Perfectionism in African American students: relationship to racial identity, GPA, self-esteem, and depression

This study examined 219 African American college students at predominantly White universities using the constructs of perfectionism, academic achievement, self-esteem, depression, and racial identity. Cluster analysis was performed using the Almost Perfect Scale-Revised (APS-R), which yielded three clusters that represented adaptive perfectionists, maladaptive perfectionists, and nonperfectionists. These three groups were compared on their scores on the Rosenberg Self-Esteem Scale (RSES), the Center for Epidemiological Studies-Depression Scale (CES-D), the Cross Racial Identity Scale (CRIS), and Grade Point Average (GPA). Adaptive perfectionists reported higher self-esteem and lower depression scores than both the nonperfectionists and maladaptive perfectionists. Adaptive perfectionists had higher GPAs than nonperfectionists. On the racial identity scales, maladaptive perfectionists had higher scores on Pre-Encounter Self Hatred and Immersion-Emersion Anti-White subscales than adaptive perfectionists. The cultural and counseling implications of this study are discussed and integrated. Finally, recommendations are made for future studies of African American college students and perfectionism.     

Stress and Burnout Among Counselor Educators: Differences Between Adaptive Perfectionists,Maladaptive Perfectionists,and Nonperfectionists

This study examined perfectionism in a national sample of 178 counselor educators to explore why certain groups of counselor educators may be at greater risk for experiencing stress and burnout. In line with previous literature, latent profile analysis based on measures of perfectionism supported a 3‐class model (i.e., adaptive perfectionists, nonperfectionists, and maladaptive perfectionists). Maladaptive perfectionists had significantly higher levels of perceived stress, work‐related burnout, personal burnout, and student‐related burnout compared with adaptive perfectionists and nonperfectionists.     

Perfectionism and School Counselors: Differences in Stress,Coping, and Burnout

The authors examined perfectionism and its association with perceived stress, coping processes, and burnout in a sample of 298 practicing school counselors. Latent profile analysis based on measures of perfectionism supported a 3‐class model made up of adaptive perfectionists, maladaptive perfectionists, and nonperfectionists. Among these groups, the authors found significant differences in perceived stress, coping processes, and burnout. Implications for the school counseling profession are discussed.     

Investigation of adaptive and maladaptive perfectionism with Turkish Almost Perfect Scale-Revised

The present study examined the factor structure of the Turkish Almost Perfect Scale-Revised to identify adaptive and maladaptive perfectionists and non-perfectionists and examined whether the participants (N= 383) in these groups differed on a measure of psychological distress. A confirmatory factor analysis of the Turkish Almost Perfect Scale-Revised yielded three subscales: High Standards, Order, and Discrepancy. A cluster analysis identified adaptive perfectionists, maladaptive perfectionists, and non-perfectionists and these groups were found to be significantly different from each other on a measure of psychological distress.     

Perfectionism and career decision‐making self‐efficacy

This study investigated the relationship between perfectionism and career decision‐making self‐efficacy. Participants completed the Almost Perfect Scale—Revised (R. B. Slaney, K. G. Rice, M. Mobley, J. Trippi, & J. S. Ashby, 2001) and the Career Decision‐Making Self‐Efficacy—Short Form (N. E. Betz, K. L. Klein, & K. M. Taylor, 1996). Adaptive perfectionists had higher levels of career decision‐making self‐efficacy than did maladaptive perfectionists and nonperfectionists. There was no difference between maladaptive perfectionists and nonperfectionists in career decision‐making self‐efficacy. Findings add to a growing body of research that suggests perfectionism has adaptive and maladaptive components. Implications for counseling and limitations are discussed.     

Perfectionism and the five-factor model of personality

In this study of the discriminant, convergent, and incremental validity of the Almost Perfect Scale-Revised (APS-R), university students completed the APS-R, additional measures of perfectionism, the NEO Five-Factor Inventory-Form S, and measures of self-esteem and depression. The results revealed expected significant, but not completely overlapping, associations between the APS-R Discrepancy subscale scores and the Five-Factor Model of Personality (FFM) dimension of Neuroticism, and between the APS-R High Standards and Order subscales and the FFM dimension of Conscientiousness. The incremental validity of APS-R scores over FFM dimensions was supported in analyses of self-esteem but not depression. The implications of these findings for further psychometric and clinical studies of perfectionism and facets of FFM dimensions are discussed.     

