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The roles of perceived parental expectation and criticism in adolescents’ multidimensional perfectionism and achievement goals
Educational Psychology
Abstract
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.
... Perfectionism and PPP are distinct concepts (Madjar et al., 2015). While the former is defined as the confluence of excessive high personal standards and overly critical self-evaluations (Frost et al., 1990;Simon, 2022), the latter refers to a child's perception of his or her parents' perfectionist standards and expectations. ...
... While the former is defined as the confluence of excessive high personal standards and overly critical self-evaluations (Frost et al., 1990;Simon, 2022), the latter refers to a child's perception of his or her parents' perfectionist standards and expectations. PPP is the belief that one's parents had high expectations for them and were critical of them (Madjar et al., 2015). In other words, the child believes that his or her parents expect them to be perfect at all times to meet their expectations. ...
... When parents' high expectations are not met, they might react negatively to their kids' shortcomings, which can lead to stress and depression (DiBartolo & Rendón, 2012). Studies have shown that high PEs are linked to strong PC, which may cause unpleasant emotions, like depression (DiBartolo & Rendón, 2012;Madjar et al., 2015). Overall, having high expectations for children from parents could be problematic for their growth. ...
The development of the Impostor Phenomenon (IP) is suggested to stem from one’s family. With IP being consistently linked to the multidimensional trait of perfectionism, the current research looked into how Perceived Parental Perfectionism (PPP), measured through the domains of Parental Expectations (PEs) and Parental Criticism (PC) as deduced from Frost Multidimensional Perfectionism Scale (FMPS), predicts IP. It was hypothesized that both PEs and PC will positively predict IP. A total sample of 169 (141 females and 28 males) high-achieving Filipino undergraduate students participated in the present study. The results revealed that although PEs and PC have a significant relationship with IP, only PC has been found to be a predictor of IP. This indicates that high-achieving students are likely to doubt their academic success when their parents are overly critical of their achievements. On the other hand, the mere presence of high parental expectations, without accompanying criticism, does not correlate with the impostor phenomenon.
... Nevertheless, as informed by studies on personal and family perfectionism (e.g., Frost et al., 1990;Methikalam et al., 2015;Wang, 2010;Yang et al., 2016), parents' expression of high-performance targets for their children can take different forms, such as: setting realistically high expectations and standards for children's performance (perfectionistic strivings), or evaluating the actual-ideal discrepancy in children's performance (perfectionistic concerns). While perfectionistic strivings (sometimes called family standards or parental expectations) are often found to positively impact children, perfectionistic concerns (also known as family discrepancy or parental criticism) have been linked with children's negative developmental outcomes (Madjar et al., 2015;Wang, 2010;Yang et al., 2016). These findings suggest that it is important for researchers to look closely into the effects brought by the different ways that parents convey high-performance targets. ...
... Critical evaluations of performance by one's family, however, were positively correlated with learning stress, and negatively correlated with learning satisfaction and academic performance. Using a sample of high school students in Israel, Madjar et al. (2015) demonstrated that parental expectations were moderately associated with personal standards, which in turn had a moderate correlation with performance-approach goal orientation. In contrast, parental criticism was moderately associated with personal concern over mistakes, which then had a moderate correlation with performance-avoidance goal orientation (Madjar et al., 2015). ...
... Using a sample of high school students in Israel, Madjar et al. (2015) demonstrated that parental expectations were moderately associated with personal standards, which in turn had a moderate correlation with performance-approach goal orientation. In contrast, parental criticism was moderately associated with personal concern over mistakes, which then had a moderate correlation with performance-avoidance goal orientation (Madjar et al., 2015). Harvey et al. (2017) further showed that Canadian parents' expectations were directly linked with their elementary school children's academic performance, as well as indirectly through their own perfectionistic strivings. ...
Background
Parents' high academic expectations are positively associated with young children's mathematical abilities. However, minimal attention has been devoted to whether, and how, different ways of conveying the performance targets would result in different outcomes.
Aims
The current study investigated whether and how parents' perfectionistic strivings and concerns were associated with young children's mathematical abilities through home mathematical activities, children's approach motivation to learn mathematics, and children's avoidance motivation to learn mathematics.
Sample
Participants included 211 kindergarteners in Hong Kong and their parents.
Methods
Data were collected through individual child tests and parent questionnaires.
Results
Structural equation modelling revealed that parents' perfectionistic strivings had a direct positive link with children's mathematical abilities, an indirect link via approach motivation to learn mathematics, and an indirect link via home mathematical activities, and then approach motivation. Parents' perfectionistic concerns had a direct negative link with children's mathematical abilities, an indirect link via approach motivation to learn mathematics, and an indirect link via avoidance motivation to learn mathematics.
Conclusions
Early childhood practitioners are recommended to raise parents' awareness of how to communicate high‐performance targets to children in a constructive manner.
... Across the literature, researchers vary in the terms used to describe the two forms of parents' perfectionistic tendencies. Parents' perfectionistic strivings are sometimes called parents' positive perfectionism, parental standards, or family standards (Besharat, 2003;Madjar et al., 2015;Wang, 2010;Yang et al., 2016). Parents' perfectionistic concerns are also known as parents' negative perfectionism, parental criticism, or family discrepancy (Besharat, 2003;Madjar et al., 2015;Wang, 2010;Yang et al., 2016). ...
... Parents' perfectionistic strivings are sometimes called parents' positive perfectionism, parental standards, or family standards (Besharat, 2003;Madjar et al., 2015;Wang, 2010;Yang et al., 2016). Parents' perfectionistic concerns are also known as parents' negative perfectionism, parental criticism, or family discrepancy (Besharat, 2003;Madjar et al., 2015;Wang, 2010;Yang et al., 2016). Despite the differences in the names of the constructs, the former has usually been associated with positive developmental outcomes in their children, and the latter tend to have links with negative ones (Lilley et al., 2020). ...
... In the study of Madjar et al. (2015), high school students' mastery goal orientation was predicted by their self-organization, which was positively associated with high parental standards and negatively associated with parental criticism. High school students' performance-avoidance orientation, on the other hand, was predicted by their concern of making mistakes, which had a moderate positive correlation with parental criticism, but a weak positive correlation with high parental standards (Madjar et al., 2015). ...
Parents’ high academic expectations have often been found to benefit children’s academic outcomes. Nonetheless, little is known whether different ways of expressing the high expectations exert similar influences on early numeracy development. This study therefore investigated the relations of two forms of parents’ perfectionistic tendencies—namely perfectionistic strivings and concerns—with children’s early numeracy competence, as well as the potential mediating roles of children’s executive functions and numeracy interest in such relations. One hundred one kindergarteners were assessed for their numeracy skills and executive functions, whereas their parents completed a questionnaire about their perfectionistic tendencies as well as their children’s numeracy interest. Results showed that both forms of perfectionistic tendencies were associated with children’s numeracy competence via their executive functions and numeracy interest. Only perfectionistic concerns had a direct link with children’s numeracy competence. Our findings imply that parents need to be careful about the ways they convey their academic expectations to young children.
... According to cognitive evaluation theory, corrective feedback results in reduced self-evaluations of competence and intrinsic motivation, fostering a fixed mindset (Gunderson, Donnellan et al., 2018). For instance, greater teacher corrective feedback in the academic domain was negatively correlated with fourth-and fifth-grade students' standardized test scores (Buriel, 1983), and greater parental corrective feedback predicted maladaptive perfectionist outcomes in high school students that were associated with a performance-avoidance goal orientation (Madjar et al., 2015). However, research has yet to examine whether parental corrective feedback in the home is positively or negatively associated with young children's academic outcomes prior to formal schooling. ...
... Another strength of the current study is the use of semi-structured observations in the home environment, as these observations revealed how the parents and children in this sample play and interact with each other, as well as how often the parents provided feedback during tasks that resemble potential day-to-day activities the dyads could engage in outside of the data collection. Prior work examining the impact of parental feedback on child outcomes has tended to utilize self-report measures (Lee et al., 2017;Madjar et al., 2015;Pomerantz & Kempner, 2013) or experimental measures (Cimpian et al., 2007;Kamins & Dweck, 1999;Zentall & Morris, 2010). In contrast, in this sample parents were instructed to engage with their children as they normally would without informing them of what the researchers would be looking for during the interactions, as this likely would have impacted the amount and types of feedback they provided. ...
Prior research has shown associations between parent and teacher feedback and school-aged children’s academic outcomes. Specifically, studies have demonstrated that positive feedback (i.e., praise and/or affirmation) is beneficial for children’s academic outcomes, while corrective feedback exhibits more mixed associations with children’s academic outcomes. Little is known about the relations between parental feedback and younger children’s academic skills. The present study examines the frequency of positive and corrective types of feedback provided by parents of 4-year-old children during semi-structured interactions, as well as how these feedback types relate to children’s concurrent math and language skills and their change in math skills over a one-year period. Parent-child dyads (n=91) were observed interacting with a picture book, grocery store set, and magnet board puzzle for 5 to 10 minutes each, after which they completed math and language assessments. Parental affirmation was positively and corrective feedback was negatively associated with children’s concurrent math outcomes, but only corrective feedback was uniquely negatively associated with children’s math outcomes when controlling for affirmations. Parental praise was individually and uniquely positively associated with children’s expressive vocabulary and change in math outcomes from age 4 to age 5. This study suggests that the relations between parental feedback and young children’s academic outcomes depend on the type of feedback and the outcome of interest (i.e., math vs language), which can inform how parents may want to provide feedback to facilitate learning.
... Furthermore, low aspirations may be related to academic futility and disengagement in school, which may influence mental health negatively. On the other hand, high aspirations have been found to be associated with stress, 14 maladaptive perfectionism 15 and even depression and suicide ideation. 16 Reverse causation is also possible (i.e. ...
... Response alternatives are scored on a 5-point Likert scale ranging from 'strongly agree' to 'strongly disagree', and the total score is calculated as the mean of the five questions. 21 High internal consistency, and correlation with academic outcomes in the expected directions, has previously been found for the FG subscale: 15 its Cronbach alpha in our study was .79. ...
Background:
Mental health problems among youth have increased in Sweden in recent decades, as has competition in higher education and the labour market. It is unknown whether the increasing emphasis put on educational achievement might negatively affect adolescents' mental health. We aimed to investigate the relationship between adolescents' academic aspirations and expectations and the risk of mental health problems.
Methods:
We studied 3343 Swedish 7th grade adolescents (age 13), who participated in the first two waves of the KUPOL longitudinal study; participants answered a questionnaire encompassing the five-item Future Aspirations and Goals (FG) subscale of the Student Engagement Instrument, two questions about their own academic aspirations and expectations and two mental health instruments: the Center for Epidemiological studies for Children (CES-DC) (α=.90) and the Strengths and Difficulties Questionnaire (SDQ) (α=.78). The association between aspirations and expectations at baseline and mental health at follow-up was analysed using logistic regression models adjusting for baseline mental health, socio-demographic and family factors.
Results:
The FG subscale was inversely and linearly associated with the odds of high CES-DC score [adjusted OR (odds ratio) 0.71, 95% CI (confidence interval): 0.59-0.86], total Strengths and Difficulties Questionnaire score (OR 0.59, 95% CI 0.49-0.71), and its internalizing (OR 0.70, 95% CI 0.59-0.84) and externalizing problems scores (OR 0.58, 95% CI 0.48-0.71).
Conclusions:
Adolescents with high individual academic aspirations have less mental health problems at 1-year follow-up. Future studies should investigate whether interventions aimed at increasing aspirations and engagement in school may prevent mental health problems in adolescence.
... When high parental expectations cannot be fulfilled, parents may respond critically to their children's failures, which in turn may induce stress and depression in adolescents (Ang & Huan, 2006;DiBartolo & Rendón, 2012). Studies have demonstrated that high parental expectations are associated with high parental criticism (DiBartolo & Rendón, 2012;Madjar, Voltsis, & Weinstock, 2015), which may result in adolescents' negative emotions, such as depression. ...
... A possible reason for this result may be that parents in Chinese culture who have higher expectations of adolescents' academic performance may not simultaneously provide sufficient support, and instead may be more critical toward adolescents if their expectations are not met. Perception of parental criticism is likely to induce adolescents' own self-criticism and worries about mistakes, which may in turn lead to depression (Madjar et al., 2015). It is thus necessary to note that, although the positive aspects of high parental expectations may facilitate adolescents' academic performance, the negative aspects of high parental expectations especially in Chinese culture may also result in high level of depression among adolescents. ...
