Search

Rising perfectionism levels within post‐secondary students could be one reason for students' challenges with adaptation to post‐secondary. Recent research has suggested mindfulness‐based interventions may be a promising avenue for mitigating high perfectionism, in addition to improving emotional and social well‐being. The objective of this study was to assess the effects of 8 weeks of a mindfulness course on post‐secondary students (compared to a non‐meditating control group). Variables of interest were mindfulness, multidimensional perfectionism (self‐oriented, other‐oriented, and socially prescribed types), stress, anxiety, self‐compassion, and social connectedness. Students self‐enrolled into a mindfulness class offered at a college in Alberta, Canada (n = 15). The experimental sample, aged 18−54 (M = 25.27, SD = 11.47), were 96.7% female. A control group was recruited from first‐ and second‐year psychology classes (n = 30), with ages ranging from 17 to 38 (M = 21.70, SD = 5.36) and 70% identifying as female. Students completed in‐person surveys near the beginning of the term and again after 8 weeks. ANOVAs and linear regression analyses were conducted. In line with previous studies, results indicated that college students practicing mindfulness evidenced lower perfectionism (self‐oriented and other‐oriented types), stress, and anxiety, along with higher mindfulness and self‐compassion. Additionally, interpersonal benefits were revealed as the mindfulness group increased in social connectedness. Perplexing results suggest two routes to social connection, as the control group also showed an increase in social connection, potentially motivated by higher stress and self‐criticism. Findings from the current study are impressive (given the small sample size and the high‐stress time of the term during which post‐test measures were taken) and suggest that integrating mindfulness practices into the curriculum can enhance emotional and social well‐being for postsecondary students. Practitioner points: College students in a mindfulness course evidenced intrapersonal benefits after 8 weeks, including lowered perfectionism (self‐oriented and other‐oriented types), stress, and anxiety; and increased mindfulness and self‐compassion when compared to a non‐meditating control group.Surprisingly, both the mindfulness and control groups demonstrated enhanced social connectedness over time, but the increase in social connection for the control group seemed to be associated with greater stress and self‐criticism.Given the small sample size and the high‐stress time of the term during which posttest measures were taken, results from this study are impressive and add to a growing body of research that suggests mindfulness is helpful to incorporate into the curriculum to enhance emotional and social well‐being for students. [ABSTRACT FROM AUTHOR]

The aim of the present research was the study of relation between Academic Achievement Well-being and Multidimensional Perfectionism through mediative role of Student Engagement. The Statistical Society of the research included the all of the female teenager students who were educating in the secondary high schools of Tehran in 1400-1401 academic year. A sample of 373 people was selected by Sampling method of clustered Multi-stage. Achievement well-being questionnaire, Frost Multidimensional Perfectionism Scale and Reeve Academic engagement Scale were the measurement means of the research. The collected data were analyzed by using Structural Equation Model in order to determine the fitness of the model. The findings of the research showed that the direct (β=-.330 , P< . 05) and indirect (β=-.198, p

Copyright of University of Sharjah Journal for Humanities & Social Sciences is the property of University of Sharjah - Scientific Publishing Unit and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Socially prescribed perfectionism (SPP) but not self-oriented perfectionism (SOP) makes individuals vulnerable for impaired sleep quality. However, the mechanisms that link multidimensional perfectionism to varying sleep remain unclear, especially in applied settings, such as the workplace. Integrating the cognitive–affective personality system theory and the stressor–detachment model (SDM), we proposed time pressure and detachment as relevant mechanisms. We expected SPP to have a negative indirect effect on daily sleep quality through detachment and a serial mediation of time pressure and detachment. Further, we expected SOP to show ambivalent effects, displaying a negative indirect effect on daily sleep quality through detachment, but also a positive indirect effect through serial mediation. We tested our hypotheses with data from 70 employees that participated in a diary study over 5 consecutive days (day level N = 233). Results from multilevel path analyses provided support for the expected serial mediation linking SPP to impaired sleep quality. Additional exploratory analyses confirmed this serial mediation for all four components of sleep quality. Further, a direct positive effect of SOP on sleep quality was found. Our findings highlight the conjoint role of mechanisms in the work and nonwork area, that is, time pressure and subsequent detachment, for the association between SPP and sleep quality. Thus, the results suggest an active role of individuals in contributing to job stressors. We discuss personality as an additional predictor in the SDM and how organizations may include individual and organizational sources of stress in comprehensive intervention approaches. [ABSTRACT FROM AUTHOR]

