Big Five Personality Factors, Perceived Parenting Styles, and Perfectionism among Academically Gifted Students

Abstract

This study focuses on the examination of Big Five personality factors and perceived parenting styles in predicting positive and negative perfectionism among academically gifted students. Through cross-sectional random sampling procedures, 448 form four students (16 years old) involved particularly those who scored straight A's in Penilaian Menengah Rendah (PMR). The participants responded to three related instruments, comprises of the International Personality Item Pool, Parental Authority Questionnaire, and Multidimensional Perfectionism Scale. The study utilized K-Mean cluster analysis to cluster the perfectionism of the students.Stepwise multiple regressions used to determine the role of Big Five personality factors and perceived parenting styles in predicting positive and negative perfectionism. The findings showed 259 (57.8%), 136 (30.4%), and 53 (11.8%) students were clustered to dysfunctional/neurotic perfectionistic, healthy/normal perfectionistic, and non-perfectionistic, respectively. The results of two separate stepwise multiple regression analyses found that positive perfectionism was significantly predicted by several factors including paternal authoritative style, openness to experiences, maternal authoritative style, and conscientiousness. On the other hand, negative perfectionism was significantly predicted by maternal authoritarian style, neuroticism, and paternal authoritarian style. As predicted, permissive parenting style showed no contribution in predicting positive and negative perfectionism. Implications, limitations, and recommendation of the study are addressed briefly in this research. In fact, this is one of the first empirical studies of perfectionism relating to Big Five personality factors and perceived parenting styles among academically gifted students in Malaysia.

Perfectionism in Gifted Adolescents

“…It is important to note that several studies have found gifted children to be no more perfectionistic than their average ability counterparts (LoCicero & Ashby, 2000; Parker, 2000; Parker & Mills, 1996). However, it is generally thought that many gifted children are academic perfectionists and place high personal standards on themselves, particularly in the classroom (Basirion, Majid, & Jelas, 2014; Dixon et al, 2004; Kornblum & Ainley, 2005; Parker & Adkins, 1995; Speirs Neumeister, 2007; Wang, Fu, & Rice, 2012), and some (Portešová & Urbánek, 2013) even suggest rates of perfectionism among gifted students are increasing. Gifted individuals’ lived experiences may be very different from their non-gifted peers (L.…”

Multidimensional Perfectionism Predicted by Personality Traits and Parental Bonding: An Empirical Study with a Brazilian Sample

“…For instance, few studies analysed the combined influence of parenting and personality on the development of perfectionism. Two of those studies had similar conclusions: neuroticism and harsh parenting are related to negative/maladaptive aspects of perfectionism while conscientiousness and authoritative parenting are related to more adaptative dimensions of perfectionism (Basirion et al 2014;Walton et al 2018). From these studies, it is possible to conclude that high demands with low warmth can lead to less adaptative forms of perfectionism.…”

Educators’ perceptions of mathematically gifted students and a socially supportive learning environment – A case study of a Finnish upper secondary school

“…Some gifted people possess perfectionistic traits, which can either enhance or restrict positive talent development. Healthy, adaptive perfectionism offers satisfaction from high-level learning and sustains motivation to learn more, whereas unhealthy, maladaptive perfectionism has the opposite effect (Basirion, Majid, & Jelas, 2014). The orientation of perfectionism can vary from positive pursuit of excellent learning to unhealthy comparison to surrounding peers (Speirs Neumeister, 2016;Stoeber, 2014).…”

“…Teachers can support healthy perfectionism in their school community (Basirion et al, 2014). According to teachers' perceptions, collaborative learning, and shared goals positively influence students' relationships by enhancing connectedness and trust (Thapa et al, 2013).…”

“…According to teachers' perceptions, collaborative learning, and shared goals positively influence students' relationships by enhancing connectedness and trust (Thapa et al, 2013). Together with adequately challenging instruction (Brigandi, Weiner, Siegle, Gubbins, & Little, 2018;Speirs Neumeister, 2016), this feeling of connectedness helps gifted students focus their perfectionism on positive striving (Basirion et al, 2014;Stoeber, 2014). Informal learning and out-of-school activities such as summer schools may provide opportunities for collaborative learning with congenial peers and thus support the wellbeing of gifted adolescents (Koichu & Andzans, 2009;McHugh, 2006;Winkler, Stephenson, & Jolly, 2012).…”