Extensive research has demonstrated the positive relationship between parental expectations and adolescents’ academic performance. However, little attention has been paid to the negative influence of parental expectations on adolescents’ emotion well-being. The present study investigated the effects of high parental expectations on both academic performance and depression of adolescents. In addition, it also explored whether these relationships could be mediated through adolescents’ value of academic success, self-efficacy, and supports from parents and school. The sample consisted of 872 adolescents from secondary schools in Hong Kong and the results revealed that high parental expectations were positively associated with adolescents’ academic performance and also positively associated with their depression. The mediating roles of adolescents’ value of academic success and school support frequency were also confirmed. This study provides some implications for parenting practice by clarifying the complex roles of parental expectations and the need for social support for adolescents.
... Additional parental behaviors and attitudes, such as control of learning (Luo, Aye, Hogan, Kaur, & Chan, 2013) and high expectations and criticism (Madjar, Voltsis, & Weinstock, 2015), were found to be related to students' achievement goal orientations; therefore, it is reasonable to assume that parents' goal emphasis (i.e., goal structures at home) would also be related to their children's goals. However, previous studies have focused on perceived parental goals rather than the actual beliefs of parents and how these beliefs are associated with children's perceptions of their parents. ...
... Based on previous findings that linked parental goal orientations toward homework with their children's goals (Gonida & Cortina, 2014), as well as other parental behaviors and attitudes affecting students' goals (Luo et al., 2013;Madjar et al., 2015), we hypothesized that parents' emphasis on mastery or performance goals would be associated with similar goal orientations among their children and that this relationship would be mediated by the children's perceptions of their parental goal orientations. Furthermore, we speculated that a parental emphasis on performance goals would also create a sense of dissonance between home and school for elementary school students. ...
Completing homework assignments is part of students' daily routine. Because this task is embedded within the home environment, parents play an important role in homework-related attitudes and behaviors. Recent findings have demonstrated that effort and cognitive engagement while doing homework are better proximal predictors of positive outcomes than merely the time spent on it. The purpose of the current study was to examine whether parental goal emphasis explains children's motivational orientation toward homework and the perceived dissonance between home and school. Participants included parent-child dyads (N = 220), who completed surveys adapted from the Patterns of Adaptive Learning Scales. Path analysis using structural equation modeling indicated that parents' emphasis on mastery goals was associated with children's mastery goals, which was in turn linked with higher achievement in school. Parents' emphasis on performance goals was associated with children's performance goals and a higher sense of dissonance between home and school.
... This is particularly common in Chinese Confucian culture, where parents believe that their children should excel compared to others (Ma et al., 2018;Shek, 2007). Such high parental expectations are associated with high parental criticism and higher levels of stress among children (DiBartolo & Rendón, 2012;Ma et al., 2018;Madjar et al., 2015). Online games are sometimes viewed as a means to "escape the stress of real life", contributing to the development of online gaming addiction (Hyun et al., 2015;Li et al., 2011). ...
The current study developed a moderated mediation model to investigate the effects of parental perfectionist expectations on online gaming addiction and its underlying mechanisms among Chinese undergraduates. 6403 Chinese undergraduates from Guangxi and Sichuan (51.0% males, mean age = 19.17 years) consented to take part in the study. The findings revealed that trait anxiety and perceived stress significantly mediated the relationship between parental perfectionist expectations and online gaming addiction. Moreover, flow experience moderated the effects of parental perfectionist expectations and trait anxiety on online gaming addiction, and this relationship was stronger with higher flow experience. These findings underscore the importance of a relatively comprehensive approach that takes into account both parental and individual factors when designing prevention and intervention strategies for online gaming addiction.
... During this phase of life, parents and teachers put many expectations regarding self-responsibility, career path selection, and good performance at the high school exams. A number of studies have reported that parental expectations can lead to psychological distress, anxiety, and depression among adolescents (Ma et al., 2018;Madjar et al., 2015;Tan & journalofmuslimmentalhealth.org sahar, baranovich and tharbe: does gratitude work at school? ...
The present research measures the effectiveness of gratitude interventions in dealing with academic stress and daily hassles among Pakistani high school students. A total of 162 students randomly assigned in experimental (82) and control groups (80) took part in a four week interventions program. The gratitude interventions included Count Your Blessings, writing Gratitude Letters, and Loving Kindness Meditations which were modified & adapted into Urdu. The pretest and posttest assessment was done. The results of paired sample t-test showed significant decrease in academic expectation scores (t = 5.76**, M1 + SD1 = 31.44 + 6.56, M2 + SD2 = 27.30 + 6.75) with medium effect size (Cohen’s d = 0.65), and also for daily hassles decrease. Further results showed high level of stress about personal future, academic concerns and excessive social demands which were decreased after interventions. This study supports the use of gratitude interventions in school setting especially in developing country like Pakistan where structured counseling services are limited.
... Students high in fear of failure are more likely to pursue performance-avoidance goals and less likely to pursue mastery-approach goals (Bartels & Magun-Jackson, 2009;Elliot & Church, 1997;Madjar et al., 2017), while neuroticism is positively associated with performance-approach and avoidance (McCabe, Van Yperen, Elliot, & Verbraak, 2013) and mastery-avoidance goals (Vaulerin et al., 2016). Student perfectionism also predicted achievement goals (see Stoeber, Damian, & Madigan, 2018) where being concerned with making mistakes was positively associated with performance-approach and avoidance goals and self-organization positivity associated with mastery goals (Madjar, Voltsis, & Weinstock, 2015). Therefore, other self-perceptions or more prolonged affective states, such as symptoms of depression and anxiety, might also explain students' achievement goal endorsement. ...
... Given the diversity of cultural values in the United States, understanding the conditions under which authoritarian parenting might promote CDSME despite its typical negative associations with career outcomes is needed. Our expectation for a significant relationship between permissive parenting and CDMSE was largely influenced by study findings that have shown negative outcomes, such as low self-efficacy (Theresya et al., 2018), low academic success (Madjar et al., 2015;Pinquart & Ebeling, 2020;Wang et al., 2016), and poor academic motivation (Alt, 2015), all of which likely have some bearing on CDMSE. Nevertheless, the permissive parenting style was not a significant predictor of CDMSE. ...
This study examined the effects of parenting styles on career decision‐making self‐efficacy (CDMSE) in a sample of 97 U.S. college students. Regression analyses, controlling for parental education, age, academic year, and gender, revealed that authoritative and authoritarian parenting styles were significantly positively associated with CDMSE; alternatively, permissive parenting was not a significant predictor of CDMSE in college students. The findings indicate that parenting styles can influence college students’ CDMSE. Implications for practice are provided.
... Por otro lado, se identificaron 59 documentos sobre familia y perfeccionismo, probablemente porque se ha situado la génesis de este rasgo de la personalidad en las relaciones paternofiliales acontecidas durante la infancia . Sin embargo, es preciso mencionar que la evaluación del comportamiento parental a menudo se obtiene mediante las valoraciones o las percepciones que los propios hijos tienen de sus padres (por ejemplo, Cerkez, 2012;Madjar, Voltsis y Weinstock, 2013;Reis y Peixoto, 2013). Respecto a esta cuestión, es posible que más que la conducta parental, sea la propia percepción que los hijos tienen de esta, siendo un predictor más fiable de su propio perfeccionismo (Appleton, Hall y Hill, 2010;Kawamura, Frost y Harmatz 2002), lo que evidencia que el énfasis central del desarrollo del perfeccionismo debe situarse en las interpretaciones que los perfeccionistas dan de las características de sus padres, más que en el comportamiento real paterno. ...
Perfectionism is a personality trait characterized by the self-imposition of unrealistic standards of performance, the motivation to be a perfectionist and the perception of the
environment as too demanding and critical. The aim of this study was to analyze the scientific literature on perfectionism in children and adolescents. The documents were collected from 4 databases (Web of Science, Scopus, PsycINFO and Education Resources Information Center), limiting the period between 2004 and 2014. These 325 documents were analyzed with different bibliometric indicators such as the analysis of the temporal productivity, the most productive journals and authors, and the co-authored index, as well as an examination and discussion of the population characteristic, the main instruments used, and the issues identified. It was found a tendency to develop collaborative work and a considerable number of big producers (Gordon L. Flett, Paul L. Hewitt, Andrew P. Hill y Bart Soenens). The Frost Multidimensional Perfectionism Scale and the Child and Adolescent Perfectionism Scale were the most used instruments to assess perfectionism in children and adolescents. Likewise, there were more studies in adolescents than in children. It was observed that most of the documents analyzed focused on examine the relationship between perfectionism and psychopathology. Finally, the main identified issues are discussed, found limitations and consolidated areas, serving as a reference for
future studies on the field of perfectionism during childhood and adolescence
... Several studies [10,16,21,[23][24][25][26][27][28] support the idea that perfectionism develops more easily in families with extremely critical parents and that an authoritarian parenting style may lead children to adopt a perfectionist orientation during the course of their lives. However, it is still not clear whether parenting styles are directly linked to the development of adaptive or maladaptive perfectionism facets. ...
Perfectionism is a significant transdiagnostic process related to the development and maintenance of several psychological disorders. The main models of the development of perfectionism focus on early childhood experiences and postulate that parental relation is an important factor for understanding this construct in children. The purpose of this study was to examine the relationship between child and parental perfectionism, seeking to evaluate the empirical support of the Social Learning Model and the Social Expectations Model and children’s perception of parenting styles. The present study included 119 children (51.2% girls, Mage = 11.67 years) and their parents. Data were collected through administration of several self-report measures. The results show a relationship between the majority of the same parent and child perfectionism dimensions, thus providing supportive evidence for the Social Learning Model. Concerning the analysis of the role of gender in the transmission of perfectionism, observed fathers’ perfectionism only relates with the sons’ perfectionism, and mothers’ perfectionism relates with daughters’ perfectionism. Our findings allow for a deeper understanding of the role of the perception of an authoritarian parenting style in the development of maladaptive perfectionism. Mother and fathers’ perceived parenting styles contribute more to daughter than son perfectionism. The results contribute to expanding the understanding of the role of parental factors in the development of perfectionism.
... Vol.8, Issue 2, Febraury-2021 Advances in Social Sciences Research Journal (ASSRJ) In addition, the literature emphasizes how the children of authoritarian parents develop perfectionist characteristics due to the hyper-controlling nature of their parents: it would seem that their children internalize parental criticism and then develop self-reported criticism, which leads them to develop perfectionism, as a strategy that protects them from harm and error, the negative consequences of which they fear [14]. ...
Literature underline that the perception of parents as strongly critical can influence the tendency to self-criticize and, as a consequence, to be more vulnerable in manifesting problems in the developmental and adulthood age, such as the risk of dropouts and relapses in the eating disorders, negative results in the worsening of anxiety disorders, the possible presence of alexithymia or obsessive compulsive disorder. The purposes of the present study was to investigate the possible influence of parenting style and parental criticism on both the body image construct (body care, body protection, and comfort in touch) and the possible presence of alexithymia in a group of Italian adolescents and adults. The present study was conducted on a group of 140 subjects, aged between 19 and 36 (M = 24.71; SD = 5.11), of which 59 men (42.1%) and 81 women (57.9%). The participants were assigned to complete the following questionnaires: Parental Bonding Instrument, Twenty-Item Toronto Alexithymia Scale, Perceived Criticism Inventory, and Body Checking Questionnaire. The results of this study support the research hypothesis that low age, a high level of paternal control and parental criticism can predict a high level of difficulty in communicating feelings. Furthermore, the importance attributed to appearance can be predicted by multiple variables, such as gender, age, mother care, father control and parental hypercriticism.
... Romano et al. (74) found that patients with social phobia are less able to solve interpersonal problems than the healthy control group effectively. Regarding the relationship between parental perfectionism and personal perfectionism in offspring, the findings of the present study, are in line with the literature that has shown that parental perfectionism is related to children's perfectionism (75)(76)(77)(78). No study was found on the relationship between parental perfectionism and ambivalence over emotional expression. ...
