Maladaptive Perfectionism and Academic Achievement in Indonesian Gifted Undergraduate Students: Goal Adjustment as Moderator

Abstract

This paper examines the role of goal adjustment (goal disengagement and goal re-engagement) as a moderator of maladaptive perfectionism and academic achievement in Indonesian gifted undergraduate students. This cross-sectional study employs a mixed-method sequential explanatory approach. On the quantitative stage, eighty-six undergraduates identified as gifted students completed Frost Multidimensional Perfectionism Scale, Goal Adjustment Scale and self-reported GPA. On the qualitative stage, eight participants were selected from the quantitative stage to participate in a face to face interview. The result showed that maladaptive perfectionism negatively correlated with academic achievement. The interaction between maladaptive perfectionism and academic achievement moderated by goal disengagement show significant interaction, while goal re-engagement was not significant.

“Developing Capabilities”. Inclusive Extracurricular Enrichment Programs to Improve the Well-Being of Gifted Adolescents

“…Poor family, school, and community environments may contribute to this phenomenon (Blaas, 2014;Plucker and Peters, 2018). Other problems experienced by gifted students may also lower their achievement, including maladaptive perfectionism (Yustikasari et al, 2020), social isolation (Vialle et al, 2007), stress (Suldo et al, 2009), depression, anxiety (Cross and Cross, 2015), loss of confidence (Siegle et al, 2020), twofold exceptionality (Reis and McCoach, 2002;McCoach et al, 2020), being a minority (Ford et al, 2018;Davis et al, 2020), and bullying (Bergold et al, 2019), among others.…”