Why do dimensions of perfectionism have different effects on employees' engagement, exhaustion, and job satisfaction? Combining the perfectionism literature and self-determination theory, we expected self-oriented perfectionism (SOP) and socially prescribed perfectionism (SPP) to be differently related to employee well-being through the fulfilment or lack of autonomy, competence, and relatedness satisfaction. We attributed a unique role to autonomy satisfaction in fostering work engagement. Data were collected at 2 time points, with a 3-month interval, in an online study. Several results from path analyses including data from 328 (T1) and 138 (T2) employees were consistent with our expectations. SPP was negatively related to work engagement and job satisfaction via a lack of autonomy satisfaction and positively related to exhaustion via a lack of relatedness satisfaction. Additionally, SOP and SPP showed different associations with competence satisfaction. Overall, our findings highlight the motivational differences inherent in perfectionism that translate into well-being via need satisfaction and unique effects of the three needs. [ABSTRACT FROM AUTHOR]

Abstract The aim of the present study was to investigate validity evidence based on internal structure and the relationship with other variables of the Brazilian version of the Hewitt and Flett Multidimensional Perfectionism Scale (H&F-MPS). To this end, a sample comprising 368 participants with a mean age of 31.17 years (SD=11,34), 74% female, answered the H&F-MPS perfectionism scale and instruments that measure personality and psychological inflexibility. Findings indicated a factor structure of three dimensions, like the original scale, good discriminative item parameters, highly satisfactory reliability indexes, and significant correlations of the hypothesized directions with Openness to Experiences, Neuroticism, and Conscientiousness factors from the personality measure, as well as with the psychological flexibility measure.

The aim of the present study was to investigate validity evidence based on internal structure and the relationship with other variables of the Brazilian version of the Hewitt and Flett Multidimensional Perfectionism Scale (H&F-MPS). To this end, a sample comprising 368 participants with a mean age of 31.17 years (SD=11,34), 74% female, answered the H&F-MPS perfectionism scale and instruments that measure personality and psychological inflexibility. Findings indicated a factor structure of three dimensions, like the original scale, good discriminative item parameters, highly satisfactory reliability indexes, and significant correlations of the hypothesized directions with Openness to Experiences, Neuroticism, and Conscientiousness factors from the personality measure, as well as with the psychological flexibility measure. [ABSTRACT FROM AUTHOR]

This investigation is intended to explore the effect of the digital environment as well as perfectionism during the COVID-19 pandemic on anxiety and depression. The study used a mixed-methods design; a mixed research methodology was used regarding explanatory design by using a qualitative sub-sample from quantitative sample data. The researcher conducted the study on a sample of 980 students and non-students smartphone and internet users using both qualitative (self-reported) and quantitative (questionnaires) approach. Three different questionnaires were used: The Multidimensional Perfectionism Scale, Beck Depression (BD), and Beck Anxiety Inventory (BA). On the other hand, the researcher designed a self-reported interview for the qualitative part that included 5 major questions and 10 sub-questions. The gathered data were investigated using SPSS version 22 to analyze the collected data for this study, and simple descriptive statistics and coding were used. The results denote that the digital environment is significantly correlated with multidimensional perfectionism in a low positive manner for students. However, the correlation effects for non-students are significantly high as evidenced by a significant positive correlation. Another finding suggests that there is a positive significant association between perfectionism and being depressed and anxious. [ABSTRACT FROM AUTHOR]

This investigation is intended to explore the effect of the digital environment as well as perfectionism during the COVID-19 pandemic on anxiety and depression. The study used a mixed-methods design; a mixed research methodology was used regarding explanatory design by using a qualitative sub-sample from quantitative sample data. The researcher conducted the study on a sample of 980 students and non-students smartphone and internet users using both qualitative (self-reported) and quantitative (questionnaires) approach. Three different questionnaires were used: The Multidimensional Perfectionism Scale, Beck Depression (BD), and Beck Anxiety Inventory (BA). On the other hand, the researcher designed a self-reported interview for the qualitative part that included 5 major questions and 10 sub-questions. The gathered data were investigated using SPSS version 22 to analyze the collected data for this study, and simple descriptive statistics and coding were used. The results denote that the digital environment is significantly correlated with multidimensional perfectionism in a low positive manner for students. However, the correlation effects for non-students are significantly high as evidenced by a significant positive correlation. Another finding suggests that there is a positive significant association between perfectionism and being depressed and anxious.