Introduction: Lynch’s model is a new transdiagnostic model that explains the development of internalizing
disorders. The present study has examined essential parts of this model regarding social phobia as an
internalizing disorder.
Materials and Methods: In this study, 521 students were recruited from three universities (Tehran
University, Shahed University, and Islamic Azad University-Tehran Medical Branch) in the academic year
of 2015-2016 using the convenience sampling method. They responded to the Social Phobia Inventory, Frost
Multidimensional Perfectionism Scale (maladjusted perfectionism subscales), Ambivalence over Expression
of emotion Questionnaire, Social Safeness and Pleasure Scale and the Inventory of Interpersonal Problems.
Data analyzed through structural equation modeling, SPSS-22, and AMOS-22 software.
Results: The model showed good fit (
: 2.9, RMSEA: 0.06, CFI: 0.98, GFI: 0.98, AGFI: 0.96).
According to the results, over-controlling coping style (including over-perfectionism, emotional
ambivalence, interpersonal problems and lack of social safeness) mediates the relationship between parental
perfectionism and social phobia (indirect effect of parental perfectionism on social phobia via over
controlling: 0.35, P< 0.001).
Conclusion: It seems that Lynch’s transdiagnostic model for internalizing disorders got support regarding
social phobia. Accordingly, the parental maladaptive perfectionism leads to an over-controlling coping style.
This coping style, in turn, leads to social phobia.
Keywords: Self control, Social phobia, Transdiagnostic model
... Evidence suggests that parents with different educational attainment and income hold different expectations about their children's academic achievement (Davis-Kean, 2005). Furthermore, the manner in which parents convey high expectation for their children, in an encouraging or demanding way, lead to different ways that the children approach their academic goals (Madjar, Voltsis, & Weinstock, 2015). Therefore, the ways in which the risk/protective factors affect children's achievement outcomes can be intricate. ...
Having college-associated career aspirations has long-term implications for adolescents' education and career attainment. However, important precursors of adolescents' career aspirations, such as academic motivation and performance, decline during middle school and high school, leaving college-associated career aspirations at risk. In our study, we investigated the changes in adolescents' college-related career aspirations from 7th to 11th grade and examined protective factors for negative development. Using longitudinal data (N = 706, 54% girls; 60% African American, 29% European American, 11% other ethnic groups or multiracial/multiethnic), we found four distinct patterns: stable high (N = 398), decrease (N = 136), increase (N = 102) and stable low (N = 70). Higher academic subjective task values and parent education level predict less probability of lowering one's aspirations, whereas no variable was found to uniquely predict the probability of increasing one's aspirations. Findings suggest that the development of career aspirations exhibits significant heterogeneity in adolescence. Future studies should investigate the association between the patterns of career aspiration and long-term career outcomes.
... El clima percibido al ego del padre predijo negativamente la variable Grado de Diversión, la cual es considerada la variable que más predice el compromiso deportivo . Esto puede asociarse a evidencias en donde la utilización de crítica por los padres predijo la característica desadaptativa del perfeccionismo y de preocupación por los errores, lo que a su vez se encuentra asociado con una orientación al resultado (Madjar et al., 2013). Se evidencia la importancia del padre en este aspecto, en donde un clima creado por éste hacia el resultado, mermaría el disfrute en la actividad y por tanto estaría potenciando el abandono. ...
The present study aimed to identify the relationship between sport commitment and motivational climate perceived by young soccer players, his mother, father and coach. Participants were 913 soccer players aged 10 to 14 years (M: 12.2 SD: 1.3). The instruments used were versions in spanish of the Motivational Climate Scale for Youth Sport (MCSYS) the Parents Initiated Motivational Questionnaire (PIMCQ-2) and the Sport Commitment Questionnaire (SCQ-e). From the results and correlation analysis and linear, we can see the importance that meet mothers, parents and coaches (differentially) when generating sport commitment and avoid abandonment, so it is essential to consider and integrate practical work. Gran parte de los niños y adolescentes realizan alguna práctica deportiva de forma regular, ya sea dentro del marco escolar o fuera de él (García, 2006) y uno de los principales objetivos en la iniciación deportiva es traspasar el deseo de realizar práctica deportiva fuera del marco educacional y generar un compromiso hacia ella. Sin embargo el bienestar físico y psicológico no se promoverá automáticamente (Duda y Balaguer, 2007; Quested y Duda, 2011) sino que lo hará la calidad de los entornos sociales generado por otros significativos como entrenadores/as y padres (Roberts y Treasure, 2012). Un elemento de prevención del abandono en la práctica deportiva es el compromiso deportivo, ya que en la medida en que el compromiso hacia una actividad deportiva sea alto, menor será la probabilidad de abandonarla y además, mejorará la satisfacción hacia ella (Sousa,Torregrosa, Viladrich, Villamaría y Cruz, 2007). En este sentido Scanlan, Russell, Magyar y Scanlan (2009) plantean que la persistencia es una consecuencia conductual del compromiso deportivo y éste es entendido como la disposición psicológica de una persona que representa el deseo y la decisión de mantener su participación en la actividad física y deportiva. El compromiso deportivo de un deportista viene determinado por el grado de diversión que obtiene de la participación deportiva, las inversiones personales, las oportunidades de implicación, las alternativas de implicación y coacción o apoyo social (Scanlan, Russel, Beals y Scanlan, 2003; Scanlan, Simons, Carpenter, Schmidt y Keeler 1993). El disfrute combina la preferencia por la actividad, la satisfacción y el sentimiento de competencia en la práctica (García-Mas et al., 2010). Además, se deben enender las influencias sociales y del contexto, tales como las percepciones del clima motivacional creado por padres y entrenadores/as que impactan en el aprendizaje de los jóvenes deportistas (Taliaferro, Rienzo, y Donovan, 2010). En este sentido, y enmarcados en la Teoría de Metas de Logro o la Teoría de Perspectiva de Metas (Ames, 1992; Nicholls, 1984;), los estudios afirman que la percepción de los jugadores de un clima que implica a la tarea creado por el entrenador genera mayor diversión, satisfacción y afecto positivo (Cervelló, Escartí, y Guzmán, 2007; Sousa et al. 2007) y mayor compromiso (García et al., 2008). Con respecto a los padres, investigaciones han mostrado que el apoyo y la comprensión de los padres favorecen el compromiso deportivo y la diversión de los futbolistas con lo que se disminuye la probabilidad del abandono deportivo (Sánchez, Leo, Sánchez-Oliva, Amado y García, 2013; Torregrosa et al., 2007). Existen estudios que han encontrado que las madres y los padres influyen, en ocasiones, de manera diferente sobre las variable psicosociales de los deportistas (Power y Woolger, 1994) o también que los niños y niñas pueden ver de manera diferenciada la influencia de sus madres y padres (Brustad, Babkes y Smith, 2001). White (2006) expone que: "Claramente, los padres evalúan los niños en diferentes aspectos de su comportamiento y comunican los diferentes tipos de expectativas. Esto, a su vez, conduce a la adopción del modelo de motivación específica en los niños" (pp.135). Por tanto, las actitudes de los padres influyen en la participación deportiva, aunque no se ha relacionado el clima motivacional creado por madre y padre con el compromiso deportivo en jóvenes futbolistas.
... امعة ال ﻼب ل ة ال ة اﻷكاد ة ال ال ﻼت وف ب ----------- Gong, Fletcher & Paulson, 2017;Guadreau, 2012;2016;Guadreau & Thompson, 2010;Guadreau & Verner-Filion, 2012;Hill, 2013;Hill & Davis, 2014;Inges, et al., 2016;Li, et al., 2014;Millinson-Howard, et al., 2018;Sironic & Reeve, 2012 Alden, et al., 1994;Bieling, et al., 2003;Fahim & Noormohammadi, 2014;Kljajic, et al., 2017;Jang & Park, 2017;Mills & Blankstein, 2000;Miquelon, et al, 2005;Ozer, et al., 2014;Shih, 2011;Shih, 2017;Sironic & Reeve, 2012;Vansteenkiste, et al Bieling, et al., 2003;Chan, 2008;Eddington, 2014;Madigan, et al., 2017;Madjar, et al., 2015;Vansteenkiste, et al ...
... The purpose of the present research was to investigate the relationships between perfectionism and achievement goal orientations, and the role students' academic self-worth contingency might play in this. Previous studies examining the relationship between perfectionism and achievement motivation have concentrated either on the origin of different aspects of perfectionism (i.e., self vs. social; Bong, Hwang, Noh, & Kim, 2014;Damian, Stoeber, Negru, & Băban, 2014) or on their cognitive manifestations (e.g., concern over mistakes, personal standards, organisation ;Fletcher, Shim, & Wang, 2012;Madjar, Voltsis, & Weinstock, 2015). Here, we focus on the multidimensional nature of perfectionism by assessing its two widely agreed dimensions, perfectionistic strivings and perfectionistic concerns (Rice, Richardson, & Tueller, 2014), and utilising the group-based approach in order to examine different patterns of perfectionistic tendencies. ...
Two studies utilising a group-based approach examined the relationships between perfectionism and achievement goal orientations, and the role academic self-worth contingency plays in this, among university (N = 506, Study I) and general upper-secondary school students (N = 154, Study II). In both studies, four groups of students were identified based on their patterns of perfectionistic strivings and perfectionistic concerns (i.e., perfectionistic profiles) using TwoStep cluster analysis, and group differences in achievement goal orientations were examined while controlling for the effect of academic self-worth contingency. High perfectionistic concerns, with or without high perfectionistic strivings, were connected with goals reflecting relative performance and avoidance, whereas high strivings with low concerns were linked with a stronger emphasis on mastery. Students with low strivings and low concerns were, instead, inclined towards work avoidance. Academic self-worth contingency was highest among students with high concerns, and it contributed significantly to group differences on achievement- and performance-related achievement goal orientations. This suggests that self-worth maintenance might be one of the mechanisms linking perfectionism and motivation.
... Perfectionism was measured using the reliable and validated Hebrew adaptation of Frost Multidimensional Perfectionism Scale (FMPS; Frost et al., 1990;Madjar, Voltsis, & Weinstock, 2015). The FMPS consists of 35 items and six sub-scales that responded to on a 5-point Likert scale ranging from 1 to 5. ...
The current study examined the role of personality traits on psychosomatic distress (PD) and tested the hypothesis that the association between perfectionism and PD would be moderated by self-compassion. One hundred and seventy-three community volunteers, of whom 24.9% were men, mean age 31.52 ± 13.29, reported online on the DS14, a measure of Type D personality, on the TCI-140, a measure of temperament and character, on the Frost multidimensional perfectionism scale, on the short form of the self-compassion scale and on the SOMS-7 for psychosomatic symptoms. We defined psychosomatic distress as the product of the symptom count and severity rating score of the SOMS-7. The hierarchical linear regression model that included all the personality variables as well as the interaction term between self-compassion and perfectionism accounted for 25% of the variance in PD. The interaction between perfectionism and self-compassion entered into the model in the last block was highly protective. High self-compassion moderated the effect of perfectionism on PD. Our finding correspond with the notion that personality can enhance PD but can also mitigate it. Protective personality traits, such as self-compassion, might be good targets for psychological intervention.
... Moreover, researchers have emphasized that there are some indicators of perfectionism like achievement motivation, achievement striving and culture (Özbilir et al., 2014: 256). For example Madjar et al. (2015) found that encouragement of collective work, autonomy, constructive feedback and supportive conditions _____________________________________________________________________________________________________ DOI: 10.17261/Pressacademia.2018.852 33 PressAcademia Procedia lead individuals to have perfectionistic tendency. ...
... 父母的教养具有重要的作用， 它能够直接或间接地影响孩子的学业和未来发展。 为了帮助孩子成功， 不同种族、族裔群体或社会经济地位的父母都表达出强烈的热情和愿望，尤其是孩子在学校的教育上 (Wang, 2013)。 研究表明， 父母期望会影响孩子的学业成就 (Castro, Expósito-Casas, López-Martín, Lizasoain, Navarro-Asencio, & Gaviriaa, 2015)、自我期望 (Schmitt-Wilson, 2013)、个人目标 (Voltsis, 2013)、学业轨迹 (Yamamoto & Holloway, 2010)和健康行为 (Niemeier, Duan, Shang, & Yang, 2017 ...
