Perfectionism and Interpersonal Sensitivity in Social Phobia: The Interpersonal Aspects of Perfectionism

Kumari, Reena; Sudhir, Paulomi M.; Mariamma, P.

doi:10.1007/s12646-012-0157-7

Cited by 16 publications

(21 citation statements)

References 49 publications

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“…Autodemandas absolutistas, Malestar ante el fracaso y Autodemandas especí-ficas). No obstante, antes de que dicha relación sea descartada, hay algunas cuestiones que merecen ser puntualizadas: (a) el miedo a hablar en público es solo uno de los componentes de la ansiedad social (Bados, 1986;Essau et al, 1999), es decir que no se rechaza la posibilidad de que esta sí esté relacionada con el perfeccionismo como otros estudios lo han reportado (por ejemplo, Flett y Hewitt, 2014;Frost, Glossner y Maxner, 2010;Jain y Sudhir, 2010;Kumari, Sudhir y Mariamma, 2012); (b) la evidencia de partida (la investigación de Feldman et al, 1995) temor a expresarse en público que, aunque significativa, era más bien baja; además, se había recurrido a una medida indirecta del perfeccionismo de los niños (es decir, a través del reporte de los padres); (c) quizá la estrategia de los ítems críticos (es decir, solo dos ítems del ITI de Granell et al, 1983) resultó insuficiente para captar el fenómeno del temor a hablar públicamente, y (d) se desconoce la frecuencia con la cual los niños se ven involucrados en las situaciones presentadas por los ítems críticos (es decir, dirigirse a toda la clase y pasar al pizarrón). Podría presumirse que estas estrategias pedagógicas son poco empleadas en sus contextos educativos y que por ello los niños no han tenido la suficiente oportunidad de exponerse a las circunstancias que les harían experimentar dicho temor, o que, antes bien, sean tan utilizadas que hayan perdido su carácter aversivo e incluso que otros agentes socializadores hayan hecho que este temor se viva actualmente con menos intensidad.…”

Section: Discusión Y Conclusionesunclassified

Validación psicométrica de una escala de perfeccionismo infantil en niños venezolanos

Durán

López

2017

Psicoespacios

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Validación psicométrica de una escala de perfeccionismo infantil en niños venezolanos * ResumenEl perfeccionismo es una variable clínicamen-te relevante en los niños, pero hasta ahora no se ha estudiado en Venezuela. Esta investigación tuvo como objetivo examinar las propiedades psicométricas de una versión culturalmente adaptada de la Escala de Perfeccionismo Infantil de Oros (2003), de procedencia argentina, en una muestra de 342 niños venezolanos escolarizados (M edad = 11.88, DE = 0.67). El análisis de los ítems permitió ratificar la permanencia de los que mostraron un buen comportamiento estadístico. La estructura del instrumento fue estudiada a través de un análisis factorial. La versión venezolana quedó conformada por 15 ítems, distribuidos en cuatro factores que explican 50.2 % de la varianza: Autodemandas absolutistas, Malestar ante el fracaso, Correlatos negativos de los errores y Autodemandas "específicas". Se estimó la consistencia interna del instrumento: el coeficiente alfa de Cronbach para la escala total fue de .76. Se llevó a cabo un estudio de validez convergente con la mitad de la muestra (M edad = 11.88, DE = 0.87). Se observó una correlación positiva entre el perfeccionismo y el estrés, es decir que los niños con mayores niveles de perfeccionismo presentaron más estrés. En conclusión, la escala ha mostrado

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Section: Discusión Y Conclusionesunclassified

Validación psicométrica de una escala de perfeccionismo infantil en niños venezolanos

Durán

López

2017

Psicoespacios

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“…Studies also show that interpersonal sensitivity is a psychological risk factor for infectious diseases and possibly cardiovascular diseases (CVD) [2]. In addition, interpersonal sensitivity is associated with or can be used as a predictor of many mental disorders and personality disorders, such as depression, paranoia, social phobia, and borderline personality disorder [3,4] [ [5][6][7]. In a 50-year longitudinal study of community populations in Sweden, individuals were initially assessed as sensitive or vulnerable to others doubled their risk of developing psychosis [8].…”

Section: Introductionmentioning

confidence: 99%

Trait Mindfulness and College Student Interpersonal Sensitivity: The Mediating Role of Negative Emotions and the Moderating Role of Effectiveness/Authenticity

