An Empirical Typology of Perfectionism in Gifted Adolescents

Abstract

We document a typology of perfectionism in a sample of academically talented adolescents and directly examine its relationship to indices of psychiatric symptomatology, adjustment, self-esteem, and coping. Adolescents enrolled in a state-funded residential academy for academically gifted high school students ( N = 141) responded to the Multidimensional Perfectionism Scale (Frost, Marten, Lahart, & Rosenblate, 1990), the Hopkins Symptom Checklist, the Mastery Coping and Superior Adjustment scales from the Self-Image Questionnaire for Young Adolescents, the Perception of Personal Security and Academic Competence scales from the Self-Esteem Index, and the Coping Inventory (COPE). A 2-step cluster analysis of perfectionism scores revealed four clusters: Mixed-Adaptive ( n = 51), Mixed-Maladaptive ( n = 20), Pervasive ( n = 30), and Self-Assured Nonperfectionist ( n = 39). The Pervasive and Mixed-Maladaptive clusters showed a uniformly poor profile of mental health, adjustment, and coping relative to Mixed-Adaptive and Nonperfectionists. The Mixed-Adaptive cluster reported greater academic competence and superior adjustment than did the Nonperfectionist cluster, although these cluster groups were statistically similar on other dimensions of mental health and adjustment. These results suggest that maladaptive perfectionism takes two forms: pervasive and mixed. Implications for intervention and directions for future research are discussed.

Positive Conceptions of Perfectionism: Approaches, Evidence, Challenges

“…In the 12 studies categorized as providing positive evidence (Ashby & Bruner, 2003;Ashby & Kottman, 1996;Dickinson & Ashby, 2005;Dixon et al, 2004;Gilman et al, 2005;LoCicero et al, 2000;Mobley et al, 2005;Periasamy & Ashby, 2002;Rice et al, 2003;Rice & Mirzadeh, 2000;Slaney et al, 2004), healthy perfectionists were conceptualized as individuals with high scores on those facets that the dimensional approaches associated with perfectionistic strivings (i.e., personal standards, high standards, order, and organization) and low or medium scores on those facets associated with perfectionistic concerns (i.e., concern over mistakes, doubts about actions, discrepancy between actual achievements and high expectations, parental criticism, and parental expectations). Unhealthy perfectionists were conceptualized as individuals with high scores on all facets of perfectionism, and nonperfectionists as individuals with medium or low scores on all facets of perfectionism.…”

Perfectionism, Coping, Social Support, and Depression in Maltreated Adolescents

“…One of the few investigations of perfectionism and coping in adolescents used the Frost Multidimensional Perfectionism Scale in a sample of gifted adolescents (Dixon et al 2004). Coping was assessed with the COPE Scale created by Carver et al (1989).…”

Gifted High-School Students' Perspectives on the Development of Perfectionism

“…Research examining perfectionism in gifted students has explored typologies of perfectionism (Dixon, Lapsley, & Hanchon, 2004;Parker, 1997;Vandiver & Worrell, 2002) as well as the extent to which this trait is more or less prevalent in gifted students compared with the general population (Orange, 1997;Parker & Adkins, 1995;Parker & Mills, 1996;Roberts & Lovett, 1994;Schuler, 2000). The origins of perfectionism in gifted students, however, are just beginning to receive attention in the literature.…”