Multidimensional Perfectionism Within Gifted Suburban Adolescents: An Exploration of Typology and Comparison of Samples

Mofield, Emily; Peters, Megan Parker

doi:10.1080/02783193.2015.1008663

Cited by 16 publications

(30 citation statements)

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“…Positive Striving Perfectionism is associated with high scores on Personal Standards and Organization (Frost, Heimberg, Holt, Mattia, & Neubauer, 1993;Stoeber & Otto, 2006;Stumpf & Parker, 2000). When high Evaluative Concerns (Concern Over Mistakes and Doubt of Action) coexist with high Personal Standards, this typology is associated with maladaptive perfectionism (Dixon, Lapsley, & Hanchon, 2004;Hawkins, Watt, & Sinclair, 2006;Mofield & Parker Peters, 2015). The reported scores are mean scores for each subscale.…”

Section: Methodsmentioning

confidence: 99%

Understanding Underachievement: Mindset, Perfectionism, and Achievement Attitudes Among Gifted Students

Mofield

Peters

2019

Journal for the Education of the Gifted

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The current study compared differences between mindset beliefs about intelligence (fixed vs. growth), dimensions of perfectionism (Concern Over Mistakes, Doubt of Action, Personal Standards, Organization), and achievement attitudes among gifted underachievers ( n = 15) and gifted achievers ( n = 169) in Grades 6 to 8 and examined the relationship between mindset beliefs and dimensions of perfectionism. Gifted underachievers had higher fixed mindset beliefs about intelligence ( d = .79), lower scores on Organization ( d = −1.01), and lower Self-Regulation/Motivation ( d = −1.17) when compared with gifted achievers. These factors also were statistically significant in logistic regression models predicting achievement status. In addition, for the entire sample of gifted students ( N = 264), fixed mindset beliefs predicted both dimensions of Evaluative Concerns Perfectionism (Concern Over Mistakes, β = .35, p < .0001; Doubt of Action, β = .28, p < .0001), while growth mindset beliefs predicted both dimensions of Positive Strivings Perfectionism (Personal Standards, β = .35, p < .0001, and Organization, β = .21, p = .001). Our findings provide a clearer picture of the relationships among underachievement, perfectionism, implicit theories of intelligence, and achievement attitudes, providing guidance for affective interventions.

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Section: Methodsmentioning

confidence: 99%

Understanding Underachievement: Mindset, Perfectionism, and Achievement Attitudes Among Gifted Students

Mofield

Peters

2019

Journal for the Education of the Gifted

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“…Four items measured Doubt of Action with statements such as "Even when I try to do something carefully, I often feel that it is not right." Cronbach's alpha coefficients were calculated for each subscale: Concern over Mistakes (α = .84,95% CI [.82,.86 (Frost, Heimberg, Holt, Mattia, & Neubauer, 1993;Stoeber & Otto, 2006;Stumpf & Parker, 2000), although high Personal Standards along with high Concern over Mistakes and Doubt of Action can also be associated with maladaptive perfectionism when interpreting typologies (Dixon et al, 2004;Hawkins, Watt, & Sinclair, 2006;Mofield & Parker Peters, 2015b). Scale scores were calculated by calculating the mean of scored items.…”

Section: Methodsmentioning

confidence: 99%

“…Achieving personal goals and high standards of performance are deemed desirable for many gifted students. As such, perfectionism is often linked with giftedness (Mofield & Parker Peters, 2015a; Schuler, 2002; Silverman, 1997; Speirs Neumeister, 2007; Speirs Neumeister & Finch, 2006), though much of the literature suggests that gifted students display only higher rates of adaptive/healthy perfectionism than nongifted comparisons (LoCicero & Ashby, 2000; Shaunessey, Suldo, & Friedrich, 2011; Vandiver & Worrell, 2002) or suggests that there are no differences in levels of perfectionism between the groups (Parker & Mills, 1996; Parker, Portesova, & Stumpf, 2001). While research is not conclusive on the rates or amount at which gifted students experience perfectionism, it is difficult to argue that perfectionism does not have a presence among gifted students.…”