The Short Form of the Revised Almost Perfect Scale

We created a shorter and more refined item set from the Almost Perfect Scale–Revised (APS–R; Slaney, Mobley, Trippi, Ashby, & Johnson, 1996; Slaney, Rice, Mobley, Trippi, & Ashby, 2001) to measure 2 major dimensions of perfectionism: standards (high performance expectations) and discrepancy (self-critical performance evaluations). In Study 1, after testing the internal structure of the measure (N = 749), a subset of the current APS–R items was derived (Short Almost Perfect Scale [SAPS]) that possessed good psychometric features, such as strong item–factor loadings, score reliability, measurement invariance between women and men, and criterion-related validity through associations with neuroticism, conscientiousness, academic performance, and depression. Controlling for neuroticism and conscientiousness, factor mixture modeling supported a 2-factor, 3-class model of perfectionism, and results were consistent with labeling the classes as nonperfectionists and adaptive and maladaptive perfectionists. Measurement results were cross-validated in a separate sample (N = 335). Study 2 also provided substantial evidence for the convergent, discriminant, and criterion-related validity of SAPS scores. Both studies supported the SAPS as a brief and psychometrically strong measure of major perfectionism factors and classes of perfectionists.     

以自尊为中介因素的完美主义与抑郁的关系研究

以679名初中学生为研究对象,采用近乎完美量表修订版、自尊量表以及BDI抑郁问卷对被试进行集体施测,以探讨自尊对完美主义和抑郁关系的中介效应。结果表明：自尊部分中介适应不良完美主义和抑郁的关系,对适应良好完美主义与抑郁的关系没有中介作用。培养完美主义者的较高水平的自尊非常重要。     

Hope as a Mediator and Moderator of Multidimensional Perfectionism and Depression in Middle School Students

The authors examined the relationship of perfectionism, hope, and depression in a sample of 153 middle school students. Adaptive perfectionists differed significantly from both maladaptive perfectionists and nonperfectionists on their levels of hope and depression. Hope mediated the relationship between maladaptive perfectionism and depression and supported an indirect effects model for hope and the relationship between adaptive perfectionism and depression. No evidence was found for hope as a moderator in the relationship between perfectionism and depression.     

近乎完美量表修订版（APS-R）的中文修订

对近乎完美量表修订版（APS-R）进行中文修订,并考察其信度和效度。1174名大学生参加正式测试,321名学生7周后参加了复测。结果显示,量表的内部一致性信度、分半信度和重测信度比较理想;探索性因素分析和验证性因素分析均支持APS-R的高标准、差异和秩序的理论建构;高标准分量表与自尊、自我效能感、正性情绪呈正相关,差异分量表与抑郁、特质焦虑、状态焦虑和负性情绪呈正相关。APS-R中文修订版具有较高的信效度,可以作为国内完美主义研究、心理咨询和治疗工作的一个有效工具。     

A Person‐Centered Perspective on Multidimensional Perfectionism in Canadian and Chinese University Students: A Multigroup Latent Profile Analysis

This study investigated the generalizability of the tripartite model of perfectionism across Canadian and Chinese university students. Using latent profile analysis and indicators of perfectionistic strivings, perfectionistic concerns, and neuroticism in both groups, the authors derived a 3‐profile solution: adaptive perfectionists, maladaptive perfectionists, and nonperfectionists. Furthermore, multigroup latent profile analysis supported the construct equivalence of the 3‐profile solution across groups. Results further suggested that a greater proportion of Chinese students could be classified as adaptive perfectionists. Este estudio investigó la generalizabilidad del modelo tripartito de perfeccionismo entre estudiantes universitarios canadienses y chinos. Usando un análisis de perfil latente e indicadores de esfuerzos perfeccionistas, preocupaciones perfeccionistas y neuroticismo en ambos grupos, los autores desarrollaron una solución de 3 perfiles: perfeccionistas adaptados, perfeccionistas inadaptados y no perfeccionistas. Además, el análisis de perfil latente multigrupo confirmó la equivalencia de constructo de la solución de 3 perfiles en estos grupos. Los resultados sugieren también que una mayor proporción de estudiantes chinos podría clasificarse como perfeccionistas adaptados.     

