Self-esteem and perfectionism versus procrastination

The purpose of this study was to examine whether levels of self-esteem and perfectionism are related to passive and active work postponement. The study was conducted among 325 young adults (219 females and 106 males). The following tools were used: New Active Procrastination Scale (NAPS), General Procrastination Scale (GPS), Polish Questionnaire of Adaptive and Maladaptive Perfectionism (KPAD), Rosenberg Self-Esteem Scale (SES). The results indicate that active procrastination is negatively related to self-esteem and maladaptive perfectionism, and positively related to adaptive perfectionism. Passive procrastination positively correlates with self-esteem and maladaptive perfectionism, and negatively with adaptive perfectionism. The obtained data deepen the knowledge on the determinants of procrastination, which is worth considering from two perspectives - positive and negative.

A Randomized Control Trial of a Brief Self-Compassion Intervention for Perfectionism, Anxiety, Depression, and Body Image

Objective: Due to a rise in perfectionistic tendencies and growing concerns about the increase in mental health conditions among students this study aimed to examine the effects of a brief intervention in self-compassion on maladaptive perfectionism, anxiety, depression, and body image.Methods: The intervention consisted of four seminars and a silent half-day retreat with short lectures and relevant experiential practices from Mindful Self-Compassion (MSC) and Mindfulness Based Stress Reduction (MBSR). This randomized wait-list control trial was pre-registered at Clinicaltrials.gov (ID: NCT03453437, Unique Protocol ID: UiBMSC2018). University students were randomly assigned to the intervention group and wait-list control group and filled out surveys weekly. A repeated measures analysis of variance (ANOVA) was used to compare the groups pre- and post-treatment. Mixed level modeling was used to analyze changes in all outcome measures over time.Results: Eighty-nine participants completed the intervention. Results of the ANOVA showed significant post-intervention reductions in maladaptive perfectionistic tendencies and symptoms of depression and anxiety, in addition to increased self-compassion and improved body image in the intervention group as compared to the wait-list group. Mixed level modeling showed statistically significant changes in self-compassion, maladaptive perfectionism, adaptive perfectionism, anxiety, and depression but not body image. Only the mixed level modeling showed small but significant changes to adaptive perfectionism, also called strivings. Implications of different changes to maladaptive perfectionism than adaptive perfectionism are discussed.

Az adaptív és maladaptív perfekcionizmussal együtt járó motivációs mintázatok feltáró vizsgálata

CélA Hewitt–Flett Multidimenzionális Perfekcionizmus Kérdőív validálása, a tehetség-tanácsadásban felhasználható magyar verzió kialakítása. Az adaptív és maladaptív perfekcionizmussal együtt járó motivációs mintázatok feltérképezése, továbbá a perfekcionizmus dimenzióinak feltáró vizsgálata különböző oktatási szinteken, illetve tehetséggondozó tagozaton tanuló és normál középiskolai populáció között.Módszerönbeszámolós kérdőívek, megerősítő faktoranalízis, nonparaméteres eljárások.MintaA vizsgálatban összesen 446 fő vett részt. A 16–19 éves középiskolás tanulók száma: 265 fő (59,4%); a felsőoktatásban tanulók létszáma: 181 fő (40,6%). A középiskolai tanulók közül 123 f\xC5\x91 (a teljes minta 27,6%-a) tehetséggondozó tagozaton tanul.EszközökKérdőíves eljárásokat alkalmaztunk, melyek a következők: Hewitt–Flett-féle (1991) Multidimenzionális perfekcionizmus skála, Lang és Fries-féle (2006) Teljesítménymotiváció Kérdőív, illetve a Tehetség Motivációs Öndefiníciós Kérdőív (Dávid, 2011).EredményekA magyar mintán kapott eredmények összhangban állnak a nemzetközi standardokkal. A tehetségesek szignifikánsan magasabb perfekcionizmussal jellemezhetők, s nemi különbségek is igazolhatók. A társas előírásként megélt (maladaptív) perfekcionizmus együtt jár a kudarckerüléssel, negatívan korrelál az akarat, kitartás, általános aktivitás faktorokkal. A szelforientált (adaptív) perfekcionizmus pozitívan korrelál a magas igényszinttel, a sikerkereséssel, továbbá a szándék/akarat, kitartás, érdeklődés/tudásvágy, valamint általános aktivitás faktorokkal. Igazoltuk a motivációs korrelátumok eltérő mintázatát, illetve a perfekcionizmus skálákban kimutatható különbségek létét almintánként és oktatási szintenként egyaránt.AimsTo validate Hewitt and Flett’s Multidimensional Perfectionism Scale and to develop its Hungarian version for the purpose of talent counselling. To map motivational patterns attached to adaptive and mal-adaptive perfectionism, moreover, to uncover dimensions of perfectionism among pupils studying in different educational levels and with a regular or gifted and talented curriculum.Methodself-report questionnaire study, confirmatory factor analysis, non-parametric statistical tests. Sample: 446 subjects participated in the study. Number of students aged between 16 and 19: 265 (59,4%), from which 123 (27,6% of the total sample) were studying with gifted and talented curriculum; number of higher education students: 181 (40,6%).InstrumentsWe used the following self-report questionnaires: Hewitt and Flett’s (1991) Multidimensional Perfectionism Scale, Lang and Fries’s (2006) Revised Achievement Motives Scale and Gifted and Talented Self-Definition Motivation Scale (David et al., 2010).ResultsResults of the Hungarian sample are congruent with international standards. Gifted and talented students are characterized by significantly higher level of perfectionism, and gender differences are verified, too. Socially prescribed (maladaptive) perfectionism correlated positively with failure-avoidance and negatively with motivational factors will, persistence and general activity. Self-oriented (adaptive) perfectionism positively correlated with high demand level, success-seeking, and in addition, with motivational factors will, persistence, interest and general activity. Therefore, we verified the different patterns of motivational correlates and differences regarding subscales of perfectionism between subgroups and educational levels as well.