... According to CET, negative feedback (criticism) leads to lower feelings of self-determined competence and, therefore, lower intrinsic motivation (and, by extension, lower learning goals and possibly more entityoriented theories of intelligence) (Deci & Ryan, 1980). Consistent with this, parents' criticism predicted high school students' concern over mistakes and higher performance avoidance goals (Madjar, Voltsis, & Weinstock, 2015). ...
... Другая часть данных (а именно, позитивные корреляционные связи между шкалами НП и родительскими ожиданиями, шкалами ПП -с перфекционизмом, ориентированным на себя, и личными стандартами, а также между шкалой ПП в англоязычной версии теста и перфекционизмом, ориентированным на других), на первый взгляд, вносила путаницу в представления о валидности КДТП. Разрешить противоречие помог анализ немногочисленных литературных источников, в которых есть упоминания о том, что высокие родительские стандарты связаны с адаптивным стремлением их детей к совершенству, которое, в свою очередь, приводит к овладению мастерством в том или ином деле [16]. Некоторые исследования также продемонстрировали тот факт, что перфекционизм, ориентированный на себя, является исключительным фактором уязвимости, или риска, перед лицом психопатологии [5]. ...
The paper describes the procedure of developing an express test of perfectionism and its English version. Basing on the outcomes of previous studies (N = 2400), we selected 14 items from the Differential Perfectionism Inventory (which consists of 24 items) that comprised the Brief Differential Perfectionism Inventory (BDPI). The analysis of psychometric characteristics was conducted on a sample of Russian-speaking students (N = 164). Cross-cultural stability of the factor structure and psychometric characteristics was tested on a sample of Malaysian students (N = 153) with perfect knowledge of English. The factor structure of the Russian and English versions of the SDTP proved that there were two scales in the test: the scale of normal perfectionism measures an individual's healthy longing for perfection (setting high but reachable standards for oneself), whereas the scale of pathological perfectionism measures a person's unhealthy striving for perfection (setting unattainable and unreasonable standards). Both versions of the test showed acceptable validity and reliability rates and were therefore considered effective tools for quick assessment of perfectionism, in particular, in cross-cultural studies.
... For example, peer climate was recently found to predict and moderate academic and social goals (Jiang et al., 2014;Makara & Madjar, 2015). Future research may also incorporate personal dispositions, such as implicit theories of intelligence (Dweck, 2000) and aspects of perfectionism (Madjar, Voltsis, & Weinstock, 2013;Shim & Fletcher, 2012), which have recently been found to be associated with both academic and social goals and have the potential to predict trajectories over time. Including these aspects may enhance our understanding of personal and contextual factors that are important in explaining the development of motivational orientations. ...
School transitions are important phases in students’ educational experiences. The current study aimed to explore the trajectories of academic and social motivation across the transition from elementary to middle school. Participants (N = 415) were sampled from six elementary schools; 55% transitioned after sixth grade (transition) and 45% remained at the same school (no-transition). The students reported academic and social goals and perceived teacher goal emphasis at four time points over two successive years. A growth curve analysis revealed that students who transitioned reported a greater decline in mastery goals and an increase in performance-approach goals. Students from no-transition schools reported higher initial levels for all social goals, with a steeper decline in seventh grade. Perceived teacher goal emphasis was associated with social development goals over time. Practitioners should be aware that school transitions may influence academic motivation but may not similarly influence social motivation.
... Twenty-two studies have examined multidimensional perfectionism and the goals of the 2 × 2 model and reported bivariate correlations (Bong, Hwang, Noh, & Kim, 2014;Damian, Stoeber, Negru, & Băban, 2014;Eum & Rice, 2011;Fletcher, Shim, & Wang, 2012;Gucciardi et al., 2012;Kaye et al., 2008;Kim, Chen, MacCann, Karlov, & Kleitman, 2015;Madjar, Voltsis, & Weinstock, 2015;Shih, 2012Shih, , 2013Speirs Neumeister & Finch, 2006; Speirs Neumeister, performance-avoidance goals, most studies found perfectionistic strivings to show positive correlations, but five found nonsignificant correlations (Kaye et al., 2008;Kim et al., 2015;Stoeber et al., 2008, Studies 1-2;Stoeber, Uphill, & Hotham, 2009). The same applied to perfectionistic concerns, except that for perfectionistic concerns only two studies found nonsignificant correlations (Stoeber et al., 2008, Study 2;Zarghmi et al., 2010). ...
The chapter presents a review of the research literature examining perfectionism from a motivational perspective. Taking the two-factor model of perfectionism—differentiating the two higher-order dimensions of perfectionistic strivings and perfectionistic concerns—as a basis, we present analyses of the differential relationships that the two dimensions show with key motivational constructs focusing on achievement motivation and self-determination theory. As regards achievement motivation, we examine the relationships with achievement motives (hope of success and fear of failure) and achievement goals (task and ego goals, 2 × 2 and 3 × 2 achievement goals). As regards self-determination theory, we examine the relationships with autonomous and controlled motivation and with the different regulatory styles associated with intrinsic motivation, extrinsic motivation, and amotivation. Based on the findings of our review, we propose that the differential motivational qualities of perfectionistic strivings and perfectionistic concerns are important to understand why perfectionism is a “double-edged sword” that may energize or paralyze people, motivating some perfectionists to engage and others to disengage. We conclude that perfectionism research may profit from seeing perfectionism from a motivational perspective, perhaps even regard perfectionism as a motive disposition (need for perfection) whereby perfectionistic strivings represent the approach-oriented and autonomous aspects, and perfectionistic concerns the avoidance-oriented and controlled aspects.
... Por otro lado, se identificaron 59 documentos sobre familia y perfeccionismo, probablemente porque se ha situado la génesis de este rasgo de la personalidad en las relaciones paternofiliales acontecidas durante la infancia . Sin embargo, es preciso mencionar que la evaluación del comportamiento parental a menudo se obtiene mediante las valoraciones o las percepciones que los propios hijos tienen de sus padres (por ejemplo, Cerkez, 2012;Madjar, Voltsis y Weinstock, 2013;Reis y Peixoto, 2013). Respecto a esta cuestión, es posible que más que la conducta parental, sea la propia percepción que los hijos tienen de esta, siendo un predictor más fiable de su propio perfeccionismo (Appleton, Hall y Hill, 2010;Kawamura, Frost y Harmatz 2002), lo que evidencia que el énfasis central del desarrollo del perfeccionismo debe situarse en las interpretaciones que los perfeccionistas dan de las características de sus padres, más que en el comportamiento real paterno. ...
Resumen.La ansiedad escolar se define como un conjunto de respuestas cognitivas, psicofisiológicas y motoras que un niño emite ante situaciones escolares que le resultan amenazantes y/o ambiguas. La asociación que puede darse entre esta conducta y otras variables psicoeducativas como el rechazo escolar, la convierte en uno de los factores más influyentes en el ajuste de los niños y niñas al contexto educativo. El propósito de este estudio fue comprobar si existían diferencias en el nivel de manifestación de los distintos tipos de rechazo escolar según el nivel de ansiedad escolar en alumnos de Educación Primaria. Para realizar este estudio se seleccionó una muestra de 525 alumnos y alumnas con edades que oscilaban entre los 8 y 12 años (segundo y tercer ciclo de Educación Primaria). Los participantes completaron el Inventario de Ansiedad Escolar para Educación Primaria (IAEP) y la versión española del School Refusal Assessment Scale-Revised for Children (SRAS-R/C). Los alumnos encuadrados en el grupo de altos niveles de ansiedad escolar, puntuaron significativamente más alto que los alumnos con bajos niveles de ansiedad escolar en los tres primeros factores del SRAS-R/C: Rechazo escolar para evitar emociones negativas, Rechazo escolar para escapar de situaciones sociales aversivas y Rechazo escolar para llamar la atención. Por el contrario, estos resultados fueron distintos a los obtenidos para el cuarto factor del SRAS-R/C (Rechazo para obtener recompensas tangibles fuera de la escuela), debido a que no se hallaron diferencias estadísticamente significativas entre los grupos con alta y baja ansiedad escolar. Los resultados indican que, en la etapa de Educación Primaria, la ansiedad escolar está asociada a mayores niveles de rechazo escolar. Sin embargo, no todos los alumnos que rechazan asistir al colegio manifiestan ansiedad escolar, tal y como demuestra la ausencia de diferencias estadísticamente significativas en el cuarto factor del SRAS-C/R.
... El clima percibido al ego del padre predijo negativamente la variable Grado de Diversión, la cual es considerada la variable que más predice el compromiso deportivo . Esto puede asociarse a evidencias en donde la utilización de crítica por los padres predijo la característica desadaptativa del perfeccionismo y de preocupación por los errores, lo que a su vez se encuentra asociado con una orientación al resultado (Madjar et al., 2013). Se evidencia la importancia del padre en este aspecto, en donde un clima creado por éste hacia el resultado, mermaría el disfrute en la actividad y por tanto estaría potenciando el abandono. ...
This study aimed to identify the relationship between sport commitment and motivational climate perceived by young football players, their mother, father and coach. 913 football players aged 10 to 14 years (M: 12.2 SD: 1.3) took part. The instruments used were Spanish versions of the Motivational Climate Scale for Youth Sport (MCSYS), the Parents Initiated Motivational Questionnaire (PIMCQ-2) and the Sport Commitment Questionnaire (SCQ-e). From the results and correlation and linear regression analysis, we can see the importance of mothers, fathers and coaches (each in a different way) when generating sport commitment and, therefore, avoid drop-outs, so it is essential to consider and integrate them into practical work.
... Thus, the perception of high maternal achievement emphasis was apparently not in itself the primary ingredient that increased risk for maladjustment. Rather, consistent with prior research, parental criticism consistently emerged as a key factor for children's adjustment across domains (Madjar et al. 2015;Rice and Dellwo 2002;Rice et al. 2005), and the risks for children's maladjustment were magnified when mothers' high achievement emphases coincided with harsh and critical parenting. When children see themselves as falling short of parents' expectations of them, this may engender negative selfevaluations as well as anxiety about their performance (Dunsmore et al. 2009). ...
High achievement expectations and academic pressure from parents have been implicated in rising levels of stress and reduced well-being among adolescents. In this study of affluent, middle school youth, we examined how perceptions of parents’ emphases on achievement (relative to prosocial behavior) influenced youth’s psychological adjustment and school performance, and examined perceived parental criticism as a possible moderator of this association. The data were collected from 506 (50% female) middle school students from a predominately white, upper middle class community. Students reported their perceptions of parents’ values by rank ordering a list of achievement- and prosocial-oriented goals based on what they believed was most valued by their mothers and fathers for them (the child) to achieve. The data also included students’ reports of perceived parental criticism, internalizing symptoms, externalizing symptoms, and self-esteem, as well as school-based data on grade point average and teacher-reported classroom behavior. Person-based analyses revealed six distinct latent classes based on perceptions of both mother and father emphases on achievement. Class comparisons showed a consistent pattern of healthier child functioning, including higher school performance, higher self-esteem, and lower psychological symptoms, in association with low to neutral parental achievement emphasis, whereas poorer child functioning was associated with high parental achievement emphasis. In variable-based analyses, interaction effects showed elevated maladjustment when high maternal achievement emphasis coexisted with high (but not low) perceived parental criticism. Results of the study suggest that to foster early adolescents’ well-being in affluent school settings, parents focus on prioritizing intrinsic, prosocial values that promote affiliation and community, at least as much as, or more than, they prioritize academic performance and external achievement; and strive to limit the amount of criticism and pressure they place on their children.
... Por otro lado, se identificaron 59 documentos sobre familia y perfeccionismo, probablemente porque se ha situado la génesis de este rasgo de la personalidad en las relaciones paternofiliales acontecidas durante la infancia . Sin embargo, es preciso mencionar que la evaluación del comportamiento parental a menudo se obtiene mediante las valoraciones o las percepciones que los propios hijos tienen de sus padres (por ejemplo, Cerkez, 2012;Madjar, Voltsis y Weinstock, 2013;Reis y Peixoto, 2013). Respecto a esta cuestión, es posible que más que la conducta parental, sea la propia percepción que los hijos tienen de esta, siendo un predictor más fiable de su propio perfeccionismo (Appleton, Hall y Hill, 2010;Kawamura, Frost y Harmatz 2002), lo que evidencia que el énfasis central del desarrollo del perfeccionismo debe situarse en las interpretaciones que los perfeccionistas dan de las características de sus padres, más que en el comportamiento real paterno. ...