Psychological well-being,life satisfaction,and self-esteem among adaptive perfectionists,maladaptive perfectionists,and nonperfectionists

Using a tripartite model of perfectionism and positive psychology framework, the present study examined patterns of psychological well-being, life satisfaction, and self-esteem across three groups: adaptive perfectionists, maladaptive perfectionists, and nonperfectionists. The participants were 200 college students in South Korea. Cluster analysis confirmed the existence of the three groups, mirroring findings from the previous literature. Adaptive perfectionists reported higher levels of environmental mastery and purpose in life of psychological well-being than nonperfectionists and maladaptive perfectionists. Adaptive perfectionists and nonperfectionists showed higher life satisfaction and self-esteem than maladaptive perfectionists; however, no significant differences between adaptive perfectionists and nonperfectionists were found on these variables. Implications of the findings and directions for future research are discussed.     

Perfectionism and Deficits in Cognitive Emotion Regulation

The current study investigated the general hypothesis that perfectionists have deficits in cognitive emotion regulation. A sample of 100 students completed the Perfectionism Cognitions Inventory, the Multidimensional Perfectionism Scale, the Cognitive Emotion Regulation Questionnaire (CERQ), and a measure of depression. Correlational analyses revealed that frequent thoughts involving perfectionism were associated with maladaptive cognitive emotion regulation tendencies, including catastrophization, self-blame, rumination, and lack of positive reappraisal. Socially prescribed perfectionism was associated with the maladaptive cognitive emotion regulation strategies of self-blame, catastrophization, and rumination, and it was correlated negatively with the adaptive cognitive emotion regulation strategies of putting into perspective and positive reappraisal. Trait self-oriented perfectionism was linked with self-blame. As expected, higher levels of depression were associated with perfectionism cognitions, socially prescribed perfectionism and deficits in cognitive emotion regulation. Our findings suggest the need for interventions designed to bolster the cognitive coping skills of at-risk perfectionists. This research was supported by a major research grant from the Social Sciences and Humanities Research Council (SSHRC) of Canada. Gordon Flett was also supported by a Canada Research Chair in Personality and Health.     

Perfectionism, intrinsic vs extrinsic motivation, and motivated strategies for learning: a multidimensional analysis of university students

We investigated the interrelations between dimensions of perfectionism and measures of academic motivation and learning strategies in university students. When partial correlation analysis was employed to examine the unique relation between specific perfectionism subscales and motivation/learning scales, self-oriented perfectionism was significantly related to students’ motivation and learning strategies in positive, adaptive ways whereas socially prescribed perfectionism was related in negative, maladaptive ways. Self-oriented perfectionists were motivated primarily by extrinsic compensation for their academic work whereas socially prescribed perfectionists were more motivated by recognition from others. Self-oriented perfectionism was significantly positively associated with self-efficacy for learning and performance, adaptive metacognitive and cognitive learning strategies, and effective resource management. Socially prescribed perfectionism was associated negatively with these measures. In addition, self-oriented perfectionism was associated positively with intrinsic goal orientation for a specific course, task value, and critical thinking whereas socially prescribed perfectionism was associated with test anxiety and a decreased likelihood of help-seeking. The theoretical importance of these findings and the implications for devising strategic counseling interventions are discussed.     

Seeking the perfect balance: Perfectionism and work–family conflict

This study considers the relationship between perfectionism and perceptions of work–family conflict. A situational component to perfectionism was found, with higher standards and a higher perceived discrepancy between standards and performance at home versus at work. Findings suggest perfectionism predicts work–family conflict, beyond the effects of the Big Five, trait affectivity and achievement. Further, findings indicate those with adaptive perfectionism (AP; work and home) tend to have lower strain and time‐based family interfering with work and lower behaviour‐based work interfering with family, compared with maladaptive perfectionists (home) and non‐perfectionists (work and home). Gender differences were found and considered in a more exploratory manner.     

