Perfectionism and achievement goals revisited: The 3 × 2 achievement goal framework

ObjectivesPerfectionistic strivings (PS) and perfectionistic concerns (PC) have shown different profiles with the 2 × 2 achievement goals in sport. Whether PS and PC also show comparable profiles with the achievement goals of the expanded 3 × 2 framework, however, is unclear.DesignCross-sectional.MethodWe examined self-reported perfectionistic strivings, perfectionistic concerns, and the 3 × 2 achievement goals in 136 junior athletes (mean age 17.0 years).ResultsThe results of structural equation modeling showed that PS were positively associated with task-, self-, and other-approach goals and negatively with task- and self-avoidance goals. In contrast, PC were positively associated with task-, self-, and other-avoidance goals and negatively with task- and self-approach goals.ConclusionsThe findings suggest that PS and PC show different profiles also with the 3 × 2 achievement goals which may help explain why the two perfectionism dimensions show differential relations with achievement-related outcomes in sport.     

Motivated use of information about others: Linking the 2 × 2 achievement goal model to social comparison propensities and processes

The present research used correlational and experimental methods and two well-established social comparison paradigms to integrate and extend prior research from the achievement goal and social comparison literatures. In Study 1, a general disposition to engage in social comparison was positively correlated with each type of goal in the 2 × 2 model of achievement goals, suggesting that the desire to seek out social comparison information is not exclusive to a particular type of achievement goal pursuit. In Study 2, when evaluating the specific direction of social comparison (upward or downward), the pursuit of performance-approach, mastery-approach, and mastery-avoidance goals facilitated upward social comparison, and the pursuit of performance-avoidance goals prompted a shift away from upward comparison towards downward comparison. The present findings provide new insight to the emerging integration of achievement goals and social comparison.     

The Big-5 ± 2? The impact of cognitive complexity on the factor structure of the five-factor model

Despite the popularity and prevalence of the five-factor model (FFM) of personality, numerous questions regarding its psychometric properties have yet to be investigated. One issue of particular concern is the underlying premise that these five personality factors are universally shared by all individuals. The present study examined the impact of cognitive complexity on the FFM by directly assessing whether individuals with higher or lower levels of cognitive complexity have personalities comprised of a greater or lesser number of factors, respectively, than the five widely accepted factors outlined by the FFM. Results indicated that individuals with lower levels of cognitive complexity have personalities best described by a three-factor model, whereas individuals with higher levels of cognitive complexity have personalities best described by a seven-factor model. In light of these findings, the appropriateness of universally applying the FFM to individuals of differing levels of cognitive complexity is discussed.     

Swedish norms for the Strengths and Difficulties Questionnaire for children 3–5 years rated by parents and preschool teachers

The Strengths and Difficulties Questionnaire (SDQ) is a widespread tool for assessing behavior problems in children and adolescents. Despite being investigated thoroughly concerning both validity and reliability, peer reviewed studies that provide norms, especially for preschool children, are lacking. This paper provides Swedish norms using data from a large community sample of children aged 3–5, based on mothers’, fathers’, and preschool teacher’s ratings. Preschool teachers’ ratings were generally lower than parents’ ratings, which contradicts some previous studies. Differences between girls and boys were found, suggesting that boys display higher levels of behavior problems. Lower parental education and country of origin outside of Sweden were also associated with more difficulties. Cut-offs are presented for each age group, gender and rater category. Population-specific norms and percentile cut-offs provided in this study facilitate identifying children in need of interventions in paediatric care and enable cross-country comparisons of children’s mental health problems.     

Profiles of perfectionism,body-related concerns,and indicators of psychological health in vocational dance students: An investigation of the 2 × 2 model of perfectionism

ObjectivesThe study examined 1) profiles of multidimensional perfectionism; and 2) inter-relationships between these profiles and indices of body-related concerns and psychological health in the case of vocational dance students.DesignA cross-sectional design was employed.MethodsOne hundred and ninety-four vocational dance students (females = 169, males = 25; M age = 16.73, SD = 1.45) completed the Multidimensional Perfectionism Scale (Frost-MPS; Frost, Marten, Lahart, & Rosenblate, 1990), the Brief Measure of Positive and Negative Affect (Watson, Clark, & Tellegen, 1988), the Social Physique Anxiety (SPA) Scale (Martin, Rejeski, Leary, McAuley, & Bane, 1997), an assessment of physical symptoms (Emmons, 1992), and the emotional and physical exhaustion subscale from the Athlete Burnout Measure (Raedeke & Smith, 2001).ResultsUsing a two-stage cluster analysis procedure, the dancers were grouped according to their scores on three Frost-MPS subscales (personal standards, concern over mistakes, and doubts about action). Four different profiles emerged: (1) dancers with pure personal standards perfectionism; (2) dancers with non perfectionism; (3) dancers with pure evaluative concerns perfectionism; and (4) dancers with a mixed profile of perfectionism. The results suggested that these different profiles of perfectionism distinguished according to body-related concerns and indicators of psychological health.ConclusionsIn support of the 2 × 2 model of perfectionism (Gaudreau & Thompson, 2010), dancers with adaptive achievement tendencies demonstrated greater psychological adjustment compared to other three subtypes, whereas dancers with relatively greater concerns over mistakes and high doubts about actions, regardless of their personal standards, reported greater psychological distress.     