Background. Perfectionism is a multidimensional personality trait related to an individual’s desire to achieve optimal performance. From this perspective, perfectionism plays an important role in students’ motivation and their interpretation of the contexts for achievement. However, perfectionism which is encouraged by the views of others may result in increased performance levels of undergraduate university students. Objective. This study sought to identify the level of multidimensional perfectionism and motivational orientation among a group of undergraduate students in Jordan, while also investigating the relationship between multidimensional perfectionism and motivational orientation. Design. To collect the data, questionnaires measuring multidimensional perfectionism and motivational orientation, were administered to a sample of 406 male and female undergraduate students at Hashemite University and Al-Hussein Bin Talal University during the academic year 2016/2017. Results. It was shown that the level of multidimensional perfectionism and motivational orientation was moderate, with no significant differences between the dimensions of multidimensional perfectionism and motivational orientation attributable to gender. Moreover, the results showed a positive and statistically significant relationship between the multidimensional perfectionism and motivational orientation subscales. Conclusion. Our study provides valuable insight into perfectionist trends and their relationship to motivational orientation in Arab countries. It contributes to the literature by demonstrating that perfectionism contributes to performance and achievement through its relationship to motivational orientation.

Despite the growing interest in perfectionism and its many facets, there is a lack of research on this phenomenon in the context of leadership. Attending to this deficit, the present study is the first to investigate the relationship between the three facets of perfectionism (self-oriented, socially prescribed, and other-oriented perfectionism) and three types of self-rated leadership behavior. In Study 1 (N = 182), leaders’ perfectionism and its association to their organizational, goal-oriented leadership behavior—self-rated as transactional (management by exception) and transformational leadership—is explored. In Study 2 (N = 185), the relationship of leaders’ perfectionism to their servant leadership as a people-centered leadership behavior is investigated. In line with the perfectionism social disconnection model (PSDM), we assume other-oriented and socially prescribed perfectionism to be positively related to management by exception (i.e., monitoring behavior) and negatively related to transformational and servant leadership, whereas the opposite pattern is primarily predicted for self-oriented perfectionism. Our findings in Study 1 reveal a negative relationship between leaders’ self-oriented perfectionism as well as positive relationships to their other-oriented and socially prescribed perfectionism in management by exception, while no substantial correlations with transformational leadership have emerged. In Study 2, a negative association between other-oriented perfectionism and the forgiveness dimension of servant leadership is revealed, indicating a possible barrier to building interpersonal relationships of acceptance and trust. Additionally, self-oriented perfectionism has been proven to be a rather favorable trait in servant leadership.

Despite the growing interest in perfectionism and its many facets, there is a lack of research on this phenomenon in the context of leadership. Attending to this deficit, the present study is the first to investigate the relationship between the three facets of perfectionism (self-oriented, socially prescribed, and other-oriented perfectionism) and three types of self-rated leadership behavior. In Study 1 (N = 182), leaders' perfectionism and its association to their organizational, goal-oriented leadership behavior—self-rated as transactional (management by exception) and transformational leadership—is explored. In Study 2 (N = 185), the relationship of leaders' perfectionism to their servant leadership as a people-centered leadership behavior is investigated. In line with the perfectionism social disconnection model (PSDM), we assume other-oriented and socially prescribed perfectionism to be positively related to management by exception (i.e., monitoring behavior) and negatively related to transformational and servant leadership, whereas the opposite pattern is primarily predicted for self-oriented perfectionism. Our findings in Study 1 reveal a negative relationship between leaders' self-oriented perfectionism as well as positive relationships to their other-oriented and socially prescribed perfectionism in management by exception, while no substantial correlations with transformational leadership have emerged. In Study 2, a negative association between other-oriented perfectionism and the forgiveness dimension of servant leadership is revealed, indicating a possible barrier to building interpersonal relationships of acceptance and trust. Additionally, self-oriented perfectionism has been proven to be a rather favorable trait in servant leadership. [ABSTRACT FROM AUTHOR]

Perfectionism is a personality trait consisting of many dimensions, and various factors are effective in the formation of this personality trait. At this point, parenting styles appear as a factor that should be examined. The purpose of this study was to determine the relationship between multidimensional perfectionism and parenting styles. For the study, the Eric, JSTOR, Sage Journal, Scopus, Springer Link, Taylor & Francis Online, Google Scholar, Ulakbim, YÖK (the Council of Higher Education), EBSCO Open Dissertations and ProQuest Dissertation and Thesis databases were used. "Parenting styles" and "perfectionism" were used as search terms in the databases. Seven studies met the selection criteria to be included in the meta-analysis. Random effect model was used in the analysis. As a result of the analysis, a weak and positive relationship was found between perfectionist strivings and parenting styles except permissive parenting styles. A weak and positive directional relationship between perfectionist concerns and authoritarian, protective and permissive parenting styles was also found. Moreover, a weak negative relationship between perfectionist concerns and authoritative parental style was found. There was a positive relationship between order, which is the last dimension of perfectionism, and authoritative and protective parenting styles. A weak negative relationship was found between order and authoritarian parenting style. The findings of this study revealed that all three dimensions of perfectionism are related to four parenting styles. [ABSTRACT FROM AUTHOR]