Perfectionism and Self‐Development: Implications for College Adjustment

Cluster analyses supported the existence of 2 groups of perfectionists (labeled “adaptive” and “mala daptive”) and a group of non perfectionists in a sample (N = 312) of college students. Maladaptive perfectionists evidenced the poorest adjustment of all 3 groups. Adaptive perfectionists and nonperfectionists generally evidenced comparable aspects of emotional adjustment and academic integration. No differences between groups were observed in cumulative grade point average. Adaptive and mal‐adaptive perfectionists reported disruptions in self‐development. Differences between the perfectionist groups suggested that the roles of idealized parental images in self‐development might be important sorting points for adaptive or maladaptive trajectories toward perfectionism.     

Personal and family perfectionism of Taiwanese college students: relationships with depression, self-esteem, achievement motivation, and academic grades

An increasing number of perfectionism studies have been conducted across different countries outside of the Western framework. Using an international egalitarian approach that adopts indigenous frameworks and concepts from the cultural context of the population studied is imperative. This study examines different groups of perfectionists with a sample of 348 Taiwanese college students, emphasizing the collectivistic culture. In particular, this is a follow-up study to further explore characteristics of a group with low standards/high discrepancy--a feeling that they are not good enough despite having low standards--found in a previous study with Taiwanese students. More specifically, this study investigates whether the source of the high discrepancy scores among this group is related to having higher perfectionistic standards from their family. Perfectionism was examined not only from a personal/individualistic perspective, but also from a familistic dimension to reflect Taiwanese collectivistic cultural values. Results partially supported the hypotheses--this group reported having higher family discrepancy, but not family standards, than nonperfectionists. However, this group of participants reported lower academic grades, which implies the possibility of their discrepancy being associated with poorer performance. Four cluster groups--adaptive perfectionists, maladaptive perfectionists, nonperfectionists, and those with low standards/high discrepancy--were compared on their levels of depression, self-esteem, achievement motivation, and academic grades. Maladaptive perfectionists reported the highest depression level, while adaptive perfectionists reported the highest self-esteem. Results also show that aspects of personal perfectionism and family perfectionism related to self-esteem differently among this sample. Findings and implications are discussed with consideration of the collectivistic cultural context in Taiwan.     

Dimensions of perfectionism and constructive thinking as a coping response

The present study examined perfectionism and general coping ability as assessed by a new measure of constructive thinking. A sample of 77 students completed the Multidimensional Perfectionism Scale (MPS) and the Constructive Thinking Inventory (CTI). The MPS provides measures of selforiented, other-oriented, and socially prescribed perfectionism, while the CTI provides various measures, including summary scores of global constructive thinking, emotional coping, behavioral coping, categorical thinking, personal superstitious thinking, naive optimism, and esoteric thinking. Subjects also completed a measure of depressive symptoms so that we could examine perfectionism and coping independent of current levels of adjustment. The main finding was that socially prescribed perfectionism was associated with less constructive thinking and more negative coping across most of the CTI subscales, and these associations remained significant after removing variance due to levels of depression symptoms. Self-oriented perfectionism was adaptive in that it was associated with active forms of behavioral coping, but it was maladaptive in that it was associated with a form of emotional coping involving reduced self-acceptance. The results are discussed in terms of their implications for the cognitive treatment of perfectionists. Queen's University This research was supported by grant #410-91-0856 from the Social Sciences and Humanities Research Council of Canada awarded to the authors     

A cluster analysis of perfectionism among competitive athletes

In the present study, the ways in which athletes may experience perfectionism in a sport context were examined. The question of interest was whether self-confidence, intensity, and direction of cognitive and somatic precompetitive anxiety would differ across identifiable profiles of perfectionism. Competitive athletes (N= 166) completed the Sport-Multidimensional Perfectionism Scale, the French-Canadian Hewitt Multidimensional Perfectionism Scale, and the Competitive State Anxiety Inventory-2 Revised, including a Direction scale. Results of the cluster analysis indicated that athletes could be classified into three groups labelled Nonperfectionists, Adaptive perfectionists, and Maladaptive perfectionists. Perfectionism profiles differed significantly on Cognitive and Somatic Anxiety Intensity and on Cognitive Anxiety Direction. The importance of considering all dimensions of perfectionism simultaneously when examining the functional nature of this construct in sport is discussed.