Research on perfectionism is gaining importance. However, there is a lack of research findings on perfectionistic automatic thoughts (PATs). Accordingly, the first aim of this study was to validate a newly developed Spanish version of the Perfectionistic Cognitions Inventory. The second aim was to ascertain different profiles of PATs and examine intercluster differences in social anxiety. A sample of seven hundred ninety-eight 21-43-year-old Spanish undergraduate students (M age ϭ 23.2 years, SD ϭ 5.28) participated in the study. A model that consisted of 17 items situated within three first-order factors, namely, perfectionistic strivings, demands, and concerns, which loaded onto a second-order factor, namely, PATs, was found to be the best fit for the data. Cluster analysis identified three profiles of PATs. The group that obtained the highest scores on all three dimensions of PATs also obtained the highest scores on a measure of social anxiety. The present findings contribute to the existing literature on PATs. Public Significance StatementThe present study validated a Spanish version of the Perfectionistic Cognitions Inventory among university students. The assessment of perfectionistic automatic thoughts (PATs) is important because they are related to psychopathological variables such as depression and stress, which, in turn, can adversely affect the academic performance and socioemotional functioning of students. Accordingly, the present study identified different profiles of PATs and examined corresponding group differences in social anxiety. Those with high levels of PATs reported higher levels of social anxiety than the other groups.
RESUMENEl diseño y desarrollo de prácticas inclusivas se considera una de las líneas de actuación bási-cas para la construcción de una escuela para todos/as. Ambas acciones dependen en buena medida de las actitudes del profesorado, pudiendo estas verse modificadas por la formación que reciben. En este marco, esta investigación se planteó con el objetivo de conocer posibles diferencias en las actitudes de los futuros docentes de Educación Infantil y Primaria, y Educación Secundaria, así como de analizar la existencia de tales diferencias en el impacto que la formación puede tener sobre ellas. Se contó con la participación de 46 y 50 estudiantes, matriculados en el último curso de los Grados de Maestro en Ed. Infantil y Ed. Primaria y en el Máster de Profesorado de Ed. Secundaria, respectivamente, de la Facultad de Educación, de la Universidad de Alicante. Se realizó un estudio descriptivo y no paramétrico (prueba U de Mann-Whitney), con el soporte del programa de análisis de datos SPSS .21. De los resultados se deduce que, en general, el profesorado en formación posee actitudes positivas hacia la diversidad y el principio de inclusión, aunque no están tan definidas en los ítems más controvertidos. Asimismo, destaca el impacto favorable que consideran tiene la formación sobre la sensibilización e interés por este tema. Sin embargo, se aprecia que los estudiantes de Grado poseen actitudes ligeramente más positivas que los de Máster, existiendo diferencias estadísticamente significativas en la consideración de la diversidad como elemento de riqueza y en el impacto de sus estudios sobre el interés por la formación al respecto. Se concluye que resulta apropiado continuar incidiendo sobre el plano actitudinal, en relación a esta temática, en tales titulaciones -con especial énfasis en el Máster -, así como valorar cualitativamente las diferencias que se han hallado entre los grupos estudiados.Palabras clave: atención diversidad; inclusión; profesorado en formación; actitudes LA PSICOLOGÍA Y VALORES ACTUALES
Cognitive reserve (CR) is the capability of an individual to cope with a brain pathology through compensatory mechanisms developed through cognitive stimulation by mental and physical activity. Recently, it has been suggested that CR has a protective role against the initiation of substance use, substance consumption patterns and cognitive decline and can improve responses to treatment. However, CR has never been linked to cognitive function and neurotrophic factors in the context of alcohol consumption. The present cross-sectional study aims to evaluate the association between CR (evaluated by educational level), cognitive impairment (assessed using a frontal and memory loss assessment battery) and circulating levels of brain-derived neurotrophic factor (BDNF) and neurotrophin-3 (NT-3) in patients with alcohol use disorder (AUD). Our results indicated that lower educational levels were accompanied by earlier onset of alcohol consumption and earlier development of alcohol dependence, as well as impaired frontal cognitive function. They also suggest that CR, NT-3 and BDNF may act as compensatory mechanisms for cognitive decline in the early stages of AUD, but not in later phases. These parameters allow the identification of patients with AUD who are at risk of cognitive deterioration and the implementation of personalized interventions to preserve cognitive function.
The maladaptive nature of Perfectionistic Automatic Thoughts (PAT) increases the importance of evaluating the construct. This study aims to identify different clusters of PAT in undergraduates, and to check possible inter-cluster differences in the dimensions of dispositional empathy and emotional intelligence in a sample of 691 Spanish undergraduates (Mage = 23.1; SD = 5.26). The Perfectionism Cognitions Inventory, the Interpersonal Reactivity Index and the Trait Meta-Mood Scale were used. Three clusters with low (LPAT), moderate (MPAT) and high (HPAT) levels of PAT were identified. Statistically significant differences were observed between these clusters in terms of dispositional empathy and emotional intelligence dimensions. HPAT significantly scored higher than LPAT on Fantasy, Empathic Concern, Personal Discomfort and Perception, as well as in comparison with MPAT on Fantasy, Empathic Concern, Personal Discomfort and Perception. Moreover, MPAT obtained significantly higher scores on Comprehension and Repair than LPAT. Effect sizes for these differences were of a small magnitude, except for the HPAT and LPAT contrasts, whose differences were of a moderate magnitude.
This study analyses the relationship between the perfectionism dimensions, i.e. Self-Oriented Perfectionism-Critical (SOP-C) and Self-Oriented Perfectionism-Striving (SOP-S), and affect and the Big Five traits of personality in a sample of 804 Spanish students aged 8 to 11 (M = 9.57; DE = 1.12). Student’s t test, Cohen’s d index and logistic regression analysis were used. The high SOP-C group scored significantly higher than their peers having low SOP-C on Negative Affect and Neuroticism, and lower on Positive Affect, Agreeableness, Consciousness and Openness to Experience. To the contrary, students with high SOP-S scored significantly higher on all adaptive dimensions (i.e. Positive Affect, Extraversion, Agreeableness, Consciousness and Openness to Experience), and lower on Negative Affect and Neuroticism. Effect sizes were small for most of statistically significant differences. These findings were also supported by regression analysis. Results are discussed in light of the debate on the adaptive or maladaptive nature of Self-Oriented Perfectionism.
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