Perfectionism is a significant transdiagnostic process related to the development and maintenance of several psychological disorders. The main models of the development of perfectionism focus on early childhood experiences and postulate that parental relation is an important factor for understanding this construct in children. The purpose of this study was to examine the relationship between child and parental perfectionism, seeking to evaluate the empirical support of the Social Learning Model and the Social Expectations Model and children’s perception of parenting styles. The present study included 119 children (51.2% girls, Mage = 11.67 years) and their parents. Data were collected through administration of several self-report measures. The results show a relationship between the majority of the same parent and child perfectionism dimensions, thus providing supportive evidence for the Social Learning Model. Concerning the analysis of the role of gender in the transmission of perfectionism, observed fathers’ perfectionism only relates with the sons’ perfectionism, and mothers’ perfectionism relates with daughters’ perfectionism. Our findings allow for a deeper understanding of the role of the perception of an authoritarian parenting style in the development of maladaptive perfectionism. Mother and fathers’ perceived parenting styles contribute more to daughter than son perfectionism. The results contribute to expanding the understanding of the role of parental factors in the development of perfectionism.

ResumoAs relações estabelecidas no seio familiar são extremamente importantes no desenvolvimento dos traços de personalidade dos indivíduos. O objectivo deste estudo foi investigar a relação entre o desenvolvimento do perfeccionismo e as representações de vinculação, numa amostra de 690 jovens adultos, com idades entre os 17 e os 30 anos. Os participantes preencheram um Questionário Sócio-Demográfico, duas Escalas Multidimensionais de Perfeccionismo (MPS-F e MPS-H) e um Inventário de Vinculação (IPPA). Os resultados indicam a existência de uma relação entre as dimensões maladaptativas do perfeccionismo e a representação de uma Vinculação Insegura à mãe e ao pai, enquanto as dimensões adaptativas do perfeccionismo relacionam-se com a representação de uma Vinculação Segura. Estes resultados sugerem que um dos factores que contribuem para o desenvolvimento do perfeccionismo é a natureza das relações parentais e consequentes interacções. Palavras-chave: Perfeccionismo, representações de vinculação, vinculação insegura, vinculação segura. AbstractThe relationships established within the family are extremely important in the development of individual personality traits. The goal of this study was to investigate the relation between the development of perfectionism and attachment representations in a sample of 690 young adults, aged between 17 and 30 years old. Participants completed two scales of Self-report Measure of Perfectionism (H-MPS and F-MPS) and the Inventory of Parent and Peer Attachment (IPPA), as well as a Social-Demographic Questionnaire. Results indicate the existence of a relation between maladaptive perfectionism dimensions and an insecure attachment representation to parents, whereas adaptive perfectionism dimensions seem to be related to a secure attachment representation. The results suggest that one of the contributing factors to the development of perfectionism is the nature of parental relationships and their consequent interactions. Keywords: Perfectionism, attachment representations, insecure attachment, secure attachment.O perfeccionismo tem sido definido como a tendência para estabelecer padrões excessivamente elevados, pela rígida adesão a esses mesmos padrões, e pelas auto-avaliações demasiado críticas (Frost, Marten, Lahart, & Rosenblate, 1990;Shafran & Mansell, 2001). Uma miríade de estudos tem comprovado a influência do perfeccionismo em diversas perturbações psicológicas, tais como depressão (e.g., Blatt, 1995;Sherry, Hewitt, Flett, & Harvey, 2003), insónia (e.g., Azevedo et al., 2008), perturbações da ansiedade (e.g., Stoeber, Feast, & Hayword, 2009;Wu & Cortesi, 2009), e perturbações do comportamento alimentar (e.g., Bardone-Cone, Sturm, Lawson, Robinson, & Smith, 2010). A presença do perfeccionismo num destes quadros psicopatológicos contribui para uma maior severidade dos sintomas, para tratamentos mais demorados e para uma maior probabilidade de recidivas (Cruz, 2009).Segundo alguns autores (e.g., Burns, 1980;Soenens, Vansteenkiste, Luyten, Duriez, & Goossens, 2005) o perfeccionis...

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Rates of mental health issues have been increasing among university students. This study investigates the effects of the Interculturality and Mindfulness Program (PIM) on academic students on mindfulness, emotional regulation, depression, anxiety, stress, life satisfaction, optimism, positive solitude, and loneliness. A quasi-experimental research was conducted, with pre- and post-test comparative measurements in three groups: in-person (IG), synchronous online (OG), and passive control (CG). A diverse group of students (n = 150; mean age = 25.4 ± 8.31) participated from two universities in Portugal. When compared to the CG, both active groups (IG and OG) demonstrated a beneficial interaction effect in acceptance, positive solitude, optimism, and mindfulness. The IG demonstrated a positive interaction effect in awareness and satisfaction with life, whereas the OG indicated a favorable interaction effect in impulse. When analyzing the intra-group effects, both active groups presented a significant improvement in stress, emotion regulation, mindfulness, positive solitude, and optimism. The OG demonstrated an improvement in awareness and loneliness. The main limitations of this research are that students were not randomly assigned, and groups were heterogeneous in nationality, education level, and sex. Nonetheless, PIM has indicated beneficial results in both IG and OG, and is a promising intervention for the prevention of mental health issues (e.g., stress, difficulties in emotional regulation, and loneliness), as well as for the promotion of well-being (e.g., positive solitude, mindfulness, life satisfaction, and optimism).