A “Perfect” Case Study: Perfectionism in Academically Talented Fourth Graders

Adelson, Jill L.

doi:10.4219/gct-2007-490

Cited by 23 publications

(28 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…An extensive body of literature has examined perfectionism in gifted students (see Adderholt-Elliott, 1991;Adelson, 2007;Schuler, 2000;Siegle & Schuler, 2000). This focus has emerged in part because it is often assumed that gifted students are particularly likely to be perfectionistic and they experience perfectionistic expectations (i.e., socially prescribed perfectionism).…”

Section: Abstract Perfectionism Achievement Affect Anxiety Sadnesmentioning

confidence: 97%

Perfectionism, Achievement, and Affect in Children: A Comparison of Students From Gifted, Arts, and Regular Programs

Stornelli¹,

Flett

Hewitt

2009

Canadian Journal of School Psychology

View full text Add to dashboard Cite

The current study examined the association between dimensions of perfectionism and levels of academic achievement and affect in school-aged children. A sample of 223 students (90 boys, 133 girls) from regular, gifted, and arts programs completed measures of self-oriented and socially prescribed perfectionism, perceived academic competence, and measures of affect (i.e., happiness, sadness, and fear). Participants were in Grade 4 or Grade 7. Achievement scores were taken from the Canadian Achievement Test. There was little evidence of group differences in levels of perfectionism. Also, perfectionism was mostly unrelated to levels of reading and mathematics achievement with the exception of a positive association between mathematics achievement and perfectionism for students in the gifted program. Other analyses showed that self-oriented and socially prescribed perfectionism were associated with elevated levels of fear and sadness. The results suggest that students undergoing perfectionistic pressures to achieve are prone to negative affects such as sadness and anxiety. RésuméLa présente étude a examiné l'association entre les modalités des traits du perfectionnisme, les capacités d'accomplissement scolaire et l'affect d'enfants d'âge

show abstract

Section: Abstract Perfectionism Achievement Affect Anxiety Sadnesmentioning

confidence: 97%

Perfectionism, Achievement, and Affect in Children: A Comparison of Students From Gifted, Arts, and Regular Programs

Stornelli¹,

Flett

Hewitt

2009

Canadian Journal of School Psychology

View full text Add to dashboard Cite

show abstract

“…Emphasis on competition, however, may encourage students with perfectionist tendencies to use self-handicapping behaviors; thus instead of competition, challenging learning experiences should be designed as enjoyable learning experiences. Emphasizing process and effort rather than a final product is another effective strategy and implies that teachers should use effort-oriented feedback, such as "you showed great progress," and avoid strict judgments about the final products (Adelson, 2007). All of these strategies contribute to a psychologically safe environment that makes students feel supported and encourages them for risk taking and experiencing failure.…”

Section: Resultsmentioning

confidence: 99%

“…In terms of academic success, they push for the highest grades and even the highest test scores may not satisfy them (Adelson, 2007), which in turn may lead to some social and emotional issues for gifted students, such as anxiety, depression, stress, low self-esteem, suicide, etc.…”

Section: Perfectionismmentioning

confidence: 99%

Perfectionism and Self-Handicapping Behaviors of Gifted Students: A Review of the Literature

Tadik¹,

Akca²,

Azboy³

2017

JEGYS

View full text Add to dashboard Cite

The study addresses two issues, perfectionism and self-handicapping, which may threaten gifted students' academic achievement and self-esteem. While perfectionism refers to setting unreasonably high standards for one's own performance, self-handicapping is defined as creating impediments or obstacles to use as an excuse for poor performance. Although both perfectionist and selfhandicapping behaviors have some potential benefits for gifted students, they are mostly detrimental and can lead to anxiety, low self-esteem, and poor performance. This study aims to provide an overview of perfectionism and self-handicapping with a particular emphasis on how perfectionism may provoke self-handicapping behaviors among gifted students so that educators in gifted programs might become more aware of these behvaiors and their implications. The study also discusses some of the strategies that can be helpful to avoid these behaviors and their negative outcomes on gifted learners.

show abstract

“…Of note, while we outlined an emerging discourse that emphasizes process and posits that everyone "can" transact their gift profile and become gift-ed, it is not our intention to discount the unique social-emotional challenges associated with exceptional cognitive development. As shown by research, some cognitively high-functioning individuals do exhibit social-emotional maladjustment in school settings (see, e.g., Adelson, 2007;Gross, 2002;Neihart, 1999;Webb, 2013) and/or demonstrate issues related to asynchronous development (see, e.g., Peterson, 2012Peterson, , 2015Robinson, 1996;Roeper, 2012). However, these findings were confined to cases studies and clinical studies that only pertained to a subpopulation among students conventionally identified as gifted (Richards, Encel, & Shute, 2003).…”

Section: Closing Remarksmentioning

confidence: 99%

Giftedness in the Making: A Transactional Perspective

Porath

et al. 2018

Gifted Child Quarterly

View full text Add to dashboard Cite

Over the past century, strong applications of psychometrics have resulted in an ideology and practices of identification in the field of gifted education. In recent years, an alternative ideology that construes giftedness in an inclusive light and promotes democratic practices has emerged. This ideology posits a new meaning-making system of giftedness that is process-based rather than person-based. In this article, we elaborate some conceptual principles of this emerging ideology. First, we reflect on the nature of giftedness as a social construct using a symbolic interactionist perspective and articulate the dialectical evolution of collective meanings of giftedness. Second, we address the interdependency between an individual and a context when it comes to helping students realize their giftedness. Third, we accentuate a growth orientation and outline the importance of considering giftedness as a process-based entity. Furthermore, we provide a T:CAD conception of giftedness along with ideas for transaction-focused practices that aim to encourage the rendering of this emerging ideology in practice.

show abstract

A “Perfect” Case Study: Perfectionism in Academically Talented Fourth Graders

Abstract: “Perfectionism must be seen as a potent force capable of bringing either intense frustration and paralysis or intense satisfaction and creative contribution, depending on how it is channeled.” (Schuler, 2002, p. 71)

Cited by 23 publications

References 5 publications

Perfectionism, Achievement, and Affect in Children: A Comparison of Students From Gifted, Arts, and Regular Programs

Perfectionism, Achievement, and Affect in Children: A Comparison of Students From Gifted, Arts, and Regular Programs

Perfectionism and Self-Handicapping Behaviors of Gifted Students: A Review of the Literature

Giftedness in the Making: A Transactional Perspective

Contact Info

Product

Resources

About