The Link between Perfectionism and Overexcitabilities

White, Sonia

doi:10.1080/15332276.2007.11673486

Cited by 6 publications

(12 citation statements)

References 23 publications

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“…It seems that role of Imaginational OE is what differentiates influences of healthy and unhealthy perfectionism. Hypothesizing that the capacity to imagine the ideal would translate into perfectionism, White’s (2007) findings showed that high Imaginational OEs were related to perfectionism. On the contrary, the current study supports these claims by revealing Imaginational OE’s role in predicting unhealthy perfectionism and its inverse predictive relationship with healthy perfectionism.…”

Section: Discussionmentioning

confidence: 97%

“…There have been claims that a relationship exists between sensitivity, intensity, and perfectionism (e.g., O’Connor, 2002; Pyryt, 2008; Silverman, 1994; Tieso, 2007), although there remains a paucity of quantitative research exploring the relationship of these constructs through the lens of OEs and Dabrowski’s TPD. White (2007) examined the link between perfectionism and OEs among 98 gifted and nongifted teenagers. Using instruments designed by the researcher, she found significant positive correlations between all OEs (except Psychomotor) and perfectionism.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…The Intellectual OE relates to perfectionism's associated excessive critical self-evaluation, Emotional OE relates to the emotional sensitivity of meeting expectations imposed by others (or self) as motivation for achieving perfection, and Imaginational OE relates to the ability to imagine and visualize perfection (Piechowski, 1997). Although this connection between OEs and perfectionism has been referenced (Kane, 2009;Piechowski, 1997;Silverman, 1990Silverman, , 1997White, 2007), at present, there has been minimal empirical justification of this link.…”

Section: Oes and Dabrowski's Theory Of Positive Disintegration (Tpd)mentioning

confidence: 99%

“…Silverman (1990) noted that perfectionism could be a key factor in emotional OEs and relate to various dynamisms. Using Dabrowski and Piechowski's (1977) ideas on TPD and recommendations made by White (2007), it was hypothesized that emotional vulnerability to expectations, intellectual drive toward a standard, and the capacity to imagine perfection would extend to perfectionism. The purpose of this study was to examine the relationship between perfectionism and OEs in gifted adolescents.…”

Section: Purpose Of the Studymentioning

confidence: 99%

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The Relationship Between Perfectionism and Overexcitabilities in Gifted Adolescents

Mofield¹,

Peters

2015

Journal for the Education of the Gifted

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Overexcitabilities and perfectionism are often discussed within the context of gifted education, given that both are observed among gifted individuals. The present research (a) explored the relationships between overexcitabilities and dimensions of healthy and unhealthy perfectionism and (b) determined the extent to which overexcitabilities are predictor variables for perfectionism among 130 gifted adolescents. Findings revealed a significant relationship, especially between Emotional overexcitabilities and dimensions of perfectionism. High Emotional, high Intellectual Overexcitabilities, and low Imaginational Overexcitability were also predictor variables for dimensions of healthy perfectionism. Findings shed insight into the relationship of overexcitabilities and perfectionism in light of Dabrowski’s Theory of Positive Disintegration, particularly the notion of overexcitabilities propelling one to achieve higher levels and overcoming negative dynamisms (e.g., guilt, shame, and self-criticism) associated with perfectionism. The study also provides validation of the relationship between emotional vulnerabilities such as heightened sensitivities, intensities, and perfectionism.

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Section: Discussionmentioning

confidence: 97%

Section: Statement Of the Problemmentioning

confidence: 99%

Section: Oes and Dabrowski's Theory Of Positive Disintegration (Tpd)mentioning

confidence: 99%

Section: Purpose Of the Studymentioning

confidence: 99%

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The Relationship Between Perfectionism and Overexcitabilities in Gifted Adolescents

Mofield¹,

Peters

2015

Journal for the Education of the Gifted

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“…As described previously, gifted students are highly praised and recognized for their exceptional academic or talent performances, so self-worth is often tied to accomplishment. In addition, while it is somewhat debated whether intensities in the form of overexcitabilities are valid and more prevalent in the gifted population (e.g., Vuyk, Krieshok, & Kerr, 2016; Winkler & Voight, 2016; Wood & Peterson, 2018), some research suggests a link between emotional sensitivity and perfectionism among gifted students (see Mofield & Parker Peters, 2015b; White, 2007), though future research is needed to further substantiate these relationships. Gifted students may also pursue perfection as a means to challenge themselves.…”

Section: Understanding Perfectionismmentioning

confidence: 99%

Shifting the Perfectionistic Mindset: Moving to Mindful Excellence

Mofield

Peters

2018

Gifted Child Today

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This article explores some of the common causes and solutions to perfectionism in gifted children. We highlight practical implications from studies examining perfectionism in gifted students, including how implicit theories of intelligence (e.g., mindset) relate to perfectionism. Specific strategies are shared to guide gifted children toward a mindful pursuit of excellence in which they are self-aware of how their thoughts, emotions, and beliefs about ability influence their behaviors in achieving a high standard.

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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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The Link between Perfectionism and Overexcitabilities

Cited by 6 publications

References 23 publications

The Relationship Between Perfectionism and Overexcitabilities in Gifted Adolescents

The Relationship Between Perfectionism and Overexcitabilities in Gifted Adolescents

Shifting the Perfectionistic Mindset: Moving to Mindful Excellence

Perfectionism in Academically Gifted Students: A Systematic Review

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