Distinguishing self-oriented perfectionism-striving and self-oriented perfectionism-critical in school-aged children: Divergent patterns of perceived parenting, personal affect and school performance

Harvey, Brenda; Moore, Amanda; Koestner, Richard

doi:10.1016/j.paid.2017.02.069

Cited by 25 publications

(41 citation statements)

References 16 publications

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“…Furthermore, this distinction between strivings and criticisms was also supported by correlational analysis; SOP-Strivings was not significantly related with school anxiety and aggression, whereas SOP-Critical and SPP were positively and significantly linked with all subscales of school anxiety and aggression. Thus, these findings are consistent with those obtained by previous research [20,25,26,27], suggesting that SOP-Striving and SOP-Critical reflect, respectively, the adaptive and maladaptive facets of intrapersonal perfectionism.…”

Section: Discussionsupporting

confidence: 92%

“…However, in the case of obsessive–compulsive symptoms, both dimensions correlated positively and significantly. More recently, the results of Harvey et al [27] showed positive and significant correlations between SOP-Striving and parental expectations and academic achievement, as well as nonsignificant with parental criticism, negative affect, and positive affect. By contrast, SOP-Critical was significantly and positively associated with parental criticism and negative affect, but nonsignificantly with parental expectations, positive affect, and academic achievement.…”

Section: Introductionmentioning

confidence: 99%

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Spanish Validation of the Child and Adolescent Perfectionism Scale: Factorial Invariance and Latent Means Differences across Sex and Age

et al. 2019

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The present study analyzed the psychometric properties of a Spanish translation of the child–adolescent perfectionism scale (CAPS-S), as well as its factorial invariance and latent means differences across sex and age. A sample of 1809 Spanish students of Primary Education, aged between 8 and 11 (Mage = 9.53, SD = 1.11), was used. Confirmatory factor analyses and multigroup confirmatory factor analyses were applied to examine the factor structure of the CAPS-S. The results revealed that a model made up of 13 items structured in 3 factors—Self-Oriented Perfectionism-Striving (SOP-Striving), Self-Oriented Perfectionism-Critical (SOP-Critical), and Socially Prescribed Perfectionism (SPP)—showed a better fit than any of the previously tested models, and it was invariant across sex and age. SOP-Striving did not significantly correlate with school anxiety and aggression, whereas significant and positive correlations were found in the case of SOP-Critical and SPP. The levels of reliability and stability of the scale were ω = 0.91, 0.74, 0.73, and 0.80, and rxx = 0.73, 0.62, 0.73, and 0.74, for the total CAPS-S and for the SOP-Striving, SOP-Critical, and SPP dimensions, respectively. Analysis of latent means differences revealed that boys scored significantly higher than girls in SOP-Critical. The 9-year-olds scored significantly lower in SPP than their 8-year-old peers. Conversely, 11-year-olds scored higher in SOP-Critical than 8-year-olds. In addition, 10- and 11-year-olds scored higher than their 9-year-old peers. The CAPS-S presented in this research is a reliable and valid instrument to assess perfectionism in Spanish child population.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Spanish Validation of the Child and Adolescent Perfectionism Scale: Factorial Invariance and Latent Means Differences across Sex and Age

et al. 2019

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“…These results thus suggest that decreasing socially prescribed perfectionism and promoting self‐oriented perfectionism might help to enhance students’ levels of need satisfaction in the educational context, leading in turn to more desirable affective and behavioral outcomes (e.g., students’ interest toward their studies, satisfaction). In this regard, Harvey, Moore, and Koestner () showed that parental expectations were positively related to self‐oriented perfectionism. Stoeber, Otto, and Dalbert () also found that conscientiousness plays a role in the development of self‐oriented perfectionism.…”

Section: Discussionmentioning

confidence: 99%

Students’ Need Satisfaction Profiles: Similarity and Change over the Course of a University Semester

et al. 2019

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Self-determination theory positions the satisfaction of students' needs for autonomy, competence, and relatedness as important determinants of various educational outcomes. In this study, we identify subpopulations of students characterized by distinct configurations of need satisfaction in the educational context, and assess the extent to which the nature of these configurations, and students' individual profiles, remain stable over the course of a university semester. We also examine the role of perfectionism in the prediction of profile membership, and how these profiles relate to a variety of educational outcomes. A total of 521 first-year undergraduate university students completed our measures at the beginning and end of a university semester. We identified five need satisfaction profiles, which remained unchanged over the course of the study. Students characterized by higher levels of self-oriented perfectionism were more

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“…Two studies examined the relationship between perfectionism and academic grades (Harvey, Moore, & Koestner, 2017;Shim, Rubenstein, & Drapeau, 2016). Shim, Rubenstein, and Drapeau (2016) examined grades in mathematics and Harvey et al (2017) examined average grades in English and mathematics.…”

Section: Performance In Educationmentioning

confidence: 99%

Perfectionism and Performance in Sport, Education, and the Workplace

Madigan¹,

Hill²,

Mallinson-Howard³

et al. 2018

Oxford Research Encyclopedia of Psychology

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Perfectionism and performance have long been intertwined. The conceptual history of this relationship is best considered complex, with some theorists maintaining that perfectionism is likely to impair performance and others more recently suggesting that aspects of perfectionism may form part of a healthy pursuit of excellence. Recent studies on perfectionism and performance in sport, education, and the workplace provide us with evidence that perfectionism is indeed an important characteristic in achievement domains. However, this relationship is exceedingly complex. In examining this relationship empirically, researchers have distinguished between two dimensions of perfectionism. The first is perfectionistic strivings that comprise high personal standards and a self-oriented striving for perfection. The second is perfectionistic concerns that comprise a preoccupation with mistakes and negative reactions to imperfection. With regard to perfectionistic strivings, research has revealed that in certain circumstances they are related to better performance. Evidence for this is strongest in education but notably mixed in sport and the workplace. With regard to perfectionistic concerns, while there is evidence that they may not directly impair performance, there is also enough evidence that they may have a detrimental indirect influence on performance. Based on existing research, we argue that there is currently too little research and too many mixed findings to conclude perfectionistic strivings forms part of a healthy pursuit of excellence. In addition, the role of perfectionistic concerns for performance is likely to be more substantive than currently suggested.

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Distinguishing self-oriented perfectionism-striving and self-oriented perfectionism-critical in school-aged children: Divergent patterns of perceived parenting, personal affect and school performance

Cited by 25 publications

References 16 publications

Spanish Validation of the Child and Adolescent Perfectionism Scale: Factorial Invariance and Latent Means Differences across Sex and Age

Spanish Validation of the Child and Adolescent Perfectionism Scale: Factorial Invariance and Latent Means Differences across Sex and Age

Students’ Need Satisfaction Profiles: Similarity and Change over the Course of a University Semester

Perfectionism and Performance in Sport, Education, and the Workplace

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