Este trabajo tiene por objeto analizar la literatura científica sobre perfeccionismo en niños y adolescentes, publicada en la Web of Science, entre el año 2004 y 2014. La muestra documental se compuso de 174 publicaciones, los cuales fueron analizados en base a distintos indicadores bibliométricos como el análisis de la productividad temporal, las revistas y autores más productivos sobre el tópico y el índice de coautoría, así como un análisis de los principales instrumentos empleados y las temáticas identificadas. Los resultados indicaron que el perfeccionismo infantojuvenil es un campo de investigación todavía emergente, por este motivo, no se encontraron revistas especializadas sobre el tema ni autores con más de nueve publicaciones sobre el tópico. Igualmente, los análisis en relación a la coautoría mostraron una tendencia a elaborar los trabajos en colaboración, siguiendo los parones actuales de la ciencia. Destacaron la Multidimensional Perfectionism Scale y la Child and Adolescent Perfectionism Scale como los dos instrumentos más empleados para medir el perfeccionismo en población infantil y adolescente. Respecto al análisis de contenido, se identificaron un total de siete categorías temáticas, siendo la más prevalente, aquella que aglutina los documentos centrados en examinar la relación entre el perfeccionismo y diversos trastornos o problemas psicológicos.
... Por otro lado, se identificaron 59 documentos sobre familia y perfeccionismo, probablemente porque se ha situado la génesis de este rasgo de la personalidad en las relaciones paternofiliales acontecidas durante la infancia . Sin embargo, es preciso mencionar que la evaluación del comportamiento parental a menudo se obtiene mediante las valoraciones o las percepciones que los propios hijos tienen de sus padres (por ejemplo, Cerkez, 2012;Madjar, Voltsis y Weinstock, 2013;Reis y Peixoto, 2013). Respecto a esta cuestión, es posible que más que la conducta parental, sea la propia percepción que los hijos tienen de esta, siendo un predictor más fiable de su propio perfeccionismo (Appleton, Hall y Hill, 2010;Kawamura, Frost y Harmatz 2002), lo que evidencia que el énfasis central del desarrollo del perfeccionismo debe situarse en las interpretaciones que los perfeccionistas dan de las características de sus padres, más que en el comportamiento real paterno. ...
El perfeccionismo es un rasgo de la personalidad caracterizado por la imposición a uno mismo de unas normas de desempeño poco realistas, la motivación por ser perfeccionista y la percepción del entorno como demasiado exigente y crítico. Este estudio tuvo por objeto analizar la literatura científica sobre perfeccionismo en niños y adolescentes, publicada en 4 bases de datos (Web of Science, Scopus, PsycINFO y Education Resources Information Center), entre el año 2004 y el 2014. Se obtuvieron 325 documentos que fueron analizados con base en distintos indicadores bibliométricos, como el análisis de la producción temporal, las revistas y autores más productivos sobre el tópico y el índice de coautoría, así como un análisis y discusión de las características de la población, los principales instrumentos empleados y las temáticas identificadas. Se halló una tendencia a elaborar los trabajos en colaboración y un número considerable de grandes productores (Gordon L. Flett, Paul L. Hewitt, Andrew P. Hill y Bart Soenens). Destacaron la Frost Multidimensional Perfectionism Scale y la Child and Adolescent Perfectionism Scale como los 2 instrumentos más empleados para evaluar el perfeccionismo en niños y adolescentes. Igualmente, prevalecieron los estudios realizados en adolescentes frente a aquellos con participantes de población infantil. Se observó que la mayor parte de los documentos analizados se centraron en analizar la relación entre el perfeccionismo y la psicopatología. Por último, se discuten las temáticas identificadas, las limitaciones encontradas y los aspectos consolidados, sirviendo como referencia para la realización de futuros estudios sobre el campo del perfeccionismo durante la infancia y la adolescencia.
Parental and teacher expectations for students’ academic performance, expressed as confidence in students’ academic potential, may play a critical role in fostering holistic development. However, the specific mechanisms through which these perceived expectations influence academic motivation and psychosocial well-being remain underexplored. This research tests a hypothesized model of the role of mathematics self-concepts in linking perceived parental and teacher expectations to self-determined motivation and achievement goals in the subject and various aspects of psychosocial well-being. Two studies were conducted with Singaporean students (Study 1: N = 2,632, M age = 14.05 years; Study 2: N = 450, M age = 13.98 years), with surveys administered at two points during the academic year. Results consistently showed: (a) perceived parental expectations had a more salient role in mathematics self-concepts compared to perceived teacher expectations; (b) mathematics self-concepts partially mediated the relationships between perceived parental expectations and motivation, goals, and well-being (except connectedness); (c) these relationships were relatively stable over time; and (d) perceived teacher expectations complemented perceived parental expectations in predicting mathematics self-concepts, connectedness, and happiness. These findings highlight the distinct yet complementary roles of parents and teachers in shaping developmental outcomes, emphasizing the importance of considering cultural context and offering insights for educational practices to support students’ academic and psychosocial functioning.
Although a positive association between students' satisfaction with academic achievement and psychological well-being has been well-documented, less is known about whether this association is moderated by parental satisfaction with children's academic achievement. The objective of this study is to address this knowledge gap. This study utilized data from Wave 1 (2018) to Wave 3 (2020) of the Korean Children and Youth Panel Survey 2018 (KCYPS 2018), comprising a sample of 3,871 students from Grades 4 and 7. Children's and parents' satisfaction with academic achievement were considered as key independent variables. Psychological outcomes included depressive symptoms, life satisfaction, and self-esteem. Fixed effects models were estimated to account for unobserved time-invariant confounding factors. Children's satisfaction with academic achievement was significantly associated with a decrease in depressive symptoms ( b = −0.398) and an increase in life satisfaction ( b = 0.593) and self-esteem ( b = 0.643). The interaction model revealed that the association between students' satisfaction with academic achievement and psychological outcomes is strengthened when parental satisfaction is higher. Efforts to foster a positive attitude toward academic achievement in both students and parents can enhance adolescents' psychological well-being. Interactive communication between parents and children regarding academic achievement will be required.
This study examined the profiles of 437 South Korean high school students, defined by their scores on four subscales of perfectionism (i.e., organisation, personal standards, concern for mistakes, and doubts about actions) from a person‐centered perspective. We then assessed the mean differences across class memberships in the levels of task disengagement, test anxiety, and depression. Latent profile analysis identified four distinct profiles of individuals: non‐perfectionist, average‐mixed perfectionist, adaptive perfectionist, and high‐mixed perfectionist. Adaptive perfectionists exhibited the most adaptive features across academic and psychological indicators, whereas high‐mixed perfectionists exhibited the most maladaptive features. Compared with adaptive perfectionists, non‐perfectionists and average‐mixed perfectionists pursued mastery goals to a lesser extent, leading to increased task disengagement and depression. Implications for the role of mastery goals in designing interventions to support students' efforts to engage in tasks and decrease test anxiety and depression were suggested. Directions for future research were also discussed.
Appropriate expectations are of great significance for adolescents’ psychological adjustment and healthy growth. Based on “China Education Panel Survey (CEPS)” data, this research analyzes how perceived parental expectations, adolescents’ self-expectations, and parent-child expectation discrepancies affect adolescent mental health. This paper focuses on three major aspects of expectations towards adolescents: educational achievement, residential place and general development, and explores how expectation discrepancies affect the influences of expectations on adolescent mental health. Results of linear regression models indicate that adolescents’ self-expectation on general development has positive impact on their mental health while the parent-child difference in general development expectation poses negative impact. Moderating effect tests clarify the differentiated influences of general development expectations on adolescent mental health at different levels of expectation discrepancies towards general development. In all cases, increases in general development expectations have positive effects on mental health. However, when the expectation discrepancy is small, the perceived parental expectation has a stronger effect than when the discrepancy is large. In addition, under the same levels of general development expectations, adolescents with lower parent-child expectation difference have better mental health status. Accordingly, an entry point of mental health intervention for adolescents within the family is parent-child communication reciprocity.
Our study examined how students’ perceived teacher beliefs and classroom goal structures, gender (of teachers and students) and own perceived talent, controlling for prior achievements, together explained motivational outcomes of students’ achievement goals, intrinsic value and enrollment choices in mathematics and English. Participants were 1086 grades 9–11 students (respective Ns = 380, 369, 337) from 3 coeducational middle-class schools in metropolitan Sydney, Australia. Hierarchical linear modeling revealed student-perceived teacher beliefs as the most consistent predictor of motivational outcomes in mathematics and English, over and above the effects of other measured influences. Perceived teacher beliefs moderated the effects of classroom goal structures, as well as relationships of gender with motivational outcomes in English. Grade-level effects were more positive among older students which coincided with the grade 11 transition.
Intolerance of uncertainty (IU) is widely considered a transdiagnostic risk and maintaining factor for psychiatric disorders. However, little is known about the overall nature and profile of IU among adolescents. This study aims to investigate the profiles of IU among Chinese adolescents and explore their associations with sociodemographic characteristics and mental health problems. A sample of 108,540 adolescents provided data on IU, sociodemographic characteristics, and mental health via an online platform. Latent profile analysis revealed three profiles: Low IU, Medium IU, and High IU. Girls, older adolescents, and those with specific sociodemographics were more likely to belong to the “High IU” profile. Furthermore, the “High IU” profile was associated with the highest risk of several mental health problems. These findings provided valuable information for early prevention and intervention strategies targeting IU and highlighted the importance of IU-based interventions for mental health among adolescents.
Middle school years are when young people need environmental support for career development. In this context, parents play an essential role in the career development of young people. The sample of the study consisted of 368 middle school students (236 girls, 132 boys). The model of the mediating role of self‐oriented perfectionism between parental support and career development in middle school students was tested. Participants completed self‐report data collection tools to assess career development, career‐related parental support, and perfectionism. As a result of the analyses in which the structural equation model was used, it was determined that the model showed a good fit. In addition, self‐oriented perfectionism has a mediating role in the relationship between parental support and career development. These results are thought to be essential for the guidance services to be applied in career development.
This paper analyses the influences of parental expectation on middle school students' cognitive development, a subject that is seldom touched in Educational Data Mining (EDM) studies. Despite its anonymity in EDM literature, parental expectation plays a significant role in education. Even though parental expectation is widely studied in the domains of education and psychology, present models are too simple to specify its working path. As the influence of parental expectations is difficult to quantify, we conducted our investigation in one middle school in the city of Hangzhou by applying a set of questionnaires and cognitive assessments. Through the investigation, we verify an inverted-U-shaped relationship between parental expectation and cognitive performance under the moderation of family function. This result extends the EDM study by analyzing the family's contribution and provides a superior model of the impact of parental expectation.
This qualitative study aimed to investigate the influences on 32 rural Iranian high school students’ adoption of achievement goals. To this end, the high school students took part in individual semi-structured interviews. The outcomes indicated the high school students’ goal orientation adoption was impacted by a host of significant individuals in four contexts: (1) school (e.g. teachers, classmates), (2) family (e.g. parents, relatives), (3) rural community (e.g. neighbors and rural university graduates) and (4) media (e.g. counselors on TV). Likewise, various factors (i.e. social, psychological, economic, educational, rural, biological and religious) also appeared to influence their achievement goal adoption. Results may have implications for various stakeholders such as educational authorities, policy makers, researchers and significant others (e.g. teachers, counselors, parents, among many others).
This study investigated associations among perfectionism (i.e., perfectionistic strivings and perfectionistic concerns), achievement goals, and academic burnout among college students in South Korea, focusing on the mediating role of achievement goals. A total of 281 students enrolled in a non-major psychology course voluntarily completed an online questionnaire. Analyses were performed using structural equation modeling. The results indicated that achievement goals significantly mediated the relation between perfectionism and academic burnout. Perfectionistic strivings had a negative effect on academic burnout, through mastery goals (i.e., mastery-approach and mastery-avoidance goals). Specifically, high levels of perfectionistic strivings were linked to high levels of mastery-approach and low levels of mastery-avoidance goals, which were sequentially linked to a low level of academic burnout. Contrastingly, perfectionistic concerns had a positive effect on academic burnout, through mastery-avoidance goals. That is, higher perfectionistic concerns were associated with higher mastery-avoidance goals, which in turn were linked to higher academic burnout. Implications and limitations are discussed.
