they varied as a function of the perfectionism scale used, but were robust to differences in parent and child gender. For parental PS, there was a non-significant negative average association with child distress, ravg = −0.049, CI [−0.13, 0.04], which was significant after accounting for the contributions of parental PC, ravg = −0.084, CI [−0.15, −0.02]. The current findings suggest that the differential links of perfectionism dimensions with psychological well-being extend to the parent-child relationship, and that parental PC creates vulnerability for child distress.

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.

Relationships between perfectionism, self-report impulsivity measures and delay discounting.

Perfectionism and impulsivity are multidimensional constructs. While different perfectionism dimensions are exclusively measured through self-reports, different impulsivity dimensions can be measured through self-report or behaviour via preferences for different rewards. This study explored differential associations between perfectionism and impulsivity based on both dimension and measurement modality (self-report/behavioural). We then examined whether adaptive or maladaptive perfectionism would be differentially associated with impulsivity. Two-hundred and six students completed two perfectionism and three impulsivity measures (two self-report; one behavioural). Two self-report impulsivity measures were associated with specific perfectionism dimensions, whereas the behavioural measure was not associated with perfectionism. Maladaptive perfectionism was associated with decreasing impulsivity, whereas adaptive perfectionism was associated with increasing impulsivity. Perfectionism related to impulsivity differently depending on how each construct was measured.

Trait Perfectionism and Psychosocial Outcomes in Adolescents With Inflammatory Bowel Disease.

The aim of this prospective cross-sectional study was to examine perfectionism, disease self-management, and psychosocial outcomes in a sample of adolescents with inflammatory bowel disease (IBD). Adolescent patients with IBD and caregivers were enrolled in the study. Patients completed the Child and Adolescent Perfectionism Scale, the Strengths and Difficulties Questionnaire (SDQ), and the TRANSITION-Q. Parents completed the Multidimensional Perfectionism Scale and the parent form of the SDQ. Health care providers reported on disease activity using the Pediatric Ulcerative Colitis Activity Index (PUCAI) and the Pediatric Crohn Disease Activity Index (PCDAI). Ninety adolescents (mean age 15.17 ± 1.49, range = 12-18) with diagnosed IBD (51 CD, 37 UC, and 2 IBD-U) and 76 primary caregivers participated in the study. Results indicated high rates of self-oriented perfectionism in adolescents with IBD (59% of sample reported elevated rates; 33% of sample in the clinical range). After accounting for age, sex, and disease activity, self-oriented perfectionistic striving was associated with better disease self-management; nonetheless, adolescent and parent perfectionistic strivings were also related to higher adolescent internalizing symptoms (standardized beta = 0.22 and 0.29, respectively). Additionally, perfectionistic concerns (self-critical and socially prescribed perfectionism) were associated with higher rates of adolescent-reported externalizing symptoms (standardized beta 0.30 and 0.24). Further, multilevel mixed modelling found no differences within-dyad in relation to perfectionism, but documented that adolescents report higher levels of externalizing symptoms compared with parents. The present study explores the prevalence and presentation of perfectionism in a sample of adolescents with IBD. Results suggest dimensions of perfectionism are differentially associated with psychosocial and disease management outcomes, suggesting further evidence of the relationship between perfectionism, maladaptive coping, and subsequent influences on health outcomes in the context of pediatric chronic illness.

Perfectionism and athlete engagement: A multi-sample test of the 2 × 2 model of perfectionism

Few studies have examined how perfectionism relates to athlete engagement. In addition, the studies that do exist have focused on the main effects of dimensions of perfectionism as opposed to their interactive effects. The first purpose of the study was therefore to examine the interactive effects of dimensions of perfectionism in predicting athlete engagement and, in doing so, test the hypotheses of the 2 × 2 model of perfectionism. The second purpose of the study was to examine whether support for the 2 × 2 model depended on the instrument used to measure perfectionism. Three samples of junior and adult athletes from various sports (total N = 730) completed measures of perfectionism indicative of personal standards perfectionism (PSP) and evaluative concerns perfectionism (ECP) (HF-Multidimensional Perfectionism Scale, Cox, Enns, & Clara, 2002; Sport-Multidimensional Perfectionism Scale-2, Gotwals & Dunn, 2009; Multidimensional Inventory of Perfectionism for Sport, Stoeber et al. 2007), as well as a measure of athlete engagement (Athlete Engagement Questionnaire, Lonsdale, Hodge & Jackson, 2007). Moderated regression analyses provided support for the hypotheses of the 2 × 2 model for some facets of engagement but not others. Generally, pure PSP (high PSP/low ECP) was associated with the highest levels of athlete engagement and pure ECP (low PSP/high ECP) was associated with the lowest levels of athlete engagement. Support for the 2 × 2 model also differed depending on the instrument used to measure perfectionism. Overall, the findings suggest that the 2 × 2 model may explain differences between athletes in levels of engagement. However, these differences will depend on which indicators of PSP and ECP are examined.