The influence of religious orientation on maladaptive perfectionism among perfectionist college students

Several studies have found that religion linked to perfectionism can harm mental health. Conversely, most research found that religion resulted in positive effects on mental health. Therefore, the current study was conducted to better understand this phenomenon by examining religious orientation's influence on maladaptive perfectionism among 82 college students with high levels of perfectionism as indicated by the designated instrument. The data was subject to parametric statistical analysis using Pearson Product-Moment correlation and multiple linear regression. The results showed that intrinsic religious orientation negatively influences maladaptive perfectionism, while extrinsic religious orientation positively influences maladaptive perfectionism. The study highlights the importance for college students to develop an intrinsic religious orientation to achieve an adaptive perfectionism.

Orthorexia Nervosa: over concern or obsession about healthy food?

Purpose Orthorexia Nervosa is characterized by specific behaviors frequently related to other psychopathological conditions, such as Obsessive–Compulsive Disorder (OCD) and Eating Disorders (EDs). Whereas ON can mainly be described as an excessive concern regarding healthy food, the study’s principal aim was to investigate if ON could be considered a condition related and differentiated from worry, other than OCD, EDs, perfectionism, anxiety, and depression. Method To achieve these aims, 302 individuals from the general population were enrolled and were divided into two groups named “High EHQ” and “Low EHQ”, based on their Eating Habits Questionnaire’s score (EHQ-21). Results Correlations of ON with EDs and non-adaptive perfectionism constructs emerged independently from Obsessive-Compulsive (OC) symptoms, and the same pattern was observed when comparing the High and the Low EHQ groups. The two groups also differ in the worry anxiety and depression constructs and are not affected by OC symptoms removal. Discussion Our results confirm a relationship between ON with the typical ED, perfectionistic, anxious, and depressive symptomatology, mainly when the OC features are controlled; moreover, worry constructs could be considered characteristic of the ON phenomenology. This study does not entirely exclude the relationship with obsessive and compulsive characteristics, which could be associated with or serve as a mediator of the orthorexic behavior. Future research could explore the potential mediating or collateral role of OC symptoms. Level of evidence Level III, evidence obtained from well-designed cohort or case–control analytic studies.

Διερεύνηση των σχέσεων της γονικότητας με την εκδήλωση τελειοθηρίας σε φοιτητικό πληθυσμό

Previous research suggests that the origins of perfectionism lie in parental factors. The present study examined how parenting style and family perfectionism is associated with the manifestation of perfectionism in a sample of 855 Greek university students, using the Almost Perfect Scale-Revised (APS-R), the Family Almost Perfect Scale (FAPS) and the Parental Authority Questionnaire (PAQ). The subscales of APS-R and FAPS are combined to provide three types of personal and family perfectionism respectively (adaptive, maladaptive, absence of perfectionism), whereas PAQ distinguishes three parenting styles (authoritarian, permissive, authoritative). The authoritative parenting style was positively associated with adaptive perfectionism in both genders and negatively associated with maladaptive perfectionism among women, the authoritarian parenting style was positively associated with maladaptive perfectionism among men, whereas the permissive parenting style was positively associated with maladaptive perfectionism among women and the absence of perfectionism among men. Moreover, the type of personal perfectionism was associated to the respective type of family perfectionism.

