Understanding the relationship between the multidimensional perfectionism and self-compassion in adults: The effect of age

Abstract

Literature suggests that perfectionism is associated to self-compassion. However, the multiple relationships between the types of perfectionism (adaptive, maladaptive and non-perfectionists) and the multidimensional construct of self-compassion have not been thoroughly examined. To this end, the present study aimed (a) to examine the relationships between the types of perfectionism and the self-compassion components in an adult sample and (b) to check the effect of age on the relationship between the perfectionistic types and the self-compassion components. Participants were 509 adults aged 18 to 65 years. Self-report questionnaires were used to collect the data. Results indicated that High Standards positively predicted all self-compassion components while Discrepancy positively predicted Self-judgment and Isolation and overidentification and negatively predicted Self-Kindness and mindfulness and Common humanity. In addition, it was found that adaptive perfectionists and non-perfectionists reported higher levels on the positive components of self-compassion and lower levels on its negative components, compared to maladaptive perfectionists. With respect to age, participants in established (30–45 years) and middle (46–65 years) adulthood reported higher levels on the positive self-compassion components and lower levels on its negative components compared to young adults (18–29 years), while participants in emerging adulthood scored higher on both the dimensions of perfectionism (adaptive and maladaptive) compared to participants in established and middle adulthood. Finally, age moderated only the relationship between adaptive perfectionism and Isolation and overidentification. Future directions and implications are being discussed.

Teachers’ Protective Factors of Resilience Scale: Factorial Structure, Validity and Reliability Issues

“…As underscored by Parker and Martin (2009), organization and planning rank among the strategies for meeting challenges and can predict increased levels of performance, well-being, and engagement. Furthermore, actively listening to the concerns of others and demonstrating empathy can be a catalyst for building supportive relationships and skillfully addressing the daily challenges teachers face (Daniilidou, 2023;Huang et al, 2020). Finally, the process of recollection, encompassing strategies that have yielded favorable outcomes in the past, and reflecting on those that did not perform as anticipated contributes to continual learning.…”

“…Finally, the process of recollection, encompassing strategies that have yielded favorable outcomes in the past, and reflecting on those that did not perform as anticipated contributes to continual learning. This learning process aids in managing issues, mitigating the impact of stressful circumstances and facilitating decision-making, ultimately enabling teachers to manage risky situations more effectively (Daniilidou, 2023;Djalante & Thomalla, 2011).…”

“…Thus, a conceptual overlap exists between coping and resilience, implying that the strategies individuals employ to manage stressors can also play a role in determining their overall resilience levels. The strategies identified in the literature encompass the utilization of diverse teaching methods, problem-solving approaches, seeking assistance within their social networks, and the ability to disengage or emotionally distance themselves from stressful circumstances (Bowles & Arnup, 2016;Castro et al, 2010;Daniilidou, 2023;Mansfield et al, 2012).…”

“…With their support, family members and friends help teachers in maintaining a healthy worklife balance by providing psychological and practical assistance and emotional release (Black & Lobo, 2008;Gu & Day, 2007). Lastly, although ongoing changes in educational policies and legislation are often mentioned by the teachers as sources of stress (e.g., Antoniou et al, 2023;Flores, 2018), it has been found that, in some cases, a comprehensive understanding of the legislative framework can be a factor of support and protection for the teachers (Daniilidou, 2023).…”

“…In this context, a limited yet notable set of instruments specifically designed for assessing teachers' resilience, such as the Multidimensional Teachers' Resilience Scale by Mansfield and Wosnitza (2015) and the Teachers' Resilience Scale by Daniilidou and Platsidou (2018) was emerged. At the same time, recent research findings (e.g., Botou et al, 2017;Daniilidou, 2023;Gu & Day, 2007;Yuan et al, 2013) have drawn attention to additional dimensions encompassing individual characteristics (e.g., humor, creativity, moral values) and environmental factors (e.g., family, friends, legislative framework). These factors, while recognized as contributors to teachers' resilience, remained unaddressed by the existing measurement scales.…”