Perfectionism and the gifted.

Rice, Kenneth G.; Ray, Merideth E.

doi:10.1037/0000038-042

Cited by 12 publications

(11 citation statements)

References 79 publications

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“…To help make sense of this issue, Stricker et al (2020) conducted a meta-analytical review of ten studies (N = 4,340) examining the incidence of perfectionism in students identified as gifted versus students identified as non-gifted. In line with the conclusions drawn from other appraisals of this literature (e.g., Rice & Ray, 2018), Stricker et al (2020) found that students who were identified as gifted showed equal levels of PC in comparison to students who were identified as non-gifted. However, Stricker et al (2020) did find that students identified as gifted showed elevated levels of PS.…”

Section: Perfectionism In Students Identified As Academically Giftedsupporting

confidence: 87%

“…First, the notion that perfectionism is a feature of such students pervades the gifted literature. This is evident in case study research (e.g., Schuler, 2000), handbook guides (e.g., Rice & Ray, 2018), and organisation guidelines (e.g., National Society for the Gifted and Talented; see Rice & Taber, 2018). Second, students identified as both academically gifted and highly perfectionistic have reported problematic achievement related attitudes and negative emotional reactions to perceived imperfection in their academic studies (Speirs Neumeister et al, 2009).…”

Section: Perfectionism In Students Identified As Academically Giftedmentioning

confidence: 99%

“…While perfectionism is often associated with students identified as academically gifted, the empirical evidence linking perfectionism with academic giftedness is more ambiguous. For example, while some authors have found evidence for a higher incidence of perfectionism among gifted versus non-gifted students, others have not (Rice & Ray, 2018).…”

Section: Perfectionism In Students Identified As Academically Giftedmentioning

confidence: 99%

“…In relation to developmental experiences, this includes an asynchronous relationship with the school environment, interpersonal difficulties associated with accessing peers with similar interests, and personal conflicts between the need to belong and the need to achieve (Neihart & See Yeo, 2018). In terms of personality characteristics, one trait that is often observed in students identified as academically gifted and has long been a topic of discussion in the gifted literature is perfectionism (Rice & Ray, 2018). Aligned with this previous research, our review focusses on perfectionism in students identified as academically gifted.…”

Section: Introductionmentioning

confidence: 99%

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Perfectionism in Academically Gifted Students: A Systematic Review

et al. 2021

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Perfectionism has long been recognised as a psychological factor that can enhance or interfere with the healthy adjustment of young students who are academically gifted. However, it is apparent from existing research that a wide range of methods have been adopted to study perfectionism in this population. To identify what is currently known about perfectionism among these students and what future work needs to be undertaken, a systematic review of existing research is required. The aim of our study was to provide a first such review. In doing so, we utilised the two-factor perfectionism model which differentiates between perfectionistic strivings (PS) and perfectionistic concerns (PC). A systematic literature search returned 36 studies examining perfectionism in young students identified as academically gifted that varied in study characteristics, methodological quality, and findings.Of these studies, 24 adopted a variable-based approach to examining perfectionism (i.e., examined PS and PC) and 12 adopted a group-based approach to examining perfectionism (i.e., examined groups with varying levels of PS and PC). The findings show that the distinction between PS and PC is extremely important. Specifically, while PC are likely to be uniformly debilitating for students who are academically gifted, PS are associated with more mixed outcomes. This is also the case when the two dimensions of perfectionism are considered in combination, with levels of PC being the key factor in determining the outcomes associated with perfectionism. Future research needs to build on the existing evidence base in a systematic fashion and prioritise longitudinal research and intervention studies.

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Section: Perfectionism In Students Identified As Academically Giftedsupporting

confidence: 87%

Section: Perfectionism In Students Identified As Academically Giftedmentioning

confidence: 99%

Section: Perfectionism In Students Identified As Academically Giftedmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Perfectionism in Academically Gifted Students: A Systematic Review

et al. 2021

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“…Although the structure of perfectionism is still controversial (Flett & Hewitt, 2006; Owens & Slade, 2008), a majority of the research and scholarship is in agreement on two factors (Chan, 2008; Rice & Ray, 2018; Speirs Neumeister, 2016, 2018). In this study, labels of perfectionistic strivings and perfectionistic concerns were preferred to indicate the two dimensions of perfectionism (Speirs Neumeister, 2016; Stoeber, 2018).…”

Section: Methodsmentioning

confidence: 99%

Are Gifted Students Perfectionistic? A Meta-Analysis

Oğurlu

2020

Journal for the Education of the Gifted

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There is a rich literature on perfectionism among gifted individuals, but the results of these individual studies are ambiguous. The present meta-analysis aimed to clarify the nature of the relationship between perfectionism and giftedness by focusing on quantitative studies that compared the perfectionism levels of gifted and nongifted students. Hedge’s unbiased g was used as the effect size metric and a three-level multilevel meta-analytic approach taken to control for dependency among the effect sizes obtained from the same study. The analyses used 63 effect sizes from 14 published studies that indicated there was no significant difference between gifted and nongifted students on perfectionism. The analyses also focused on two moderators: dimensions of perfectionism and grade level. The moderator analysis indicated that perfectionism dimensions were a significant moderator. Gifted students, although not significantly, outscored their nongifted peers on perfectionistic strivings but rated lower on perfectionistic concerns.

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The social and emotional world of gifted students: Moving beyond the label

Wiley

2020

Psychology in the Schools

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Students who are identified as gifted have academic, social, and emotional experiences that are informed by both their cognition and their identification. Similarly, highly able students who are overlooked and remain unidentified have extra layers of social and emotional complexity to negotiate. While the label should not uniquely define the treatment of the student, this review of the literature offers some supported themes that might inform service. Research on traditional and contemporary concerns is placed in the context of conceptual and methodological limitations, concluding with recommendations for the practitioner as a beginning to the conversation.

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Perfectionism and the gifted.

Cited by 12 publications

References 79 publications

Perfectionism in Academically Gifted Students: A Systematic Review

Perfectionism in Academically Gifted Students: A Systematic Review

Are Gifted Students Perfectionistic? A Meta-Analysis

The social and emotional world of gifted students: Moving beyond the label

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