Ding

Zhao

et al. 2020

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Background: College student interpersonal sensitivity has received increased attention in recent years, and trait mindfulness has been found to be a protective factor in interpersonal relationships. However, little is known about the mediating and moderating mechanisms underlying this relation. The aim of this study was to investigate (a) the mediating role of negative emotions in the association between trait mindfulness and interpersonal sensitivity, and (b) the moderating role of the effectiveness/authenticity in the indirect relationship between trait mindfulness and college student interpersonal sensitivity. Methods: This model was examined with 1419 Chinese college students (mean age=18.38 years, SD= 0.86); the participants completed measurements regarding trait mindfulness, negative emotions, the effectiveness/authenticity, and interpersonal sensitivity. Results: The correlation analyses indicated that trait mindfulness was significantly negatively associated with college student interpersonal sensitivity, and the effectiveness/authenticity was significantly negatively associated with college student interpersonal sensitivity. Mediation analyses revealed that negative emotions partially mediated the link between trait mindfulness and interpersonal sensitivity. Moderated mediation further indicated that the relationship between trait mindfulness and negative emotions was more significant for college students with high level of effectiveness/authenticity; the relationship between negative emotions and interpersonal sensitivity was more significant for college students with low level of effectiveness/authenticity.Conclusion: Mindfulness training may help reduce interpersonal sensitivity in college students. When college students have strong effectiveness/authenticity, lower negative emotions may be a protective factor to prevent interpersonal sensitivity.

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“…[ 19 ] Moreover, the studies in this field show that the dimensions of CM, PC, and DA can predict the group differences between the cases with SAD and nonclinical group. [ 17 20 ] In an Iranian nonclinical group, there was a positive correlation between social anxiety with CM and DA dimensions. Social Anxiety was also negatively related to PE.…”

Section: Introductionmentioning

confidence: 99%

“…Its assessment instrument (Interpersonal Sensitivity Measure [IPSM]) can distinguish well the three groups of specific SAD (limited to a specific situation), generalized type of SAD (related to some social or functional situation), and nonclinical population. [ 20 25 ]…”

Section: Introductionmentioning

confidence: 99%

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Investigating the role of interpersonal sensitivity, Anger, and Perfectionism in social anxiety

et al. 2018

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Background:The investigation of personality characteristics and emotional experiences of the people suffering from anxiety disorders is one of the most important issues which are considered by researchers and clinicians. Perfectionism, sensitivity to interpersonal rejection, and anger are personality traits related to social anxiety. In social anxiety disorder, it has also been focused on anger as a personality characteristic and as an emotional condition. The main purpose of this work is to investigate the role of these variables in predicting social anxiety among a nonclinical group of Iranian students.Methods:In this cross-sectional study, 131 students completed the self-report version of Liebowitz Social Anxiety Scale Self-Report version (LSAS-SR), Frost Multidimensional Perfectionism Scale (FMPS), Interpersonal Sensitivity Measure (IPSM), and State and Trait Anger Expression Inventory. Multiple linear regressions were conducted to examine the concurrent associations between perfectionism, interpersonal sensitivity and quality of emotional experience, and expression of anger with severity of self-report social anxiety.Results:Greater levels of FMPS total were significantly associated with a greater level of LSAS total, fear, and avoidance of social and functional situations (P = 0.022, P = 0.024, and P = 0.006). Moreover, a significant positive correlation between IPSM total (P = 0.015) with fear and also between anger expression index (P = 0.009) with avoidance subscale were found.Conclusions:In accordance to the previous researches, we found that perfectionism, interpersonal sensitivity, anger experience, and anger expression skills are related to social anxiety. How these personality traits are related to fear and avoidance of social situations and their concurrent effects on predicting social anxiety were discussed.

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Perfectionism and Interpersonal Sensitivity in Social Phobia: The Interpersonal Aspects of Perfectionism

Cited by 16 publications

References 49 publications

Validación psicométrica de una escala de perfeccionismo infantil en niños venezolanos

Validación psicométrica de una escala de perfeccionismo infantil en niños venezolanos

Trait Mindfulness and College Student Interpersonal Sensitivity: The Mediating Role of Negative Emotions and the Moderating Role of Effectiveness/Authenticity

Investigating the role of interpersonal sensitivity, Anger, and Perfectionism in social anxiety

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