Perfectionism in Academically Gifted Students: A Systematic Review

Abstract

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.

No perfect sleep! A systematic review of the link between multidimensional perfectionism and sleep disturbance

“…We assessed the methodological quality of all included primary studies. Based on a previously used quality assessment tool (Grugan et al, 2021) and general recommendations for assessing primary study quality (Petticrew & Roberts, 2008), we developed an instrument for quality assessment tailored specifically for the present review. We included the following quality dimensions: (i) measurement of multidimensional perfectionism, (ii) measurement of sleep disturbance, (iii) research design, (iv) sample size, (v) sample design, and (vi) peer‐review status.…”

“…Specifically, the two‐dimensional perfectionism model (e.g., Stoeber & Otto, 2006) differentiates two broader dimensions, namely perfectionistic concerns (also labelled evaluative concerns perfectionism) and perfectionistic strivings (also labelled personal standards perfectionism). This perfectionism model is commonly accepted and frequently used for research syntheses (e.g., Burcaş & Creţu, 2020; Dahlenburg et al, 2019; Grugan et al, 2021; Ocampo et al, 2020; Osenk et al, 2020; Robinson & Wade, 2021; Smith et al, 2019, 2021; Stricker et al, 2019; Vacca et al, 2021). Previous work showed that, compared to perfectionistic strivings, perfectionistic concerns are more consistently and strongly related to mental health difficulties (e.g., Burcaş & Creţu, 2020; Vacca et al, 2021).…”

How Labels both Nurture and Impair the Acadamic Performance of Gifted and Talented Students

“…Siegle et al (2020) examined this e ect in their study of perspectives of overachieving GATS, deducing that when GATS have confidence in their skills, they have high levels of self-e cacy. The mixture of a fear of failure and a pattern of high academic performance plagues GATS with perfectionistic concerns (Grugan et al, 2021). The pressure of maintaining an academic standing and keeping up with the high-achieving students in my class made me obsess over having a flawless academic record.…”

Self-Assessment of Pedagogical Abilities in the Professional Training of Elementary School Teachers

“…Кризисы профессионального обучения (например, кризис третьего года обучения) отрицательно отражаются на отношении студентов к себе [39]. Самооценка является не только основным фактором адаптации к обучению в вузе [40], но и условием формирования специфичных стратегий обучения первокурсников (ориентация на процесс или результат обучения, стремление к получению диплома или получению высоких оценок и др.) [41].…”