Objectives: Child abuse is a multidimensional phenomenon so planning prevention strategies, risk/protective factors should be obtained in a multilayered manner with regard to the individual, family, school, environment and policies. It is aimed to describe these factors among high school students Materials and Methods: The participants’ mean age is 15.69 (Sd = .96) and 53.4% (n = 353) of them are female. The Rathus assertiveness inventory and the questionnaire included variables related to demographics, school and neighborhood, risky behaviors, family relationships/lifestyle, risky thinking styles, abuse experience in the immediate environment. Findings: 95.5% of the students (n = 631) live with their families and perceived economic status is moderate/below (51.1%, n = 337). 59 (9.6%) mothers and 104 (16.2%) fathers were university graduates. 397 (60.1%) participants come to the school by public transport and 39.5% (n = 261) has no-one to accompany. Having a violent school-mate rate is 40.7% (n = 269). Assertiveness did not differ by gender and class. Families’ child rearing practices are harder for the upper-class boys than for the girls, the boys find their families expectations too much and feel less appreciated. 284 (43%) participants had 3 or more children who abuse emotionally (n=284, 43%) and physically (n=135, 20.4%). Conclusion: Class and gender may affect substance use, truancy, neighborhood safety, school violence victimization. When abuse cannot be questioned directly, it can be guiding to examine whether students escape from school, whether there are close violent friends and whether they feel friends’ support.
The current studies explored (a) the extended external validity of social-goal-orientation framework; (b) the mediating role of social goals between classroom goal structures and students' engagement; and (c) whether changes in social goals can be explained by classroom goal structures and engagement. Study 1 was cross-sectional (N = 317), and study 2 included two time points, with a 6-month gap (N = 223), among sixth-grade students. The findings indicated that mastery goal structure was associated with social-development goals and engagement, whereas performance goal structure was associated with demonstration. Cross-lagged analysis revealed that (a) social goals are relatively stable; (b) development goals positively predicted change in emotional engagement, and (3) behavioral engagement positively predicted changes in development goals and negatively predicted changes in demonstration-avoidance goals.
The Patterns of Adaptive Learning Scales (PALS) were designed as measures of achievement goals and other motivational constructs in educational settings. The scales have been developed and refined over time by a group of researchers using goal orientation theory to examine the relation between the learning environment and students’ motivation, affect, and behavior. Student scales assess 1) personal achievement goal orientations; 2) perceptions of teacher’s goals; 3) perceptions of the goal structures in the classroom; 4) achievement-related beliefs, attitudes, and strategies; and 5) perceptions of parents and home life. Teacher scales assess their perceptions of the goal structure in the school, their goal-related approaches to instruction, and personal teaching efficacy.
We investigated the explicit and implicit ways in which 4 fifth-grade teachers communicated an emphasis on mastery and performance goal orientations to their students. We used survey data about perceptions of the classroom mastery and performance goal structures from 223 students in 10 classes to identify 4 classrooms with significantly different motivational profiles. We then used observational data to describe teachers' talk and practices regarding tasks, authority, recognition, grouping, evaluation, time, social interactions, and help-seeking in those classes. We found that teachers perceived as having a high mastery focus spoke about learning as an active process, and this was reflected in their practices. They required involvement from all students, emphasized effort, and encouraged student interaction. Those teachers also exhibited social and affective support for, and concern about, students' learning and progress. These practices were not observed in low mastery-focused classes. The teachers perceived as having a high performance focus emphasized formal assessments, grades, and students' relative performance to a substantially greater extent than the low performance-focused teachers.
The 2 x 2 model of perfectionism (Gaudreau & Thompson, 2010) is an important, timely, and welcome addition to the debate on the adaptiveness versus maladaptiveness of perfectionism. Research has long differentiated two dimensions of perfectionism—evaluative concerns perfectionism (ECP) and personal standards perfectionism (PSP)—but the 2 x 2 model opens new perspectives hypothesizing that pure ECP (the combination of high ECP and low PSP) is more maladaptive than mixed perfectionism (high ECP, high PSP). With this, the model challenges the tripartite model of perfectionism (e.g., Rice & Ashby, 2007) which does not differentiate between pure ECP and non-perfectionism (low ECP, low PSP). However, the 2 x 2 model has some aspects I regard as problematic. First, it is not parsimonious comprising unnecessary and contradictory hypotheses. Second, it encourages the interpretation of statistically nonsignificant results. Third, it makes suggestions about “distinct subtypes” of perfectionism that are confusing because all the model’s hypotheses can be tested with moderated regression analysis (Gaudreau, 2012). This comment makes some suggestions on how to address these aspects so future research can make the best use of the 2 x 2 model’s hypotheses to further advance our understanding of the adaptiveness and maladaptiveness of perfectionism.
A controversial issue in sport perfectionism research concerns the degree to which athletes’ perfectionistic tendencies are adaptive or maladaptive. Insight into this issue can be obtained by distinguishing between two perfectionism dimensions: perfectionistic strivings and perfectionistic concerns. Past narrative reviews concede that perfectionistic concerns are maladaptive in sport, but offer contrasting conclusions about whether athletes’ perfectionistic strivings are adaptive or maladaptive (see Flett & Hewitt, 2005; Hall, 2006; Stoeber, 2011). To address this discrepancy, this review systematically documented, categorized, and quantitatively analyzed 201 correlations from 31 studies on perfectionism in athletes. When bivariate correlations were regarded, the proportion of evidence associating perfectionistic strivings with adaptive characteristics in sport was slightly greater than the proportion of evidence associating the dimension with maladaptive characteristics in sport. When partial correlations were regarded (i.e., correlations that controlled for overlap with perfectionistic concerns), a clear majority of evidence associated perfectionistic strivings with adaptive characteristics and only a small minority associated it with maladaptive characteristics. Across both instances, though, considerable evidence (as represented by nonsignificant correlations) associated perfectionistic strivings with neither adaptive nor maladaptive characteristics. Collectively, these findings suggest that perfectionistic strivings among athletes are predominantly adaptive, occasionally neutral, and rarely maladaptive. However, this trend is only apparent when the negative influence of perfectionistic concerns is controlled. Implications of these findings on future research directions and applied sport psychology practice are discussed.
Examines the classroom learning environment in relation to achievement goal theory of motivation. Classroom structures are described in terms of how they make different types of achievement goals salient and as a consequence elicit qualitatively different patterns of motivation. Task, evaluation and recognition, and authority dimensions of classrooms are presented as examples of structures that can influence children's orientation toward different achievement goals. Central to the thesis of this article is a perspective that argues for an identification of classroom structures that can contribute to a mastery orientation, a systematic analysis of these structures, and a determination of how these structures relate to each other. The ways in which interventions must address the independency among these structures are discussed in terms of how they influence student motivation. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A hierarchical model of approach and avoidance achievement motivation was proposed and tested in a college classroom with 178 undergraduates. Mastery, performance-approach, and performance-avoidance goals were assessed and their antecedents and consequences examined. Results indicated that mastery goals were grounded in achievement motivation and high competence expectancies; performance-avoidance goals, in fear of failure and low competence expectancies; and performance-approach goals, in achievement motivation, fear of failure, and high competence expectancies. Mastery goals facilitated intrinsic motivation, performance-approach goals enhanced graded performance, and performance-avoidance goals proved inimical to both intrinsic motivation and graded performance. The proposed model represents an integration of classic and contemporary approaches to the study of achievement motivation. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Psychologically controlling teaching (PCT) refers to the use of intrusive behaviors that pressure students to act, think, and feel in particular ways. The goal of the present research was to examine the dynamics involved in PCT. Study 1 examined self-regulated learning and achievement outcomes of PCT, whereas Study 2 examined antecedents (i.e., individual and environmental pressures). In Study 1, we found that PCT was related negatively to students' use of self-regulation strategies, which, in turn, was positively related to academic achievement. Students' relative autonomy for studying played an intervening role in these associations. Findings of Study 2 revealed that both pressure from above (i.e., a pressuring school environment) and pressure from within (i.e., teachers' low relative autonomy for teaching) were related to PCT, whereas pressure from below (i.e., students' low relative autonomy for studying) was not. These associations could be accounted for by depersonalization, one component of teacher burnout. The discussion focuses on how PCT represents one aspect of the “dark side” of teaching, which is understudied in educational psychology. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Describes how motivational processes influence a child's acquisition, transfer, and use of knowledge and skills. Recent research within the social-cognitive framework illustrates adaptive and maladaptive motivational patterns, and a research-based model of motivational processes is presented that shows how the particular performance or learning goals children pursue on cognitive tasks shape their reactions to success and failure and influence the quality of their cognitive performance. Implications for practice and the design of interventions to change maladaptive motivational processes are outlined. It is suggested that motivational patterns may contribute to gender differences in mathematics achievement and that empirically based interventions may prevent current achievement discrepancies and provide a basis for more effective socialization. (79 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In the present research, a 3 × 2 model of achievement goals is proposed and tested. The model is rooted in the definition and valence components of competence, and encompasses 6 goal constructs: task-approach, task-avoidance, self-approach, self-avoidance, other-approach, and other-avoidance. The results from 2 studies provided strong support for the proposed model, most notably the need to separate task-based and self-based goals. Studies 1 and 2 yielded data establishing the 3 × 2 structure of achievement goals, and Study 2 documented the antecedents and consequences of each of the goals in the 3 × 2 model. Terminological, conceptual, and applied issues pertaining to the 3 × 2 model are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Two studies examined the degree to which pursuit of achievement goals is regulated in response to ongoing competence feedback. In Study 1, conducted in a college classroom, goal pursuit remained largely stable throughout the semester, yet poor exam performance predicted a significant decrease in mastery goal and performance-approach goal pursuit and an increase in performance-avoidance goal pursuit. In Study 2, conducted in a laboratory, negative feedback reduced participants' mastery goal pursuit. In addition, both studies showed unique benefits of 2 goals: The performance-approach goal predicted success on exams (Study 1) and a novel activity (Study 2), and the mastery goal predicted higher interest in both studies. Implications of achievement goal regulation for both theory and research methodology are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Achievement behavior is defined as behavior directed at developing or demonstrating high rather than low ability. Ability can be conceived either with reference to the individual's own past performance or knowledge, a context in which gains in mastery indicate competence, or as capacity relative to that of others, a context in which a gain in mastery alone does not indicate high ability. To demonstrate high capacity, one must achieve more with equal effort or use less effort than do others for an equal performance. The conditions under which these different conceptions of ability function as individuals' goals and the nature of subjective experience in each case are specified. Different predictions of task choice and performance are derived and tested for each case using data from previously published studies. The effects of task and ego involvement, task choice, and self-perceptions are discussed. (125 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Some researchers have called for a reconceptualization of goal theory that acknowledges the positive effects or performance-approach goals. The authors of the present article review studies that indicate that performance-approach goals are associated with adaptive patterns of learning but note that, in other studies, these goals have been unrelated or negatively related to the same outcomes. There is a need to consider for whom and under what circumstances performance goals are good. There is some evidence that performance-approach goals are more facilitative for boys than for girls, for older students than for younger students, in competitive learning environments, and if mastery goals are also espoused. The authors describe the cost of performance-approach goals in terms of the use of avoidance strategies, cheating, and reluctance to cooperate with peers. They conclude that the suggested reconceptualization of goal theory is not warranted.
This study of college students (
N = 464) examined the association between adaptive and maladaptive dimensions of perfectionism and 2 mental health outcomes (self-esteem and depression). Confirmatory factor analysis was used to develop and assess the measurement model used in this study. Structural equations modeling was used to test a mediational model derived from prior theory and research. Analyses supported the existence of 2 perfectionism factors. Path models revealed that adaptive perfectionism was not directly or indirectly (through self-esteem) associated with depression. Maladaptive perfectionism was negatively associated with self-esteem and positively associated with depression. Self-esteem also buffered the effects of maladaptive perfectionism on depression. Distinguishing adaptive from maladaptive perfectionism is discussed in the context of recommendations for practice and future research. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Objectives: Challenging views that perfectionism is a maladaptive factor in sport and that it is related to a preoccupation with performance goals and a neglect of mastery goals, the present article argues that perfectionism in athletes is not generally maladaptive, but shows differential relationships with mastery and performance goals depending on which facets of perfectionism are regarded.
