The Relationship Between Perfectionism and Overexcitabilities in Gifted Adolescents

Abstract

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.

Exploring learning and behavior problems of gifted children in Indonesia: A content analysis study

“…The link between perfectionism and fear of failure is clearly explained by Mofield and Peters (2015) in relation to emotional overexcitability that can lead to both healthy and unhealthy perfectionism. Unhealthy perfectionism for gifted children encourages them not to try to avoid fear of failure.…”

Maladaptive Perfectionism and Academic Achievement in Indonesian Gifted Undergraduate Students: Goal Adjustment as Moderator

“…Non-cognitive factors, especially social-emotional, are a challenge experienced by many gifted undergraduate students. Based on research literature, many social-emotional problems are caused by perfectionist characters, although there is also other characteristics such as asynchronous development or high sensitivity (Hébert & Smith, 2018;Kakavand et al, 2017;Mofield & Peters, 2015;Neihart et al, 2002;Orange, 1997;Parker, 2000;Peterson et al, 2009;Silverman, 1999;Speirs Neumeister, 2004a). As mention above, perfectionism is believed to be one of the non-cognitive factors that cause a lack of academic achievement (Fong & Yuen, 2014;Rimm, 2006).…”

“…As mention above, perfectionism is believed to be one of the non-cognitive factors that cause a lack of academic achievement (Fong & Yuen, 2014;Rimm, 2006). Perfectionism has long been regarded as a personality trait on characteristics of gifted learners (Fong & Yuen, 2014;Miller et al, 2012;Mofield & Peters, 2015;Sastre-Riba et al, 2019;Speirs Neumeister, 2004b;Speirs Neumeister & Finch, 2006;Stornelli et al, 2009;Wang et al, 2012). Approximately 75% to 87.5% of gifted students are perfectionists (Chan, 2010;Davis et al, 2014).…”

Perfectionism and the Imposter Phenomenon in Academically Talented Undergraduates

“…Mofield and Parker Peters (2015) posited that high-achieving adolescents and those identified as gifted and talented often equate their self-worth with their achievements. The researchers suggest that as these individuals transition to young adulthood, their self-worth could be threatened when they do not achieve at the rate of performance that they are accustomed to in comparison with their peers, or when they fail to meet the expectations of their families.…”

“…Furthermore, the period of emerging adulthood, or the developmental period spanning ages 18 to 25 years, may add stress related to identity exploration, social relationships, and a newfound independence that encompasses the undergraduate experience (see Arnett, 2000). Mofield and Parker Peters (2015) posited that high-achieving adolescents and those identified as gifted and talented often equate their self-worth with their achievements. The researchers suggest that as these individuals transition to young adulthood, their self-worth could be threatened when they do not achieve at the rate of performance that they are accustomed to in comparison with their peers, or when they fail to meet the expectations of their families.…”