The relationship of perceived parenting styles to perfectionism

Kawamura, Kathleen Y.; Frost, Randy O.; Harmatz, Morton G.

doi:10.1016/s0191-8869(01)00026-5

Cited by 137 publications

(122 citation statements)

References 15 publications

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“…In line with our argument that such internally controlling characteristics reflect disturbed autonomy, evidence suggests that individuals with high levels of self-critical perfectionism frequently report having experienced harsh and authoritarian parenting (see, e.g., Flett, Hewitt, & Singer, 1995;Frost, Novara, & Rheaume, 2002;Kawamura, Frost, & Harmatz, 2002). For example, Enns, Cox, and Clara (2002) found support for a model in which harsh parenting led to maladaptive perfectionism, which in turn was associated with an increased proneness to depression.…”

Section: Introjection and Self-disparagement: Self-critical Depressionsupporting

confidence: 73%

Autonomy and Autonomy Disturbances in Self‐Development and Psychopathology: Research on Motivation, Attachment, and Clinical Process

Ryan

Deci

Vansteenkiste³

2016

Developmental Psychopathology

205

163

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Self‐determination theory (SDT) maintains that the adequate support and satisfaction of individuals' psychological needs for autonomy, competence, and relatedness promotes the gradual unfolding of individuals' integrative tendencies, as manifested through intrinsic motivation, internalization, identity development, and integrative emotion regulation. At the same time, the thwarting of these same psychological needs and the resultant need frustration is presumed to evoke or amplify a variety of psychopathologies, many of which involve autonomy disturbances. We begin by defining what autonomy involves and how socializing agents, particularly parents, can provide a nurturing (i.e., need‐supportive) environment, and we review research within the SDT literature that has shed light on various integrative tendencies and how caregivers facilitate them. In the second part of this chapter, we detail how many forms of psychopathology involve autonomy disturbances and are associated with a history of psychological need thwarting. We especially focus on internally controlling regulation in internalizing disorders; impairments of internalization in conduct disorders and antisocial behavior; and fragmented self‐functioning in borderline and dissociative disorders. The role of autonomy support as an ameliorative factor in treatment settings is then discussed among other translational issues. Finally we highlight some implications of recognizing the important role of basic psychological needs for both growth‐related and pathology‐related processes.

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Section: Introjection and Self-disparagement: Self-critical Depressionsupporting

confidence: 73%

Autonomy and Autonomy Disturbances in Self‐Development and Psychopathology: Research on Motivation, Attachment, and Clinical Process

Ryan

Deci

Vansteenkiste³

2016

Developmental Psychopathology

205

163

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“…In one study (Blankstein & Winkworth, 2004), perfectionistic strivings predicted GPA only in men, but not in women. In the other study (Kawamura et al, 2002), perfectionistic strivings showed a significantly higher positive correlation with GPA in females than in males. Consequently, more research on gender differences in perfectionism is needed to confirm that there are significant and consistent gender differences in perfectionism and its relationships with performance or to confirm that the "gender similarities hypothesis" (Hyde, 2005) also holds for perfectionism, that is, that perfectionism is another characteristic in which males and females do not show meaningful differences.…”

Section: Open Questions and Future Directions [H1]mentioning

confidence: 56%

“…Regarding the studies on perfectionism and academic performance, the overwhelming majority shows that perfectionistic strivings are positively associated with academic performance: students with higher levels of perfectionistic strivings show higher exam performance, higher individual grades, and a higher GPA than students with lower levels of perfectionistic strivings (Accordino, Accordino, & Slaney, 2000;Bieling, Israeli, Smith, & Antony, 2003;Blankstein, Dunkley, & Wilson, 2008;Blankstein & Winkworth, 2004;Brown et al, 1999;Castro & Rice, 2003;Enns, Cox, Sareen, & Freeman, 2001;Grzegorek, Slaney, Franze, & Rice, 2004;Kawamura, Frost, & Harmatz, 2002;Leenaars & Lester, 2006;Nounopoulos, Ashby, & Gilman, 2006;Rice & Ashby, 2007;Sevlever & Rice, 2010;Stoeber & Eismann, 2007;Stoeber & Rambow, 2007;Vandiver & Worrell, 2002;Verner-Filion & Gaudreau, 2010;Witcher, Alexander, Onwuegbuzie, Collins, & Witcher, 2007). In contrast, the relationship of perfectionistic concerns with academic performance is less clear.…”

Section: Academic Performance [H2]mentioning

confidence: 99%

Perfectionism and Performance

Stoeber

2012

The Oxford Handbook of Sport and Performance Psychology

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Perfectionism is a personality disposition related to individual differences in performance in sport, school, and other areas of life where performance, tests, and competition play a major role. This chapter discusses the importance of differentiating two main dimensions of perfectionismperfectionistic strivings and perfectionistic concerns-when examining the relationships between perfectionism and performance in sport, academics, music competitions, aptitude tests, and laboratory tasks. The chapter presents studies showing that perfectionistic strivings are positively associated with performance and predict higher performance beyond people's general aptitude and previous performance level. In contrast, the studies do not show that perfectionistic concerns are consistently negatively associated with performance. To conclude the chapter, implications for applied psychology are discussed as are open questions for future research regarding issues such as the development of perfectionism, performance and efficiency, and gender differences.

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“…Meanwhile, the authoritative parent attempts to direct the child's activities but in a rational, issue-oriented manner. Researches have demonstrated the association between parenting styles and perfectionist tendencies in children (Besharat et al, 2011;Kawamura, Frost, & Harmatz, 2002;SpeirsNeumeister, 2004). Positive perfectionist characteristics have proven to be associated with harsh and authoritarian parenting styles (Kawamura et al, 2002), and father's authoritarian style was significantly associated with dimensions perfectionism in their children (Besharat et al, 2011).…”

Section: Parenting Styles and Perfectionismmentioning

confidence: 99%

“…Researches have demonstrated the association between parenting styles and perfectionist tendencies in children (Besharat et al, 2011;Kawamura, Frost, & Harmatz, 2002;SpeirsNeumeister, 2004). Positive perfectionist characteristics have proven to be associated with harsh and authoritarian parenting styles (Kawamura et al, 2002), and father's authoritarian style was significantly associated with dimensions perfectionism in their children (Besharat et al, 2011). SpeirsNeumeister (2004) revealed that both authoritarian and authoritative parenting styles are characterized as high in demandingness, and both have been linked to different types of perfectionism, positive perfectionism with authoritative parents and negative perfectionism with authoritarian parents.…”

Section: Parenting Styles and Perfectionismmentioning

confidence: 99%

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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The relationship of perceived parenting styles to perfectionism

Cited by 137 publications

References 15 publications

Autonomy and Autonomy Disturbances in Self‐Development and Psychopathology: Research on Motivation, Attachment, and Clinical Process

Autonomy and Autonomy Disturbances in Self‐Development and Psychopathology: Research on Motivation, Attachment, and Clinical Process

Perfectionism and Performance

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

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