Section: Introductionmentioning

confidence: 99%

“…Third, gifted students may strive for perfection as a means to challenge themselves in response to nonchallenging curriculum, as a lack of challenge has been noted as a contributor to the manifestation of perfectionism (Speirs Neumeister, Williams, & Cross, 2009). Finally, their heightened intellectual and emotional intensities in the form of over excitabilities may contribute to the manifestation of perfectionism in some gifted students (Cross, 1997; Mofield & Parker Peters, 2015b) though it is acknowledged that not all gifted students exhibit over excitabilities, and recent work has supported understanding this construct within the five-factor concept of openness (Vuyk, Krieshok, & Kerr, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Mindset Misconception? Comparing Mindsets, Perfectionism, and Attitudes of Achievement in Gifted, Advanced, and Typical Students

Mofield¹,

Peters

2018

Gifted Child Quarterly

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The study compared mindset beliefs, perfectionism, and achievement attitudes among gifted, advanced, and typical students in Grades 6 to 8 (N = 416) and explored the relationship between these variables. Welch's F tests revealed no statistically significant difference in growth or fixed mindset beliefs about intelligence among groups. Gifted and advanced students scored higher on Personal Standards (gifted, d = 0.68; advanced, d = 0.62) and Academic Self-Perception (gifted, d = 0.72; advanced, d = 0.58) compared with typical students. In hierarchical regression models, giftedness was a statistically significant predictor for Concern over Mistakes (β = 0.20) and Personal Standards (β = 0.27); both gifted (β = 0.31) and advanced (β = 0.17) status were statistically significant predictors for Academic Self-Perception. Various models showed a positive association between growth mindset and Positive Strivings Perfectionism and achievement attitudes and a positive association between fixed mindset and Evaluative Concerns Perfectionism. Findings suggest that gifted students are not more vulnerable to develop fixed mindsets.

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“…Chan (2010a) and Speirs Neumeister (2007) called for further study to clarify the mixed research findings on whether or not the gifted population has higher levels of perfectionism than nongifted students. Some researchers have stressed the lack of empirical investigation into the levels of perfectionism when comparing gifted and nongifted students (Mofield & Parker Peters, 2015; Parker & Mills, 1996). Much of the existing information about perfectionism in gifted individuals is anecdotal rather than based on empirical data (Kornblum & Ainley, 2005; Mofield & Chakraborti-Ghosh, 2010).…”

Section: The Current Studymentioning

confidence: 99%

Are Gifted Students Perfectionistic? A Meta-Analysis

Oğurlu

2020

Journal for the Education of the Gifted

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There is a rich literature on perfectionism among gifted individuals, but the results of these individual studies are ambiguous. The present meta-analysis aimed to clarify the nature of the relationship between perfectionism and giftedness by focusing on quantitative studies that compared the perfectionism levels of gifted and nongifted students. Hedge’s unbiased g was used as the effect size metric and a three-level multilevel meta-analytic approach taken to control for dependency among the effect sizes obtained from the same study. The analyses used 63 effect sizes from 14 published studies that indicated there was no significant difference between gifted and nongifted students on perfectionism. The analyses also focused on two moderators: dimensions of perfectionism and grade level. The moderator analysis indicated that perfectionism dimensions were a significant moderator. Gifted students, although not significantly, outscored their nongifted peers on perfectionistic strivings but rated lower on perfectionistic concerns.

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Multidimensional Perfectionism Within Gifted Suburban Adolescents: An Exploration of Typology and Comparison of Samples

Cited by 16 publications

References 56 publications

Understanding Underachievement: Mindset, Perfectionism, and Achievement Attitudes Among Gifted Students

Understanding Underachievement: Mindset, Perfectionism, and Achievement Attitudes Among Gifted Students

Mindset Misconception? Comparing Mindsets, Perfectionism, and Attitudes of Achievement in Gifted, Advanced, and Typical Students

Are Gifted Students Perfectionistic? A Meta-Analysis

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