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

Abstract

Through the use of in-depth interviews, this study investigated how gifted high-school students scoring high on at least one measure of perfectionism (self-oriented, socially prescribed, or other-oriented) perceived their perfectionism as developing. Findings suggested support for three family history models outlined by Flett, Hewitt, Oliver, and Macdonald (2002). Lack of challenge in their early academic experiences was also indicated as an influence. Findings are discussed within the context of the current literature on perfectionism in gifted students, and avenues for future research are suggested.

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

“…Perfectionism is a combination of thoughts and behaviors associated with excessively high standards or expectations for one's own performance and are recognized as a common emotional trait of giftedness (Chan, 2010;Silverman, 2007;SpeirsNeumeister et al, 2009). Setting high and demanding goals for oneself can either be a positive or negative force in one's life.…”

“…Meanwhile, positive perfectionism refers to perfectionist behavior in which the individual has a willingness to approach stimuli, and strives to achieve high standards. The individual sets high goals and personal standards, and strives for the rewards associated with achievement, while retaining the ability to be satisfied with one's performance (Silverman, 2007;SpeirsNeumeister et al, 2009). Although there is agreement about the positive and negative dimensions of perfectionism, there is still lack of study on the distinction between positive perfectionism and negative perfectionism faced by academically gifted students in Malaysia.…”

“…Two major factors were personality and parenting styles (Besharat, Azizi, & Poursharifi, 2011;Flett & Hewitt, 2002;SpeirsNeumeister et al, 2009). Apparently, only a few researches have been done in the local context employing Myers-Briggs Type Indicator (MBTI) to academically gifted students (CheMah & Mariani, 2001;Mohd Zuri, Rahimi, Nik Rosila, & Aznan, 2008).…”

“…They used to be associated with emotional level that doesn't match logically with their intellectual capabilities, super-sensitivity, and perfectionism (Silverman, 2007). However, perfectionism is more often discussed when it comes to social and emotional development of academically gifted students (Chan, 2010;Maksic & Iwasaki, 2009;SpeirsNeumeister et al, 2009;Portesova & Urbanek, 2013). Perfectionism has been cited as a major characteristics associated with children and adolescents who have been identified as gifted (Kornblum & Ainley, 2005;Silverman, 2007;Wang, Fu, & Rice, 2012).…”

“…Myths that academically gifted students don't need help as they will do fine in their own and they are happy, popular and well-adjusted in school, have been proven wrong (Chan, 2010;SpeirsNeumeister, Williams, & Cross, 2009;Tam & Phillipson, 2013). Their characteristics often lead to social and emotional problems that can affect their emotional and social development, and one of the characteristics is perfectionism.…”