Multidimensional Models of Perfectionism and Procrastination: Seeking Determinants of Both

Background: Perfectionism is currently conceptualized using a multidimensional model, with extensive research establishing the presence of both maladaptive and adaptive forms. However, the potential adaptability of procrastination, largely considered as a maladaptive construct, and its possible developmental connection to perfectionism remains unclear. The purpose of this study was to examine the individual differences of the multidimensional models of both perfectionism and procrastination, as well as investigating potential links between the two constructs. Methods: A convenience sample of 206 undergraduate students participated in this study. Participants completed a questionnaire consisting of 236 questions regarding the variables under investigation. Results: The adaptive model of procrastination yielded largely insignificant results and demonstrated limited links with adaptive perfectionism, while maladaptive procrastination was consistently associated with maladaptive perfectionism, lending further evidence of a unidimensional model of procrastination. Conclusions: Many previous findings regarding the multidimensional model of perfectionism were replicated, along with new contributions focusing on the dual-process model and temporal orientation.

Transforming Malignant Perfectionism and Encouraging Flexibility

People with perfectionism are vulnerable to depression. If a student believes they must be perfect and has a harsh, ruminating type of self-criticism, they will develop a negative mood. This chapter centers on a perfectionistic teen and how cognitive behavior therapy was used to help her and her parents. Perfectionism also leads to procrastination, and both can create major problems in college. There are two types of perfectionism, maladaptive and adaptive. Adaptive perfectionism involves keeping high standards but having less pressure, self-criticism, and rigid rules. The concept of the growth mindset is introduced, with the goal of seeing education as an opportunity rather than an all-or-none road to individual success.

Hubungan Perfectionism Dengan Harga Diri Pada Mahasiswa Dewasa AwalL

Self esteem is an individual’s assessment of his/her own abilities and evaluates himself/herself whether aperson is positive or negative, valuable or worthless. Perfectionism is someone who has too high a standard and overly worried about himself/herself being perfect and fear of failure will experience. Perfectionist feels him/her self esteem depends on the performance and results achieved. This paper aim to findout the relationship between perfectionism and self esteem in emerging adulthood students. This research is a correlational study using quantitative method of distuting quesionnaires to emerging adulthood in Jakarta area. Perfectionism questionnaire refers to Frost, Marten, Lahart, and Rosenberg, while self esteem questionnaire refers to Rosenberg. The research is using convenience sampling technique involving 429 students. The result of the study shows that adaptive perfectionism has a significant negative relationship with self esteem with r = -0.301, p = 0.000 < 0.05; maladaptive perfectionism has a significant negative relationship with self esteem with r = -0.191, p = 0.036 < 0.05; and non perfectionism has significant negative relationship with self esteem r = 0.424, p = 0.000 < 0.05. So, that the higher types of perfectionism (adaptive, maladaptive, non perfectionism), the lower student’s self esteem. This study also shows that adaptive perfectionists’GPA scores were higher than maladaptive perfectionists.

Affective and cognitive responses to repeated performance feedback across adaptive and maladaptive dimensions of perfectionism

The study investigated the affective and cognitive responses (including self-beliefs about personality attributes and the level of certainty associated with these beliefs) to the repeated delivery of performance feedback (failure vs. success) across adaptive and maladaptive dimensions of perfectionism. Participants completed questionnaires and a mental rotation computer task, to which they received feedback for. Performance feedback was delivered at Time point 1 (initial) and at Time point 2 (repeated). Results showed that maladaptive perfectionism predicted increased negative affect after initial failure and decreased confidence in self-descriptiveness ratings for negative-related personality attributes after initial success, with these confidence levels further decreasing following repeated success. Adaptive perfectionism predicted higher self-ratings on positive-related personality attributes but only after initial success. The findings suggest that changes in responses across adaptive and maladaptive perfectionism are influenced by experiences of success rather than failure. Adaptive perfectionism also seemed resilient to input from external sources while maladaptive perfectionism appeared more susceptible to such influence. However, given the preliminary nature of the present findings, further research in this area is needed to understand the impact of performance feedback on the self-concept across these two dimensions of perfectionism.