Method: Going beyond the dichotomous achievement goal framework, two studies with N=204 high school athletes and N=147 university student are presented investigating how two facets of perfectionism—striving for perfection and negative reactions to imperfection—relate to athletes’ achievement goals.
Design: Study 1 employed a cross-sectional correlational design, Study 2 a longitudinal correlational design.
Results: Following the trichotomous achievement goal framework, Study 1 found striving for perfection to be positively related to mastery and performance-approach goals, whereas negative reactions to imperfection were positively related to performance-approach and performance-avoidance goals and inversely to mastery goals. Following the 2 × 2 framework, Study 2 found striving for perfection to be positively related to mastery-approach and performance-approach goals whereas negative reactions to imperfection were positively related to mastery-avoidance, performance-approach, and performance-avoidance goals. Moreover, negative reactions to imperfection predicted residual increases in mastery-avoidance goals over 3 months.
Conclusions: It is concluded that striving for perfection in athletes is associated with an adaptive pattern of achievement goals whereas negative reactions to imperfection are associated with a maladaptive pattern. Thus, striving for perfection in sport may be adaptive in athletes who do not experience strong negative reactions when performance is less than perfect.
In the last two decades, goal orientation theory has become an important perspective in the field of achievement motivation,
and particularly in academic motivation. However, as research in the theory has proliferated, the use of multiple methods
to assess goal orientations seems to have contributed to theoretical vagueness, especially with regard to the origin, development,
and stability of these orientations. This review article starts with a critique of methods used in goal orientation research.
The article then suggests six possible theoretical models of goal orientations that seem to be suggested by the literature,
including the perspectives of goal orientations as emerging from: situation-schemas, self-schemas, self-prime, needs, values,
and situated meaning-making processes. The article concludes with pointing to convergent findings, implications for practice,
and persisting as well as emerging issues for future research.
Research on perfectionism suggests that is it useful to differentiate between perfectionistic strivings and perfectionistic concerns. Regarding the 2 × 2 achievement goal framework, the usefulness of this differentiation was recently demonstrated in a study with university student athletes (Stoeber, Stoll, Pescheck, & Otto, 200847.
Stoeber , J. ,
Stoll , O. ,
Pescheck , E. and
Otto , K. 2008. Perfectionism and goal orientations in athletes: Relations with approach and avoidance orientations in mastery and performance goals. Psychology of Sport and Exercise, 9: 102–121. [CrossRef], [Web of Science ®]View all references, Study 2), in which it was found that perfectionistic strivings were associated with mastery-approach and performance-approach goals and perfectionistic concerns with mastery-avoidance, performance-approach, and performance-avoidance goals. Because the study was largely exploratory and only used non-elite athletes, the aim of the present research was to replicate and extend these findings by investigating a sample of 138 young, elite ice-hockey players, while adding further measures of perfectionism and using structural equation modelling (SEM) to confirm the relationships between perfectionistic strivings, perfectionistic concerns, and the 2 × 2 achievement goals. The SEM results showed that, in elite athletes also, perfectionistic strivings are associated with mastery-approach and performance-approach goals, whereas perfectionistic concerns are associated with mastery-avoidance, performance-approach, and performance-avoidance goals. Our findings corroborate the importance of differentiating between perfectionistic strivings and perfectionistic concerns when studying perfectionism in sports, because only perfectionistic concerns (and not perfectionistic strivings) are associated with maladaptive patterns of achievement goals.
This article attempted to demonstrate that the perfectionism construct is multidimensional, comprising both personal and social components, and that these components contribute to severe levels of psychopathology. We describe three dimensions of perfectionism: self-oriented perfectionism, other-oriented perfectionism, and socially prescribed perfectionism. Four studies confirm the multidimensionality of the construct and show that these dimensions can be assessed in a reliable and valid manner. Finally, a study with 77 psychiatric patients shows that self-oriented, other-oriented, and socially prescribed perfectionism relate differentially to indices of personality disorders and other psychological maladjustment. A multidimensional approach to the study of perfectionism is warranted, particularly in terms of the association between perfectionism and maladjustment.
A 2 x 2 achievement goal framework comprising mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals was proposed and tested in 3 studies. Factor analytic results supported the independence of the 4 achievement goal constructs. The goals were examined with respect to several important antecedents (e.g., motive dispositions, implicit theories, socialization histories) and consequences (e.g., anticipatory test anxiety, exam performance, health center visits), with particular attention allocated to the new mastery-avoidance goal construct. The results revealed distinct empirical profiles for each of the achievement goals; the pattern for mastery-avoidance goals was, as anticipated, more negative than that for mastery-approach goals and more positive than that for performance-avoidance goals. Implications of the present work for future theoretical development in the achievement goal literature are discussed.
This investigation employed Smith's (1996) model of performance-related anxiety to examine links between perfectionism, achievement goals, and the temporal patterning of multidimensional state anxiety in 119 high school runners. Instruments assessed achievement goals (Roberts & Balague, 1989), perfectionism (Frost, Marten, Lahart, & Rosenblate, 1990), and multidimensional state anxiety (Martens, Burton, & Vealey, 1990) on 4 occasions prior to a cross-country meet. Hierarchical regression analysis indicated that overall perfectionism was a consistent, significant predictor of cognitive anxiety. Perceived ability was a consistent predictor of confidence, and ego and task goals contributed to the prediction of cognitive anxiety and confidence, respectively. Concern over mistakes, doubts about action, and personal standards were consistent predictors of cognitive anxiety, somatic anxiety, and confidence, respectively. The findings help further develop Smith's (1996) model and suggest that the appraisal process underlying multidimensional state anxiety is influenced by individual differences in a number of achievement-related constructs.
This study sought to provide empirical support for the notion that adaptive and maladaptive perfectionists fundamentally differ in their reported achievement goals and that their differential profiles manifest in varying academically-related outcomes. College students (N = 180) enrolled in a military institution responded to the Frost Multidimensional Perfectionism Scale, achievement goal measures from the Patterns of Adaptive Learning Scales, and two subscales measuring academic functioning. As expected, adaptive perfectionists endorsed a preference for mastery goals along with an advantageous profile of academic functioning. Although maladaptive perfectionists endorsed comparable mastery goals to the adaptive group, they also reported heightened performance goals and a poorer profile of academic functioning. These results suggest that any positive effects that could otherwise be associated with a mastery orientation are negated when the perfectionist concurrently espouses a performance orientation and harbors concerns related to the self. The implications for these findings are discussed.
Rubin's model for causal inference in experiments and observational studies is enlarged to analyze the problem of "causes causing causes" and is compared to path analysis and recursive structural equations models. A special quasi-experimental design, the encouragement design, is used to give concreteness to the discussion by focusing on the simplest problem that involves both direct and indirect causation. It is shown that Rubin's model extends easily to this situation and specifies conditions under which the parameters of path analysis and recursive structural equations models have causal interpretations.
This study investigated associations between student-perceived teacher behaviours and students’ personal goal orientations. Thus, the study applied theoretical concepts from self-determination theory and parenting style in an attempt to enhance understanding of additional environmental characteristics possibly affecting personal goal orientation. Moreover, it examined psychological control in a classroom context, whereas it was previously investigated mainly within parent–child relationships. Junior-high school students (n = 191) completed questionnaires to reveal their perceptions of teacher practices and their own personal goals. The distinction between teachers’ psychological control and autonomy suppression was supported by confirmatory factor analysis; however, they were highly correlated. When regarded as two dimensions of teachers’ compelling behaviours, they associated positively with performance-approach and performance-avoidance goals and negatively with mastery goals. Teachers are advised to avoid various compelling practices.
Perfectionism, with its harshly negative self-talk, is felt to be a burden by most people who experience it. Despite this, a body of literature asserts that some perfectionism is healthy, even though a critical review of this literature finds no factual or theoretical basis for such a claim. The commonly asserted belief in a dichotomy between healthy and dysfunctional perfectionism is based on a misunderstanding of the nature of perfectionism, in part confusing the concept with striving for excellence, and has apparently arisen from uncritical acceptance of early work on the subject. Perfectionism is discussed as an interpersonal and intersubjective phenomenon, involving the perfectionist's experience of other people's expectations and judgments. Implications for treatment are discussed.
This study is a slice of an overarching research investigation of perfectionism in gifted college students. Utilizing a qualitative interview design, this study examined how gifted college students scoring high on 1 of 2 different dimensions of perfectionism (socially prescribed or self-oriented) perceived their achievement motivation. Findings indicated that, for the socially prescribed perfectionists, an underlying motive to avoid failure influenced their achievement goals and behaviors. Based on this motive, they set both performance-avoidance and performance-approach goals and tended toward procrastination in their work. In contrast, an underlying motive to achieve influenced the achievement goals and behaviors of the self-oriented perfectionists. These participants set both mastery and performance approach goals. They developed a strong work ethic, and they were motivated to seek out challenges. Implications of these findings are suggested, and recommendations for parents and educators working with gifted perfectionistic students are discussed.
A 2 × 2 achievement goal framework comprising mastery-approach, mastery-avoidance, performance approach, and performance-avoidance goals was proposed and tested in 3 studies. Factor analytic results supported the independence of the 4 achievement goal constructs. The goals were examined with respect to several important antecedents (e.g., motive dispositions, implicit theories, socialization histories) and consequences (e.g., anticipatory test anxiety, exam performance, health center visits), with particular attention allocated to the new mastery-avoidance goal construct. The results revealed distinct empirical profiles for each of the achievement goals; the pattern for mastery-avoidance goals was, as anticipated, more negative than that for mastery-approach goals and more positive than that for performance avoidance goals. Implications of the present work for future theoretical development in the achievement goal literature are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Some researchers have called for a reconceptualization of goal theory that acknowledges the positive effects of performance-approach goals. The authors of the present article review studies that indicate that performance-approach-goals are associated with adaptive patterns of learning but note that, in other studies, these goals have been unrelated or negatively related to the same outcomes. There is a need to consider for whom and under what circumstances performance goals are good. There is some evidence that performance-approach goals are more facilitative for boys than for girls, for older students than for younger students, in competitive learning environments, and if mastery goals are also espoused. The authors describe the cost of performance-approach goals in terms of the use of avoidance strategies, cheating, and reluctance to cooperate with peers. They conclude that the suggested reconceptualization of goal theory is not warranted.
Achievement goal researchers and theorists have relied primarily on the distinction between performance goals and mastery goals in differentiating competence-based strivings. In this article, an argument is made for incorporating the distinction between approach and avoidance motivation into the performance-mastery dichotomy. Historical, theoretical, and empirical reasons for attending to the approach-avoidance distinction are offered, and a revised, trichotomous framework of achievement goals comprising mastery, performance-approach, and performance-avoidance goals is described and reviewed. This trichotomous framework is discussed in the broader context of a hierarchical model of achievement motivation that attends to the motivational foundation underlying achievement goals per se. Avenues for further theoretical development are also overviewed, including consideration of a mastery-avoidance goal construct.
