Expectancy–value theory as a framework to understand the relation between domain‐specific perfectionism and internalizing symptoms in freshman high school students

Koerten, Hannah R.; Dubow, Eric F.

doi:10.1002/pits.22472

Cited by 4 publications

(1 citation statement)

References 33 publications

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“…Que muchas personas afirmen ser perfeccionistas en los estudios (Stoeber y Stoeber, 2009) ha llevado a distinguir un perfeccionismo específico al contexto académico (Aguilar et al, 2012;Koerten y Dubow, 2020;Lin, 2021;Liu y Berzenski, 2022;Loscalzo y Giannini, 2019;Malik y Ghayas, 2016;Odaci et al, 2017), el cual se evidencia en la preocupación por tener un muy buen rendimiento o la meticulosidad en las actividades de estudio (Ossa-Cornejo et al, 2019). Las dimensiones más adaptativas del perfeccionismo académico (orientado a sí mismo y a los otros) mostraron relaciones positivas con el hardiness (personalidad resistente) en estudiantes de una universidad privada de Caracas (Aguilar et al, 2020).…”

Section: Introductionunclassified

Influencia del Perfeccionismo Académico en el Aprendizaje Autorregulado de los Estudiantes Universitarios

Franz-Torres¹,

López-Cruz²

2023

Rev. Psicol. Educ

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Background: Addressing the need to deepen how perfectionism is linked to different psychoeducational variables, this research aimed to determine the influence of academic perfectionism on self-regulation of learning in university students from Venezuela. Method: A cross-sectional predictive design was used. A total of 268 students participated, 64.9 % women and 35.1 % men, between 18 and 39 years of age (M = 25.87, SD = 3.93). Self-report instruments were administered online: The Academic Perfectionism Inventory and two self-regulated learning scales. Results: Self-oriented perfectionism significantly and positively predicted the ability to self-regulate learning and almost all its dimensions. Other-oriented perfectionism stood out as a predictor of the dimensions of self-evaluation and self-efficacy. Neither socially prescribed perfectionism nor the sample variables (p.ej., sex) were predictors. Conclusion: It is confirmed that some aspects of perfectionism, such as selfdirected and other-directed standards, can promote academic self-regulation.Antecedentes: Atendiendo la necesidad de profundizar en la forma en que el perfeccionismo se vincula con diversas variables psicoeducativas, la investigación tuvo como objetivo determinar la influencia del perfeccionismo académico sobre la autorregulación del aprendizaje en estudiantes universitarios venezolanos. Método: Se utilizó un diseño predictivo transversal. Participaron 268 estudiantes, 64.9 % mujeres y 35.1 % hombres, de entre 18 y 39 años de edad (M = 25.87, DE = 3.93). Se administraron on-line instrumentos de autoinforme: el Inventario de Perfeccionismo Académico y dos escalas de aprendizaje autorregulado. Resultados: El perfeccionismo autorientado predijo significativa y positivamente la capacidad de autorregular el aprendizaje y casi todas sus dimensiones, mientras que el perfeccionismo orientado hacia los demás resaltó como predictor de las dimensiones autoevaluación y autoeficacia. Ni el perfeccionismo socialmente prescrito, ni las variables de la muestra (p.ej. el sexo), tuvieron un papel predictor. Conclusión: Se confirma entonces que algunos aspectos del perfeccionismo, como los estándares autodirigidos y dirigidos a otros, pueden promover la autorregulación académica.

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Section: Introductionunclassified

Influencia del Perfeccionismo Académico en el Aprendizaje Autorregulado de los Estudiantes Universitarios

Franz-Torres¹,

López-Cruz²

2023

Rev. Psicol. Educ

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Exploring fundamental engineering course instructors' test usage beliefs and behaviors: A multicase study

Chew,

Matusovich

2024

J of Engineering Edu

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BackgroundTests are commonly and heavily used in fundamental engineering courses (FECs) to assess student learning of concepts. With existing literature presenting mixed benefits and disadvantages of testing to students' motivation to learn and documenting widely alternative assessments, the lack of questioning of heavy and common test usage must be addressed to diversify classroom assessment and promote intentionality in test usage.Purpose/HypothesisThis study begins to address the lack of questioning by exploring and uncovering test usage beliefs and behaviors of seven FEC instructors from two engineering departments in a land‐grant, public, Research 1 universityDesign/MethodGrounded in the Situated Expectancy–Value Theory (SEVT), we conducted a multicase study. Data include two interviews, course syllabi, and sample tests provided by the participants, and public documents from the institution and departments. We conducted a priori and emergent coding and thematic analysis to identify the beliefs and behaviors before developing individual case summaries for cross‐case analysis to identify groupings.ResultsThree test usage groups emerged: enthusiastic, default, and questioning. All test usage groups featured tests heavily in their FECs, resulting in varying alignment between these participants' test usage beliefs and behaviors.ConclusionsOur findings reveal the various factors that can shape FEC instructors' test usage beliefs and behaviors, and the complexity in terms of alignment. This work lays important implications, including laying the foundations for future scholarship on testing in engineering education research and leveraging findings to begin efforts in diversifying assessment approaches and promoting intentional test usage in FECs.

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The destructiveness and public health significance of socially prescribed perfectionism: A review, analysis, and conceptual extension

Flett

Hewitt

Nepon

et al. 2022

Clinical Psychology Review

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Expectancy–value theory as a framework to understand the relation between domain‐specific perfectionism and internalizing symptoms in freshman high school students

Cited by 4 publications

References 33 publications

Influencia del Perfeccionismo Académico en el Aprendizaje Autorregulado de los Estudiantes Universitarios

Influencia del Perfeccionismo Académico en el Aprendizaje Autorregulado de los Estudiantes Universitarios

Exploring fundamental engineering course instructors' test usage beliefs and behaviors: A multicase study

The destructiveness and public health significance of socially prescribed perfectionism: A review, analysis, and conceptual extension

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