Perfectionism of Academically Gifted Primary School Students: The Case of Japan

Maksić, Slavica; Iwasaki, Kumiko

doi:10.1080/15332276.2009.11673529

Cited by 14 publications

(18 citation statements)

References 16 publications

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“…These findings imply that cultural differences may well exist. The roles of culture of the East are not the same as culture of the West (Afshar et al, 2011;Khodarahimi, 2010;Maksic & Iwasaki, 2009). Wei, Mallinckrodt, Russell, & Abraham (2004) also found that Asian American reported more pressure from others to be perfect than did White American.…”

Section: Discussionmentioning

confidence: 99%

“…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).…”

Section: Academically Gifted and Perfectionismmentioning

confidence: 99%

“…Setting high and demanding goals for oneself can either be a positive or negative force in one's life. Hence, it can lead to positive perfectionism and negative perfectionism (Maksic & Iwasaki, 2009). Negative perfectionism exists within an individual who strives for excessive and unrealistically high standard, and is overly critical and evaluative of their own behavior (Chan, 2010;Silverman, 2007).…”

Section: Problem Statementmentioning

confidence: 99%

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

Basirion¹,

Majid²,

Jelas³

2014

ASS

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This study focuses on the examination of Big Five personality factors and perceived parenting styles in predicting positive and negative perfectionism among academically gifted students. Through cross-sectional random sampling procedures, 448 form four students (16 years old) involved particularly those who scored straight A's in Penilaian Menengah Rendah (PMR). The participants responded to three related instruments, comprises of the International Personality Item Pool, Parental Authority Questionnaire, and Multidimensional Perfectionism Scale. The study utilized K-Mean cluster analysis to cluster the perfectionism of the students.Stepwise multiple regressions used to determine the role of Big Five personality factors and perceived parenting styles in predicting positive and negative perfectionism. The findings showed 259 (57.8%), 136 (30.4%), and 53 (11.8%) students were clustered to dysfunctional/neurotic perfectionistic, healthy/normal perfectionistic, and non-perfectionistic, respectively. The results of two separate stepwise multiple regression analyses found that positive perfectionism was significantly predicted by several factors including paternal authoritative style, openness to experiences, maternal authoritative style, and conscientiousness. On the other hand, negative perfectionism was significantly predicted by maternal authoritarian style, neuroticism, and paternal authoritarian style. As predicted, permissive parenting style showed no contribution in predicting positive and negative perfectionism. Implications, limitations, and recommendation of the study are addressed briefly in this research. In fact, this is one of the first empirical studies of perfectionism relating to Big Five personality factors and perceived parenting styles among academically gifted students in Malaysia.

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Section: Discussionmentioning

confidence: 99%

Section: Academically Gifted and Perfectionismmentioning

confidence: 99%

Section: Problem Statementmentioning

confidence: 99%

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

Basirion¹,

Majid²,

Jelas³

2014

ASS

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“…For example, the studies included in the meta-analysis were from different cultures, but because of the small sample, this potential factor is not included in this study. Cultural differences in perfectionism are noteworthy, and future meta-analyses might explore this factor when more cross-cultural studies are conducted (Fong & Yuen, 2014; Maksić & Iwasaki, 2009). Another caveat about the results is the assessment of publication bias using funnel plot, but this method has some limitations especially with the small sample number of effect sizes (Kvarven et al, 2020).…”

Section: Limitationsmentioning

confidence: 99%

“…There also has been no agreement on how to measure perfectionistic strivings and perfectionistic concerns. Some researchers have argued that being self-oriented, having high personal standards, and organization are the key factors for strivings dimension of perfectionism, whereas being socially prescribed, having concern over mistakes, holding doubts about actions, and discrepancy are considered perfectionistic concerns (see Chan, 2009; Enns & Cox, 2002; Fletcher & Speirs Neumeister, 2012; Kornblum & Ainley, 2005; Maksić & Iwasaki, 2009; Mofield & Chakraborti-Ghosh, 2010; Mofield et al, 2016; Reyes et al, 2015; Stoeber & Otto, 2006; Stumpf & Parker, 2000). Margot and Rinn (2016) mentioned that parental expectations and parental criticism subscales might be related to maladaptive perfectionism.…”

mentioning

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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Perfectionism in Academically Gifted Students: A Systematic Review

et al. 2021

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Perfectionism has long been recognised as a psychological factor that can enhance or interfere with the healthy adjustment of young students who are academically gifted. However, it is apparent from existing research that a wide range of methods have been adopted to study perfectionism in this population. To identify what is currently known about perfectionism among these students and what future work needs to be undertaken, a systematic review of existing research is required. The aim of our study was to provide a first such review. In doing so, we utilised the two-factor perfectionism model which differentiates between perfectionistic strivings (PS) and perfectionistic concerns (PC). A systematic literature search returned 36 studies examining perfectionism in young students identified as academically gifted that varied in study characteristics, methodological quality, and findings.Of these studies, 24 adopted a variable-based approach to examining perfectionism (i.e., examined PS and PC) and 12 adopted a group-based approach to examining perfectionism (i.e., examined groups with varying levels of PS and PC). The findings show that the distinction between PS and PC is extremely important. Specifically, while PC are likely to be uniformly debilitating for students who are academically gifted, PS are associated with more mixed outcomes. This is also the case when the two dimensions of perfectionism are considered in combination, with levels of PC being the key factor in determining the outcomes associated with perfectionism. Future research needs to build on the existing evidence base in a systematic fashion and prioritise longitudinal research and intervention studies.

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Perfectionism of Academically Gifted Primary School Students: The Case of Japan

Cited by 14 publications

References 16 publications

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

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

Are Gifted Students Perfectionistic? A Meta-Analysis

Perfectionism in Academically Gifted Students: A Systematic Review

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