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Abstract
Researchers explored the typology of perfectionism among 153 (46% male, 54% female; 88% White, 8% African American, 5% Asian American, 4% Hispanic, 1% Other) suburban gifted adolescents and compared perfectionism scores (using the Goals and Work Habits Survey, a modification of Frost’s Multidimensional Perfectionism Scale [F-MPS]) to samples of gifted students from previous studies. Nonhierarchical k-mean cluster analyses revealed a three-type classification of unhealthy, functional, and nonperfectionists; unhealthy perfectionists displayed higher levels of avoidance internalized coping than functional perfectionists, but functional perfectionism was not differentiated by approach-oriented coping. Sample t-tests revealed that the present sample had significantly higher scores of perfectionism (especially unhealthy dimensions) than previous studies. Plausible explanations for higher perfectionism scores include the present educational climate and related cultural factors. Researchers recommend additional analyses of perfectionism among broader samples and enhancing the psychometric properties of the F-MPS, facilitating more practical application. Implications for addressing perfectionism are also discussed.
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Notes on contributors
Emily L. Mofield
Emily L. Mofield, EdD, is a consulting teacher for gifted education in Sumner County Schools, Tennessee. Prior to this appointment, she was a gifted education middle-school teacher for 10 years. Her work is devoted to developing appropriate differentiated curriculum for gifted learners and addressing their social/emotional needs. She is a national board-certified teacher in language arts and is involved in writing challenging, advanced curriculum for gifted learners. Dr. Mofield is the recipient of a NAGC Curriculum award and has been recognized as the 2012 Tennessee Association for the Gifted Teacher of the Year. E-mail: [email protected]
Megan Parker Peters
Megan Parker Peters, PhD, serves as Assistant Director of Child and Family Services for Vanderbilt Programs for Talented Youth. She is a nationally certified school psychologist, licensed psychologist, and coeditor of the NAGC’s Teaching for High Potential publication. In addition to authoring “Gifted and Talented Children” within the Encyclopedia of Child Behavior and Development, she is the author or coauthor on a variety of topics focusing on gifted students’ socioemotional and educational needs. Her current research interests include examining and designing culturally appropriate identification tools and the relationships among socioemotional factors and giftedness. E-mail: [email protected]