Moderating Role of Self-Compassion in the Relationships Between the Three Forms of Perfectionism with Anger, Aggression, and Hostility

Abstract

The prevalence of aggression in adolescents is on the rise, and it could be a serious public health concern. Studies have found positive relationships between perfectionism with anger, aggression, and hostility. However, the moderating role of self-compassion in the links between perfectionism with anger, aggression, and hostility has not been studied. To better understand the relationships between the three forms of perfectionism with anger, aggression, and hostility, this study aimed to explore the moderating role of self-compassion. Participants were 380 undergraduates selected using a multi-stage cluster sampling technique from three universities in Iran. Participants completed the Self-Compassion Scale, the Multidimensional Perfectionism Scale, and the Aggression Questionnaire Scale. The results from structural equation modelling analysis showed that other-oriented perfectionism and socially prescribed perfectionism positively predicted anger, aggression, and hostility. The results showed that self-oriented perfectionism significantly and positively predicted anger and hostility; but there were no observed statistically significant relationships of self-oriented perfectionism with verbal aggression and physical aggression. The findings showed that self-compassion played a moderating role in the relationships between other-oriented perfectionism and socially prescribed perfectionism with anger, aggression, and hostility; however, it did not play a moderating effect on self-oriented perfectionism with anger, aggression, and hostility. The findings provide a deeper understanding of the moderating role of self-compassion in the links between other-oriented perfectionism and socially prescribed perfectionism with anger, aggression, and hostility among undergraduates. The findings of this study could be applicable for psychologists and counselors who deal with aggressive behavior, anger, and hostility in undergraduate students to assess the three forms of perfectionism and self-compassion.

The effect of perfectionism on relative deprivation among nursing students: The role of interpersonal sensitivity and resilience

“…Specifically, maladaptive perfectionists have high maladaptive self‐standards and pursue high standards for self‐image in social interaction, but they are not confident that they can perfectly complete the performance expected by themselves and others. In the process of interpersonal communication, nursing students pay attention to their own negative performance and mistakes and are afraid of receiving negative feedback from others (Mohammadian et al, 2018), showing a high level of interpersonal pressure and interpersonal problems (Abdollahi et al, 2022; Wang et al, 2022) and a high level of interpersonal sensitivity. On the other hand, nursing students with high interpersonal sensitivity tend to have high neuroticism, and neurotic individuals are susceptible to feeling high relative deprivation because of their sensitive and suspicious characteristics (Xuan et al, 2021).…”

“…According to the perfectionism social disconnection model, the development of perfectionism is traced to attachment problems that manifest as unsatisfied needs to be cared for, accepted and protected, which gradually develop into different forms of interpersonal sensitivity to reactions to others and/or interpersonal hostility towards others (Hewitt et al, 2020). Previous studies have shown that perfectionists focus on gaining recognition and appreciation, have a chronic fear of being criticized by important others, and are thus particularly sensitive to the stressors of interpersonal relationships (Abdollahi et al, 2022; Wang et al, 2022). Individuals with high interpersonal sensitivity tend to make negative evaluations of themselves.…”

Role of the integration of the 4C model in the professional training of foreign language teachers

“…The teachers must integrate the 4C model in the teaching and ensure that the students master these 4Cs to prepare them for the future and foster their learning and innovation skills (Abdollahi et al, 2022). These are transferable skills that an individual can transfer from one task to another and from one job to another (Galabova, 2022).…”

Validación del modelo multidimensional de perfeccionismo en población infantil

“…Adicionalmente, el perfeccionismo puede afectar directamente las relaciones interpersonales al promover su deterioro y desgaste (Habke et al, 1999;Lago et al, 2005;Lozano et al, 2012). El estilo de interacción de estas personas suele estar caracterizado por la presencia de arrogancia, hostilidad y sensibilidad interpersonal: estos individuos pueden ser hoscos, orgullosos y agresivos en el trato con las personas (Abdollahi et al, 2022), mientras que en su fuero interno son muy sensibles a lo que dicen y hacen los demás (Hewitt et al, 2006). Esta sensibilidad interpersonal se re&eja en la desesperanza y en la ansiedad social (Goya-Arce & Polo, 2017;Roxborough et al, 2012), lo cual lleva a los perfeccionistas a interpretar dichas relaciones y sus resultados de manera distorsionada.…”