Adaptive Perfectionism, Maladaptive Perfectionism and Statistics Anxiety in Graduate Psychology Students

Comerchero, Victoria A.; Fortugno, Dominick A.

doi:10.2304/plat.2013.12.1.4

Cited by 15 publications

(21 citation statements)

References 31 publications

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“…However, a greater degree of maladaptive perfectionism was not found to significantly affect emotion regulation in the present study. This finding appears to be inconsistent with past research that has linked maladaptive perfectionism to higher levels of anxiety (e.g., Achtziger & Bayer, 2013;Comerchero & Fortugno, 2013) and higher levels of problematic perfectionistic cognitions (e.g., self-blame, catastrophization, and rumination; Rudolph, Flett, & Hewitt, 2007), but this could be, in part, due to differences in the operationalization of constructs in that we did not directly examine anxiety or psychological distress but rather the emotion regulation strategies themselves.…”

Section: Discussioncontrasting

confidence: 97%

“…Schuler asserted that adaptive perfectionists used organizational skills to achieve their goals, whereas maladaptive perfectionists tended to fixate on a fear of making mistakes and tended to have more generalized anxiety. In support of this idea, Comerchero and Fortugno (2013) investigated statistics anxiety in a sample of graduate students and found that maladaptive perfectionism correlated with higher levels of statistics anxiety.…”

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confidence: 97%

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Emotions, Cognitions, and Well-Being

Perrone

Simon-Dack

Beduna

et al. 2015

Journal for the Education of the Gifted

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In this study, we examined interrelationships among emotional overexcitability, perfectionism, emotion regulation, and subjective well-being. Dabrowski and Piechowski’s theoretical conceptualization of overexcitabilities and J. J. Gross and John’s constructs of emotion regulation strategies provided a framework to guide hypotheses in the present study. Participants were 191 adults who responded to surveys administered via online methodology. Multiple-regression analyses revealed that participants in the present study with higher emotional overexcitability had lower degrees of emotion regulation overall, whereas individuals reporting higher levels of adaptive perfectionism (strivers) had higher levels of emotion regulation. Furthermore, strivers and those who used cognitive reappraisal strategies for emotion regulation were linked to higher subjective well-being for participants in this study.

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Section: Discussioncontrasting

confidence: 97%

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confidence: 97%

Emotions, Cognitions, and Well-Being

Perrone

Simon-Dack

Beduna

et al. 2015

Journal for the Education of the Gifted

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“…Olumlu mükemmelliyetçiliğin aksine çalışmada yalnızlık ile olumsuz mükemmelliyetçilik arasında pozitif yönde anlamlı bir ilişki olduğu sonucuna ulaşılmıştır. Alanyazın incelendiğinde olumsuz mükemmelliyetçiliğin depresyona yatkınlık (Enns vd., 2002;Gnilka vd., 2011), mutsuzluk (Gnilka vd., 2011), sürekli kaygı (Comerchero ve Fortugno, 2013), öfke, fiziksel-sözel saldırganlık (Erol-Öngen, 2009) vb. olumsuz psikolojik yaşantılar ile pozitif yönde ilişki içinde olduğunu gösteren araştırma bulgularının mevcut araştırma sonucunu desteklediği görülmektedir.…”

Section: Discussionunclassified

Positive-Negative Perfectionism as Predictors of Loneliness among Secondary School Students

Karababa

2019

Kastamonu Eğitim Dergisi

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Bu araştırmanın amacı ortaokul öğrencilerinde yalnızlık ile olumlu-olumsuz mükemmelliyetçilik arasındaki ilişkinin incelenmesidir. Araştırmadaki veri seti 2016-2017 eğitim-öğretim yılında, araştırmaya gönüllü olarak katılmayı kabul eden toplam 358 (169 kız-189 erkek) ortaokul öğrencisinden elde edilmiştir. Bu araştırma ilişkisel tarama modeli çerçevesinde gerçekleştirilmiştir. Araştırmada veri toplama araçları olarak "Olumlu ve Olumsuz Mükemmelliyetçilik Ölçeği" ve "UCLA Yalnızlık Ölçeği" kullanılmıştır. Analizler SPSS 16.0 paket programı yardımıyla test edilmiştir. Araştırma bulgularına göre yalnızlık olumlu mükemmelliyetçilik ile negatif; olumsuz mükemmelliyetçilik ile ise pozitif yönde anlamlı ilişki göstermektedir. Ayrıca, araştırma bulguları ortaokul öğrencilerinde olumlu mükemmelliyetçiliğin yalnızlığın negatif yönde; olumsuz mükemmelliyetçiliğin ise pozitif yönde anlamlı bir yordayıcısı olduğunu göstermiştir.

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“…14,23,24 Slaney et al's 16 bidimensional model, for example, accounts for interaction between the high standards and discrepancy dimensions to differentiate between APs and MPs (Figure 1). 23 Although not specifically validated on DPT students, this well-known model has been validated and used extensively with undergraduate psychology students [25][26][27][28][29][30] who are of similar age and life stage to DPT students. Ashby, Rice, and Martin established psychometric properties in a sample of more than 200 US undergraduate students with a mean age of 22.92 years.…”

Section: Review Of Literaturementioning

confidence: 99%

Perfectionism, Stress, and the Entry-Level Doctor of Physical Therapy Student: A Cross-Sectional, Observational Study

Richardson

Miller

Papa

et al. 2021

JOPTE

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Introduction. Perfectionism consists of high standards and hypercritical selfevaluation. Some doctor of physical therapy (DPT) students experience increased stress levels due to rigorous academic expectations. ere is limited understanding of how successful these students are at managing increased stress, especially among perfectionists. e purpose was to examine perfectionism among entry-level DPT students and its relationship to perceived stress. Review of Literature. Researchers have studied perfectionism and stress in health professions programs, but not DPT programs. Being a Maladaptive Perfectionist (MP) was positively and strongly associated with stress among health professions students. Subjects. Convenience sample of firstyear, second-year, and third-year DPT students (n = 163). Methods. is was a nonexperimental, single-site, cross-sectional study. Investigators used 3-way analysis of variance to compare student characteristics and binomial logistic regressions to determine whether characteristic and/or perceived stress was predictive of perfectionism subtype. ey completed bivariate correlations to determine associations between perfectionism and stress. Results. Sample results demonstrated 41.10% Adaptive Perfectionists and 25.15% MPs. ere was a moderate, direct association between perceived stress and the perfectionism discrepancy measure (r s = .51, P < .01). e perceived stress and perfectionism subtype logistic regression model was statistically significant, x 2 (1) = 18.73, P < .01. Participants with increased perceived stress had 1.17 times higher odds of being categorized as an MP than those with lower stress levels. Discussion and Conclusion. Maladaptive Perfectionist students may be at greater risk for stress-related issues. Perfectionism and stress measures may assist educators in identifying at-risk students, monitor student response to stress management interventions, and consider curricular changes to lower stress. Students who effectively manage stress may ultimately have overall greater well-being.

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Adaptive Perfectionism, Maladaptive Perfectionism and Statistics Anxiety in Graduate Psychology Students

Cited by 15 publications

References 31 publications

Emotions, Cognitions, and Well-Being

Emotions, Cognitions, and Well-Being

Positive-Negative Perfectionism as Predictors of Loneliness among Secondary School Students

Perfectionism, Stress, and the Entry-Level Doctor of Physical Therapy Student: A Cross-Sectional, Observational Study

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