Perceived Incompetence Moderates the Relationship Between Maladaptive Perfectionism and Disordered Eating

Abstract

Maladaptive perfectionism and perceived incompetence are two factors associated with disordered eating. In this study, we examined whether perceived incompetence moderated the relationship between maladaptive perfectionism and disordered eating. Three hundred fifteen college women completed surveys assessing eating habits and levels of perceived incompetence and perfectionism. Results supported a moderating effect of perceived incompetence such that as levels of perceived incompetence increased, the relationship between maladaptive perfectionism and disordered eating became increasingly strong. These results imply that clinicians may want to focus efforts on helping clients learn to set healthy goals and improve their perception of competence in life domains.

A comparative analysis of role attainment and impairment in binge-eating disorder and bulimia nervosa: results from the WHO World Mental Health Surveys

“…We are aware of no previous research that has examined this association. However, this association is indirectly consistent with previous findings that both academic performance (Eum & Rice, 2011; Leenaars & Lester, 2006) and eating disorders (Cain et al , 2008; Ferrier-Auerbach & Martens, 2009; Fragkos & Frangos, 2013) are associated with perfectionism. More detailed analysis than possible in the WMH data would be required to investigate this possibility directly, noting that evidence exists for separate types of positive and negative perfectionism that might be differentially related to educational achievement and eating disorders (Glynn Owens & Slade, 2008).…”

The Changing Role of Academic Achievement Before the Onset of Disordered Eating in Academically High-Achieving Females

“…The general model of Levine and Smolak (1992) predicted that weight gains, problems with boys, and achievement threats were simultaneous stressors that preceded eating disorders. Ferrier-Auerbach and Martens (2009) found that perceived incompetence in appearance, social acceptance, morality, romantic relationships, close friendships, and intellectual ability moderated the relationship between perfectionism and symptoms of disordered eating.…”

“…After a search through the eating disorder literature, three models were found that included issues related to academic achievement (Ferrier-Auerbach & Martens, 2009;Levine & Smolak, 1992;Slade, 1982). Slade (1982) suggested that the antecedent events that led to an eating disorder were adolescent conflicts with parents; problems with interpersonal relationships, especially with boys; and academic failure experiences.…”

“…The models listed academic stress and failure experiences, including the pressure of examinations or examination failure (Slade, 1982), achievement threats such as academic failure or the threat of academic failure (Levine & Smolak, 1992), and perceived intellectual incompetence (Ferrier-Auerbach & Martens, 2009) as experiences that combined with other stressors to contribute to the development of disordered eating. These stressors interacted with a second factor, a striving for excellence, which was described as either perfectionism (Ferrier-Auerbach & Martens, 2009;Slade, 1982) or the superwoman complex (Levine & Smolak, 1992). The three models are all based on the assumption that individuals may turn to disordered eating to compensate for a feeling of incompetence or failure in other areas of life.…”

Sources of global academic self-efficacy in academically high-achieving females before the onset of disordered eating

“…The first factor is a striving for excellence in several important areas of life. Ferrier-Auerbach and Martens (2009) applied their model to examine perfectionism in the areas of appearance, intellectual ability, social acceptance, morality, romantic relationships, and close friendships. The model of Levine and Smolak (1992) incorporated the superwoman complex, which involves a striving for excellence in a variety of areas such as academic achievement at school, social relationships, and attractiveness.…”