Maintaining the self? Exploring the connections between students' perfectionistic profiles, self-worth contingency, and achievement goal orientations

Triguna (three qualities) personality model and two-factor conceptualization of self-compassion: a new insight to understand achievement goal orientations

“…Positive self-compassion may contribute mastery as it promotes autonomy, competence, engagement and relatedness (Babenko et al, 2018;Ten Cate, Kusurkar, & Williams, 2011). Also, it may enhance perseverance of effort, self-worth, consistency of interest and self-efficacy, which, in turn, may promote mastery and performance-approach (Alhadabi & Karpinski, 2020;Ståhlberg, Tuominen, Pulkka, & Niemivirta, 2019;Suprayogi, Ratriana, & Wulandari, 2019). Also, positive self-compassion facilitated acceptance of regretted experiences and adaptive emotional responses (Zhang & Chen, 2016), reduced ego-threat, high self-worth and positive attributions (Shimizu, Niiya, & Shigemasu, 2016) and increased self-improvement motivation (Breines & Chen, 2012).…”

Students' perfectionistic profiles: Stability, change, and associations with achievement goal orientations

“…Third, as to their relationships with achievement goal orientations, we anticipated an emphasis on perfectionistic strivings to be associated with mastery orientations, and an emphasis on perfectionistic concerns to be connected with performance orientations (Hanchon, 2010(Hanchon, , 2011. We also expected low perfectionistic strivings to be linked with avoidance orientation (Ståhlberg et al, 2019). These relations were presumed to remain similar over the year.…”

“…In achievement contexts, students' perfectionistic profiles appear to be connected with their generalized preferences for certain types of goals and outcomes (e.g., Hanchon, 2011; Shih, 2013). Previous research indicates that the more perfectionistic strivings are emphasized, the more the student focuses on mastery, whereas the more perfectionistic concerns are highlighted, the more the student exhibits performance‐ or avoidance‐related goals (Hanchon, 2010; Ståhlberg et al, 2019). However, the consistency of these predictions has not been examined.…”

“…Perfectionistic concerns, in turn, have been found to be associated with less adaptive outcomes, such as overgeneralization of failures (Hill, 2014), negative attitude toward school and teachers (Gilman & Ashby, 2003), and lower academic confidence (Nounopoulos et al, 2006). Yet, both facets seem to be connected with having self‐worth contingent on one's academic performances (Ståhlberg et al, 2019) and performances in comparison to others (Hill, 2014).…”

“…Studies following the group-based approach are relatively scarce but suggest students exhibiting high strivings and low concerns to be inclined toward mastery goals (Gucciardi et al, 2012;Hanchon, 2010;Shih, 2013), and individuals characterized by high strivings and concerns to emphasize both mastery and performance goals (Gucciardi et al, 2012;Hanchon, 2010Hanchon, , 2011. Individuals with low perfectionistic tendencies have been found to prefer mostly performance goals (Hanchon, 2010(Hanchon, , 2011, or have relatively low levels on all goals (Gucciardi et al, 2012), while students reporting low strivings and high concerns seem to emphasize performance-and work-avoidance goals (Ståhlberg et al, 2019).…”