Perfectionism and Goal Orientations Among Chinese Gifted Students in Hong Kong

Abstract

Positive and negative perfectionism as well as four goal orientations were assessed in a sample of 315 Chinese gifted students in Hong Kong. These students tended to endorse positive perfectionism more than negative perfectionism and prefer learning and social goals over performance and avoidance goals. Learning and social goal orientations emerged as significant predictors in the prediction of positive perfectionism, whereas performance and avoidance goal orientations emerged as significant predictors for negative perfectionism. Implications of the findings for promoting healthy strivings for excellence through setting different goals are discussed.Perfectionism has often been considered a major characteristic of the gifted, even though researchers disagree as to what precisely perfectionism is and how best to define it (see Adderholt-Elliot

Mean levels and correlates of perfectionism in International Baccalaureate and general education students

“…An emerging body of evidence has supported the validity of this multi-factor model of perfectionism in populations of adults (e.g., Frost, Heimberg, Holt, Mattia, & Neubauer, 1993), *Corresponding author. Email: shaunessy@usf.edu college students (e.g., LoCicero & Ashby, 2000;Rice & Stuart, 2010;Ulu & Tezer, 2010), and children (e.g., Chan, 2009b;Parker, 1997).…”

Gifted Education in the Hong Kong Special Administrative Region

“…This application of talented performance is known as cheng-cai but it can be elevated further to become ren-cai whereby there is a deep respect and care for the needs of others reflected in the notion of benevolence. Chan (2009) eloquently explained, effortful learning does not have to end in talented performance, but can be brought to a higher level of accomplishment through self-cultivation that transforms and changes one's beliefs, attitudes, and values to a deep and ultimate concern for the well-being of others. (p. 121) It should come as no surprise, therefore, that as part of the delivery model of HKAGE, there is a growing community service component in the student programs.…”

Perfeccionismo infantil: Normalización de una escala argentina para su evaluación

“…Entre los aspectos positivos cabe resaltar el interés por la superación personal, la búsqueda de metas elevadas, el esfuerzo para el logro, la organización, la puntualidad, el orden, etc. (Abdi, Chalanbianloo y Joorbonyan, 2015;Ashby y Kottman, 1996;Blatt, 1995;Chan, 2009;Egan, Wade y Shaffan, 2011;Sastre-Riba, 2012;Scappatura, Arana, Elizathe y Rutsztein, 2011;Slaney, Rice, Mobley;Stoeber y Otto, 2006;Trippi y Ashby, 2001). Esta dimensión adaptativa del perfeccionismo se ha visto asociada a la satisfacción personal y a una mejor autoestima (Scappatura, Arana, Elizathe y Rutsztein, 2011;Stoeber y Otto, 2006) y a estrategias de afrontamiento más adecuadas (Sastre-Riba, 2012).…”

“…Esta dimensión adaptativa del perfeccionismo se ha visto asociada a la satisfacción personal y a una mejor autoestima (Scappatura, Arana, Elizathe y Rutsztein, 2011;Stoeber y Otto, 2006) y a estrategias de afrontamiento más adecuadas (Sastre-Riba, 2012). También se ha asociado a una alta capacidad intelectual, buenas calificaciones, creatividad, a un alto estándar de rendimiento y planificación profesional (Chan, 2009;Sastre-Riba, 2012, Stoeber, Mutinelli y Corr, 2016Stoeber y Otto, 2006). En contraparte, el perfeccionismo insano implica una actitud autocrítica desmedida, tendencia a la preocupación excesiva por los errores, pensamiento dicotómico (todo o nada), intolerancia al fracaso, inseguridad en relación a los logros personales y autodepreciación cuando éstos no son alcanzados (Castro-Fornieleset al, 2007;Frost, Marlen, Lahart y Rosenblate, 1990;Sherry, Stoeber y Ramasubbu, 2016).…”