We developed and tested a model for predicting insecure adult attachment orientations that includes indexes of parental expectations and criticism along with measures of adaptive and maladaptive perfectionism. Parental and social performance expectations were significant predictors of adaptive and maladaptive perfectionism. Maladaptive perfectionism was found to fully mediate associations involving parental and other social performance expectations and our indices of adult attachment orientation. Adaptive perfectionism, though significantly associated with adult attachment orientations, was not found to mediate this relationship. Moderator effects also were found between the different forms of parental and social influences in their prediction of adult attachment orientations, with parental criticism emerging as a key enhancing negative factor. Results position perfectionism as a personality characteristic that develops in part from parental relational influences and that holds implications for current adult relationships.
a b s t r a c t Pathological perfectionism is of increasing interest in clinical research, although the dimensionality of this construct is actively debated. Most studies refer to two underlying dimensions associated with eval-uative concerns and personal standards, and multidimensional scales are used to capture these. The more recently proposed construct of 'clinical perfectionism' (CP), is argued as unidimensional, as is the Clinical Perfectionism Questionnaire (CPQ) arising from this. This study assesses the reliability and validity of the CPQ in a sample of young adults. Utilising a survey design, participants were 491 undergraduate students aged 18–30 years who completed a battery of psychometric measures, of whom 142 were retested after 4 months. After removal of two items, exploratory factor analysis and parallel analysis revealed two dis-tinct factors broadly consistent with existing two-factor formulations of pathological perfectionism, but with modest internal consistency and test–retest reliability. Norms need to be established in order to ascertain meaningful cut-offs and to aid understanding about significant improvement in the different dimensions if the CPQ is to be used in future research. Further research also needs to consider the relative utility of the CPQ against already existing measures of pathological perfectionism in common use.
This book integrates contemporary theory and research on the nature of perfectionism, with particular focus on perfectionism as maladaptive. Chapters are divided into four sections. The first part serves as an introduction to some basic themes in the perfectionism field. The second part examines the role of social, motivational, emotional, and cognitive factors in perfectionism. The next part focuses primarily on the important association between perfectionism and life stress and how the two combine to produce adjustment difficulties. The final part of the book addresses perfectionism as it relates to clinical disorders in the therapeutic context. The goal of the book is to further research on the assessment, nature, and treatment of dysfunctional forms of perfectionism. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Discusses the characteristics, antecedents, and behavioral symptoms of normal and neurotic perfectionism. Normal perfectionists set realistic standards for themselves, derive pleasure from their painstaking labors, and are capable of choosing to be less precise in certain situations. Neurotic perfectionists, on the other hand, demand of themselves a usually unattainable level of performance, experience their efforts as unsatisfactory, and are unable to relax their standards. The development of neurotic perfectionism tends to occur in 1 of 2 kinds of emotive environments: (a) nonapproval or inconsistent approval in which parents fail to establish explicit performance standards for the child, or (b) parental expressions of conditional positive approval far exceed those of unconditional positive approval. Normal perfectionism tends to develop through either positive modeling (the close identification of the child with an emotionally important person) or negative modeling (the child rejects the behavior of an emotionally important person). Some symptoms describe both normal and neurotic perfectionists, but neurotic perfectionists experience them with greater intensity and for a longer duration. Four specific goals are stated which have proven useful in helping clients to change their neurotic perfectionism. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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. (c) 2012 Wiley Periodicals, Inc.
Perfectionism is a multidimensional personality construct that has been linked with various forms of maladjustment. In this article, we discuss the role of perfectionism as a maladaptive factor in sports and exercise, and we describe a phenomenon we identify as the perfectionism paradox. We note that even though certain sports require athletes to achieve perfect performance outcomes, the tendency to be characterized by perfectionistic personality traits and to be cognitively preoccupied with the attainment of perfection often undermines performance and fosters a sense of dissatisfaction with performance. We review existing findings in the literature on sports and exercise and demonstrate that the extreme orientation that accompanies perfectionism is antithetical to attaining positive outcomes. Finally, future research directions are outlined.
Perfectionism is a major diagnostic criterion for one DSM-III diagnosis, and it has been hypothesized to play a major role in a wide variety of psychopathologies. Yet there is no precise definition of, and there is a paucity of research on, this construct. Based on what has been theorized about perfectionism, a multidimensional measure was developed and several hypotheses regarding the nature of perfectionism were tested in four separate studies. The major dimension of this measure was excessive concern over making mistakes. Five other dimensions were identified, including high personal standards, the perception of high parental expectations, the perception of high parental criticism, the doubting of the quality of one's actions, and a preference for order and organization. Perfectionism and certain of its subscales were correlated with a wide variety of psychopathological symptoms. There was also an association between perfectionism and procrastination. Several subscales of the Multidimensional Perfectionism Scale (MPS), personal standards and organization, were associated with positive achievement striving and work habits. The MPS was highly correlated with one of the existing measures of perfectionism. Two other existing measures were only moderately correlated with the MPS and with each other. Future studies of perfectionism should take into account the multidimensional nature of the construct.
The relations between achievement motives, achievement goals, and motivational outcomes on a math task were explored in this correlational study of Asian American (n=105) and Anglo American (n=98) college students. Students completed pretest questionnaires about their two motives (motive to approach success and fear of failure) and three achievement goals (mastery, performance-approach, performance-avoidance) prior to working on a mathematics task, which was then followed by a post-test questionnaire that assessed students' competence perceptions, interest, and anxiety for the task. Asian American students were found to display on average higher levels of fear of failure, performance-avoidance goals, anxiety, and math performance than Anglo American students. More importantly, however, structural equation modeling indicated that the relations among motives, goals, and outcomes were similar for the two ethnic groups. These results also revealed that the two achievement motives were differentially linked to mastery, performance-approach, and performance-avoidance goals. In addition, the three achievement goals were found to mediate the relations between motives and the outcomes. The achievement goals also were linked differentially to the outcomes. The results are discussed in terms of the generalizability of a hierarchical model of motivation to both Asian American and Anglo American students.
This study compares two recently developed measures of perfectionism. College students completed the Frost, Marten, Lahart and Rosenblate (1990; Cognitive Therapy and Research, 14, 449–468) Multidimensional Perfectionsim Scale and the Hewitt and Flett (1991; Journal of Personality and Social Psychology, 60, 456–470) scale of the same name. Their relationship to each other, as well as to measures of affect, were examined. There was considerable overlap in the two measures of perfectionism. Frost et al.'s Total Perfectionism score appears to reflect a global dimension of perfectionism which is correlated with Hewitt and Flett's Self-Oriented and Socially-Prescribed scales, and less closely related to the Other-Oriented scale. Frost et al.'s Personal Standards scale was most closely associated with Hewitt and Flett's Self-Oriented Perfectionism scale. Frost et al.'s Concern over Mistakes, Parental Expectations and Parental Criticism scales were independently correlated with Hewitt and Flett's Socially-Prescribed Perfectionism scale. The subscales from each measure showed differential relationships with measures of positive and negative affect. Those dimensions which have been found to be related to symptoms of psychopathology were most closely related to negative affect (e.g. Concern over Mistakes, Socially- Prescribed Perfectionism), while those which have been found to be related to more “healthy” characteristics were associated with positive affect (e.g. Personal Standards, Other-Oriented Perfectionism). A factor analysis using the 9 subscales resulted in a conceptually clean two-factor solution. The first of these reflected maladaptive evaluation concerns, and the second reflected positive achievement strivings. The implications of these findings for the understanding of the construct of perfectionism are discussed.
This study investigated the relations between early adolescents’ academic motivational orientations and an aspect of quality of friendship: intimacy. Two-hundred and three Jewish-Israeli seventh grade students responded to surveys asking them about their academic achievement goals and about characteristics of their friendships. Variable-centered regression analyses suggested that mastery goals were positively associated with mutual sharing of difficulties, trust, and adaptive social problem-solving between friends, whereas performance-approach goals were negatively associated with intimacy friendship. Moreover, both performance-approach and performance-avoidance goals were associated with mistrust, inconsideration, and tension between friends. A person-centered analysis, employing cluster analysis, suggested that profiles with a higher level of mastery goals relative to both types of performance goals were associated with less mistrust among friends in comparison with profiles with a higher level of performance goals relative to mastery goals. The findings point to the connection between academic motivation and social relationships in school.
Clinical experience suggests that perfectionism can impede the successful treatment of psychological disorders. This review examines the concept of perfectionism, critically evaluates its assessment, reviews the association between existing measures of perfectionism and psychopathology, and considers the impact of perfectionism on treatment. It is concluded that existing measures do not reflect the original construct of perfectionism and that, consequently, new measures are needed. The evidence reviewed indicates that high personal standards are specifically elevated in patients with eating disorders and beliefs about others' high standards for the self are associated with a broad range of psychopathology. The importance of examining mean scores across studies (as well as associations between variables within studies) is emphasized. There has been no systematic evaluation of the treatment of perfectionism despite existing cognitive-behavioral treatment protocols.
Perfectionism has been conceptualized as a personality variable that underlies a variety of psychological difficulties. Recently, however, theorists and researchers have begun to distinguish between two distinct types of perfectionism, one a maladaptive form that results in emotional distress, and a second form that is relatively benign, perhaps even adaptive. In this study, we compared varying models of the perfectionism construct using the best known measures of perfectionism. In a sample of 198 students, three competing models of perfectionism were examined using confirmatory factor analysis. A model that incorporated two factors, one corresponding to maladaptive perfectionism and the other adaptive perfectionism, was a better fit to the data than a unitary perfectionism model. We also examined the relations of the two types of perfectionism, Maladaptive Evaluative Concerns and Positive Striving, to a well known measure of psychological distress. Maladaptive Evaluative Concerns was more strongly associated with depression, anxiety, stress, and test taking anxiety. Overall, this study supports the validity of a distinction between two types of perfectionism, and points to the importance of this duality for measurement and research on perfectionism.
Dimensions of perfectionism and goal orientation have been reported to have differential relationships with test anxiety. However, the degree of inter-relationship between different dimensions of perfectionism, the 2 × 2 model of goal orientations proposed by Elliot and McGregor, cognitive test anxiety, and academic performance indicators is not known. Based on data from 134 university students, we conducted correlation and regression analyses to test associations between adaptive and maladaptive perfectionism, four types of goal orientations, cognitive test anxiety, and two indicators of academic performance: proximal cognitive performance on a word list recall test and distal academic performance in terms of grade point average. Cognitive test anxiety was inversely associated with both performance indicators, and positively associated with maladaptive perfectionism and avoidance goal orientations. Adaptive and maladaptive perfectionism accounted for significant variance in cognitive test anxiety after controlling for approach and avoidance goal orientations. Overall, nearly 50% of the variance in cognitive test anxiety could be attributed to gender, goal orientations, and perfectionism. Results suggested that students who are highly test anxious are likely to be women who endorse avoidance goal orientations and are maladaptively perfectionistic.
One hundred twenty-nine undergraduate students were assessed for suicidal preoccupation, using the Alabama Adolescent Health Survey (AAHS) and selected cards from the Thematic Apperception Test (TAT). They were also administered the Multidimensional Perfectionism Scale (MPS) to assess perfectionistic tendencies. Objective scoring of the TAT was found to be highly reliable. Canonical correlational analyses were nonsignificant for a relationship between perfectionism and suicidal themes on the TAT. However, the more direct questions of the AAHS relating to suicide were significantly related to perfectionism. Results suggest that passive perfectionists who procrastinate out of fear of making mistakes are more likely to be preoccupied with suicide, unlike perfectionists whose strivings produce achievement. High personal standards and parental expectations do not appear related to suicidal preoccupations.
Achievement goal theory has emerged as a major new direction in motivational research. A distinction is made among conceptually different achievement goal orientations including the goal to develop ability (task goal orientation), the goal to demonstrate ability (ability-approach goal orientation), and the goal to avoid the demonstration of lack of ability (ability-avoid goal orientation). Scales assessing each of these goal orientations were developed over an eight year period by a group of researchers at the University of Michigan. The results of studies conducted with seven different samples of elementary and middle school students are used to describe the internal consistency, stability, and construct validity of the scales. Comparisons of these scales with those developed by Nicholls and his colleagues provide evidence of convergent validity. Confirmatory factor analysis attests to the discriminant validity of the scales. Copyright 1998 Academic Press.
Both perfectionism and excessive responsibility have been linked to obsessive compulsive disorder (OCD). Up to now however, a greater number of studies have focused on the role of responsibility. The present study compared compulsive-like behavior of people with different styles of perfectionism. Sixteen functional perfectionists (FP) and 16 dysfunctional perfectionists (DP) were compared on three different tasks in order to explore OC type behavior such as doubting, checking and intrusions. Results show that DP participants, compared to FP participants, scored higher on an OC behavior scale, took significantly more time to complete a precision task and precipitated their decision when confronted with ambiguity. The two groups also tended to differ in their intrusive thoughts following an unsolved problem; FP participants were more preoccupied about solving the problem than about the quality of their performance, contrary to DP subjects. Results are discussed according to theoretical models of OCD.