Never good enough: The relation between the impostor phenomenon and multidimensional perfectionism

The Impostor Phenomenon can be described as the tendency to attribute professional success not to one’s own abilities but to excessive effort or fortunate external circumstances. Individuals strongly experiencing those tendencies fear that one day they will be exposed as “impostors” as soon as their alleged incompetence can no longer be concealed. Typical characteristics of the Impostor Phenomenon outlined by Clance (1985) show a remarkable conceptual similarity to the personality construct of perfectionism. Thus, the present study aimed at investigating how the Impostor Phenomenon is related to various facets of dispositional perfectionism with respect to predominant conceptualizations of perfectionism by Frost et al. (1990), Hewitt and Flett (1991), as well as their combination within the bifactor model of Perfectionistic Strivings and Perfectionistic Concerns (Frost et al. 1993). A total of N = 274 individuals participated in an online survey including the Impostor Phenomenon Scale (CIPS; Clance 1988), the Frost Multidimensional Perfectionism Scale (FMPS; Frost et al. 1990), and the Hewitt und Flett Multidimensional Perfectionism Scale (MPS short form; Hewitt et al. 2008). Hierarchical regression analyses were conducted to determine the differential contributions of perfectionism dimensions and factors in predicting the Impostor Phenomenon. The perfectionism dimensions Doubts about Actions, Concern over Mistakes and Socially prescribed Perfectionism appeared to be efficient predictors of the Impostor Phenomenon. Contrary to Perfectionistic Strivings, Perfectionistic Concerns as a maladaptive perfectionism factor strongly contributed to the prediction of the Impostor Phenomenon. Theoretical and practical implications of the associations between the Impostor Phenomenon and multidimensional perfectionism are discussed.

Öğrencilerde Çok Boyutlu Mükemmeliyetçilik Algısının Benlik Saygısı ve Stres ile İncelenmesi

Perfectionism can be considered as an indicator of the emotions of individuals in the process of reaching the best. Perfectionism is seen as a risk factor for negative emotions such as depression, anxiety, stress, and burnout. On the other hand, it is thought that the perception of perfectionism can be considered positive with some dimensions. Based on the discussions at this point, the question of whether the effects of perfectionism dimensions on the concepts that can be evaluated as positive and negative are examined in the current study. It is aimed to make inferences about the direction of perfectionism sub-dimensions. Estimations were made with structural equation models that produced stronger estimation results by taking into account measurement errors. As a result of this study, it was found that university students' perceptions of perfectionism had statistically significant effects on stress and self-esteem. At the same time, it has been shown that self-esteem is mediating for some perfectionism sub-dimensions. It was found that the four dimensions of perfectionism directly affected stress and also all dimensions directly affected self-esteem. At the same time, these findings provide evidence that the multidimensional structure rather than the one-dimensional structure of perfectionism contains more information.

Academic resilience as mediator of multidimensional perfectionism and academic performance among gen-Z undergraduate students

<span>This study focused on the relationship of </span><span lang="IN">two</span><span> dimensions of perfectionism (perfectionistic strivings, and perfectionistic concerns) and academic performance, with the role of academic resilience as mediator. Participants including 132 undergraduate students form age range 18 to 25, from first year to fifth year in their studies mainly from a Malaysian psychology undergraduate program were asked to fill questionnaires containing measures for perfectionism, academic resilience and academic performance. Although only partial mediations occurred, both hypotheses where academic resilience would mediate relationships between both dimensions of perfectionism and academic performance were supported. Findings suggested that other variables aside academic resilience could have played a role in predicting perfectionist’s academic performance. Findings also suggested interplay of academic performance acting as both protective factor and outcome of academic resilience.</span>

Perfectionism, (self-)compassion, and subjective well-being: A mediation model

Perfectionism has shown negative relationships with self-compassion and subjective well-being (SWB), but perfectionism is multidimensional and not all dimensions may show these negative relationships. Moreover, it is unclear whether low self-compassion mediates the negative relationships of multidimensional perfectionism with SWB, and whether low compassion for others plays an additional role. This study (N = 309) examined these relationships in a mediation model. Self-oriented and socially prescribed perfectionism showed negative relationships with self-compassion, and other-oriented and socially prescribed perfectionism showed negative relationships with compassion for others whereas self-oriented perfectionism showed a positive relationship. Furthermore, both self-compassion and compassion for others positively predicted SWB, and both fully mediated the perfectionism–SWB relationships. The findings suggest that (self-)compassion may explain why some dimensions of perfectionism show negative relationships with SWB.