Different and evolving conceptualisations of perfectionism have led to the development of numerous perfectionism measures in an attempt to capture the true representations of the construct. It is, therefore, important to ensure that these instruments are valid and reliable. The present systematic review examined the literature for the psychometric properties of the most commonly used general multidimensional trait perfectionism self-report measures. Relevant studies were identified by a systematic electronic search of academic databases. A total of 349 studies were identified, with 38 of these meeting inclusion criteria. The psychometric properties presented in each of these studies were subjected to assessment using a standardised protocol. All studies were evaluated by two reviewers independently. Results indicated that while none of the included measures demonstrated adequacy across all of the nine psychometric properties assessed, most were found to possess adequate internal consistency and construct validity. The absence of evidence to support adequate measurement properties over a number of domains for the measures included in this review may be attributed to the criteria of adequacy used, with some appearing overly strict and less relevant to perfectionism measures. Clinical and research relevance of the present findings and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

This study identified the subgroups (latent classes) of Korean college students according to the influence of perfectionism on career stress and indecision, and explored the effects of sub-factors of perfectionism on career stress and indecision for each subgroup. Also, the study examined how individual self-esteem and stress coping styles affect the subgroup classification. Data from 476 South Korean college students were analyzed via mixture regression and logistic regression. Four latent classes were identified. In class 1, career indecision increased as self-oriented perfectionism increased, and career stress increased as socially prescribed perfectionism increased. In class 2, career stress increased as self-oriented perfectionism increased, whereas both career stress and career indecision decreased as others-oriented perfectionism increased. In class 3, both career stress and career indecision increased as others-oriented perfectionism increased. In class 4, career stress and career indecision decreased as others-oriented perfectionism increased, while career stress increased as socially prescribed perfectionism increased. In differentiating the classes, self-esteem and coping styles were analyzed as predictor variables. The results indicated that self-esteem helped to distinguish class 1 from class 2, and class 1 from class 3. Avoidance-oriented coping style could distinguish class 1 from class 3. Career counselors would benefit by noting that the influence of each sub-trait of perfectionism on career-related issues may vary by latent class, and that self-esteem and coping styles may moderate the effects of perfectionism on career-related issues. [ABSTRACT FROM AUTHOR]

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although the double-edged nature of perfectionism is widely acknowledged, little is known about how it shapes employee career development. By combining two field studies, we provide a multiperspective insight into the relevance of both employee and supervisor perfectionism for employee career development. While we expected self-oriented perfectionism (SOP) to have an ambivalent role for career development, we proposed that socially prescribed perfectionism (SPP) in particular, but also other-oriented perfectionism (OOP), would show maladaptive relationships with career-related indicators. In Study 1 (N = 116), we focused on the employee perspective and how multidimensional perfectionism relates to career aspirations (operationalized via work motivation) and subjective career success. Employees high in SOP reported higher, whereas those high in SPP reported lower perceived career success. OOP was negatively related to intrinsic motivation, but positively explained extrinsic (social) motivation and amotivation. In Study 2 (N = 146), we examined the role of supervisor perfectionism in supporting or hindering employees’ career development by providing or draining resources. Our results show that supervisors high in SOP - and partly in OOP are reluctant to delegate highly responsible tasks; SPP even increased the likelihood of assigning illegitimate tasks to subordinates. Our findings suggest that both employee and supervisor perfectionism may boost or thwart employee career development and success. We discuss that supervisor perfectionism may limit employees’ opportunities for experiential learning. [ABSTRACT FROM AUTHOR]

