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In this study, we examined what kind of perfectionistic profiles (i.e., different patterns of perfectionistic strivings and concerns) can be identified among general upper‐secondary school students, how stable those profiles are over the school year, and how they are connected with students' motivation (i.e., achievement goal orientations). Four distinct profiles were identified. Students with high strivings and low concerns had their focus mainly on mastery, while students with an opposite profile emphasized performance‐avoidance and work‐avoidance orientations. Students with high strivings and concerns favored both performance‐ and mastery‐related goals, whereas students characterized by low strivings and low concerns did not display a dominant tendency toward any orientation. Perfectionistic profiles were relatively stable over time, with the majority of students reporting similar tendencies across the measurements, and with no extreme changes observed. Some indications of more students displaying less adaptive perfectionistic tendencies by the end of the school year were nevertheless found. Our findings demonstrate not only stability in perfectionistic tendencies, but also their motivational relevance in the academic context where students' goals and performance concerns play an important role.

Although studies examining multidimensional perfectionism among adolescents have increased over the past two decades, most continue to focus on psychological outcomes such as anxiety or depression. The purpose of this study was to examine two social outcomes that may differ among perfectionistic subtypes: social perspective taking (i.e., the ability to judge a situation from the perspective of another person) and social agency (i.e., the motivation to connect with others). Latent profile analysis was used to classify more than 700 high school adolescents into adaptive perfectionists (high standards, low self-criticism), maladaptive perfectionists (high standards, high self-criticism), and nonperfectionists (comparatively low standards). Results revealed significant mean score differences with respect to social perspective taking, with higher scores among both adaptive and maladaptive perfectionists than nonperfectionists. No mean score differences were found with respect to social agency. Implications of these findings, as well suggestions for future research, conclude the article.

Several authors have suggested that perfectionism develops in the context of a person's family of origin. However, there are few empirical studies that address the relationship between family variables and perfectionism. This study examined the relationship between family variables and multidimensional perfectionism among a sample of 253 middle-school students. The results indicated that adaptive perfectionism was correlated with numerous positive family variables, and adaptive perfectionists tended to have more balanced, cohesive, adaptable families, with a greater perception of parental nurturance than either maladaptive perfectionists or nonperfectionists. © 2011 Wiley Periodicals, Inc.

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