“My goal is to do the best that I can in this class”: Relevance of potential-based achievement goals for intrinsic motivation and course performance

Goals are a core aspect of motivation. Elliot et al. (2015) introduced potential-based goals as a type of self-based goals that are conceptualised as seeking to do as well as one possibly could (potential approach goals) or seeking to avoid doing worse than one possibly could (potential avoidance goals). We follow up on this construct by examining its factorial structure and investigating its associations with intrinsic motivation and performance. We assessed 436 Iranian university students' potential-based goals at the beginning of an English course, intrinsic motivation during the semester and end-of-course performance. Results attested factional separability similar to the original work, supporting generalisability concerning more collectivistic contexts. Potential approach goals were positively associated with intrinsic motivation and performance, while potential avoidance goals were negatively associated with performance, also after controlling for demographics. Overall, this affirms the relevance of potential-based goals for a comprehensive understanding of how goals motivate individuals.     

‘The third person in the room’: Recording the counselling interview for the purpose of counsellor training – barrier to relationship building or effective tool for professional development?

Objective: Audio and videotape interview recording for training and supervision in counsellor education is commonplace within New Zealand, yet researchers have paid little attention to its value perceived by students. This study explores counselling students’ perceptions of the effects of recording counselling interviews on themselves, their clients and on the counselling process. Design: Counselling students from five tertiary educational settings in New Zealand participated in individual or focus group interviews to discuss their experiences of recording counselling interviews. Findings: All interviewees indicated that recording initially curtailed their ability to be completely present in the counselling interview. Some thought this may have negatively influenced their clients’ ability to use the counselling session effectively. Most noted their own increased confidence over time. Almost all considered recording to be extremely beneficial to the development of effective counselling skills. Conclusion: Most students considered the benefits of recording to outweigh the drawbacks. Implications for continuing the practice of recording and playing back interviews in counsellor‐education programmes are considered.     

The dopamine D4 receptor gene,birth weight,maternal depression,maternal attention,and the prediction of disorganized attachment at 36 months of age: A prospective gene × environment analysis

BackgroundEfforts to understand the developmental pathways for disorganized attachment reflect the importance of disorganized attachment on the prediction of future psychopathology. The inconsistent findings on the prediction of disorganized attachment from the dopamine D4 receptor (DRD4) gene, birth weight, and maternal depression as well as the evidence supporting the contribution of early maternal care, suggest the importance of exploring a gene by environment model.MethodsOur sample is from the Maternal Adversity, Vulnerability, and Neurodevelopment project; consisting of 655 mother–child dyads. Birth weight was cross-referenced with normative data to calculate birth weight percentile. Infant DRD4 genotype was obtained with buccal swabs and categorized according to the presence of the 7-repeat allele. Maternal depression was assessed with the Center for Epidemiologic Studies Depression Scale at the prenatal, 6-, 12-, and 24-month assessments. Maternal attention was measured at 6-months using a videotaped session of a 20-min non-feeding interaction. Attachment was assessed at 36-months using the Strange Situation Procedure.ResultsThe presence of the DRD4 7-repeat allele was associated with less disorganized attachment, β = −1.11, OR = 0.33, p = 0.0008. Maternal looking away frequency showed significant interactions with maternal depression at the prenatal assessment, β = 0.003, OR = 1.003, p = 0.023, and at 24 months, β = 0.004, OR = 1.004, p = 0.021, as at both time points, women suffering from depression and with frequent looking away behavior had an increased probability of disorganized attachment in their child, while those with less looking away behavior had a decreased probability of disorganized attachment in their child at 36 months.ConclusionsOur models support the contribution of biological and multiple environmental factors in the complex prediction of disorganized attachment at 36 months.     

A Lutheran Reflection on The One Mediator,The Saints,and Mary1 in Relation to the Question: How Do Lutherans Understand Prayer for Other People?2

Abstract : In this article, the author offers a critical, appreciative appraisal of The One Mediator, The Saints, and Mary (1992), which was the publication that emerged from the eighth round of the U.S. Lutheran‐Catholic Dialogue. Writing from a Lutheran perspective and using the Joint Declaration on the Doctrine of Justification (JDDJ, October 31, 1999) as a critical hermeneutical lens, the author points to Luther's theological conviction concerning how Mary—the mother of the Lord Jesus Christ—and departed saints are to be regarded. Luther's emphasis on Christ the only Mediator was highlighted. Reflection on this text was done in light of the theme of the dialogue's eleventh round, “The Hope of Eternal Life.” Prayer is always in and through Jesus Christ.