Although the double-edged nature of perfectionism is widely acknowledged, little is known about how it shapes employee career development. By combining two field studies, we provide a multiperspective insight into the relevance of both employee and supervisor perfectionism for employee career development. While we expected self-oriented perfectionism (SOP) to have an ambivalent role for career development, we proposed that socially prescribed perfectionism (SPP) in particular, but also other-oriented perfectionism (OOP), would show maladaptive relationships with career-related indicators. In Study 1 ( N = 116), we focused on the employee perspective and how multidimensional perfectionism relates to career aspirations (operationalized via work motivation) and subjective career success. Employees high in SOP reported higher, whereas those high in SPP reported lower perceived career success. OOP was negatively related to intrinsic motivation, but positively explained extrinsic (social) motivation and amotivation. In Study 2 ( N = 146), we examined the role of supervisor perfectionism in supporting or hindering employees' career development by providing or draining resources. Our results show that supervisors high in SOP - and partly in OOP are reluctant to delegate highly responsible tasks; SPP even increased the likelihood of assigning illegitimate tasks to subordinates. Our findings suggest that both employee and supervisor perfectionism may boost or thwart employee career development and success. We discuss that supervisor perfectionism may limit employees' opportunities for experiential learning., Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Multidimensional models of perfectionism predict important outcomes for existing interpersonal relationships, but limited research has examined multidimensional perfectionism in the context of initial attraction and evaluation of potential relationship partners (cf. Hoffmann, Stoeber, & Musch, 2015). In this preregistered within-subjects experiment, 381 participants from the United States completed an online survey rating their interest in potential relationships with and stereotypes of five potential relationship partner profiles: self-oriented, socially prescribed, and other-oriented perfectionists, a non-perfectionist, and a baseline profile not mentioning perfectionism. Baseline and non-perfectionist profiles received the highest ratings of likability, desire to be in a relationship, and warmth followed by the socially prescribed, self-oriented, then other-oriented perfectionist profiles. In contrast, self-oriented perfectionists were rated as more competent than self-oriented or other-oriented perfectionists. Participants anticipated being less happy in long term and high investment relationships with perfectionists compared to short term and low investment relationships, whereas the opposite pattern was true for the baseline and non-perfectionist profiles. Finally, participants' own self-oriented, socially prescribed, and other oriented perfectionism each positively predicted interest in relationships with perfectionists, but did not positively predict interest in the baseline and non-perfectionist profiles. Strengths, limitations, and contributions to the understanding of perfectionism in relationships are discussed. [ABSTRACT FROM AUTHOR]

As results of researchers' examination of the relationship between perfectionism and procrastination have often been inconsistent, we conducted a meta-analysis of the relationship between procrastination and multidimensional perfectionism. Results indicated that perfectionistic strivings were negatively linked to procrastination, whereas perfectionistic concerns were positively linked to procrastination. Gender, and the measures of perfectionism and procrastination were found to moderate the relationship between procrastination and multidimensional perfectionism. We found that self-efficacy played a mediating role in the relationship between self-oriented perfectionism and procrastination. Our findings fill a gap in the literature and provide confirmatory evidence that the temporal motivational theory can be applied to gain further understanding of the perfectionism-procrastination relationship. [ABSTRACT FROM AUTHOR]

The present study aimed at construction and validation of Academic Perfectionism Scale for university undergraduates. In Part-I of the study, an item pool was developed and items of the scale were empirically determined for content validation. Factorial validity and internal consistency was determined on a sample of 585 participants including young men (n = 228) and young women (n = 358) with an age ranging from 18 to 25 years (M = 20.84, SD = 1.632). Factor analysis revealed six factor solution, which accounted for 29.7% cumulative variance with .86 alpha reliability. The six factors were named as Parental Expectations, Doubts and Concerns on Performance Quality, Socially Prescribed Perfectionism, Personal Standards, Organization, and Parental Criticism. In part-II of the study, convergent validity was established on an independent sample comprised of University undergraduates (N = 60). Positive correlation of Academic Perfectionism Scale with Frost Multidimensional Perfectionism Scale (Frost, Marten, Lahart, & Rosenblate, 1990) provided evidence for the convergent validity of the scale. [ABSTRACT FROM AUTHOR]

The main aim of this study is to determine the variables predicting the social problem solving skills of pre-service elementary teachers and to examine their social problem solving skills, academic locus of control, and perfectionism in terms of their gender, grade levels, and universities. The sample of the study consists of 529 including 365 female (%69) and 164 male (%31) volunteer pre-service teachers attending to Department of Elementary Education, Primary School Teacher Division in Adnan Menderes University (n:207, %39,1), Erciyes University (n:175, %33,1), Muğla Sıtkı Koçman University (n:147, %27,8). On the purpose of data collection; Academic Locus of Control, short form of Revised Social Problem Solving Scale, Multidimensional Perfectionism Scale and personal information form were used. In the study t-test, ANOVA, Correlation and Regression analyzes were used to analyze the data. According to results of the study, there was a high level significant difference between pre-service teachers' social problem solving skills and inner locus of control, and significant difference with perfectionism. [ABSTRACT FROM AUTHOR]