The differential associations between self-critical perfectionism, personal standards perfectionism, and facets of restrictive eating

2022 ◽  
Vol 184 ◽  
pp. 111178
Author(s):  
Shauna Solomon-Krakus ◽  
Amanda A. Uliaszek ◽  
Catherine M. Sabiston
Keyword(s):  
Personal Standards ◽  
Restrictive Eating ◽  
Personal Standards Perfectionism

Perfectionism in the transition to university: Comparing diathesis-stress and downward spiral models of depressive symptoms

2019 ◽  
Author(s):  
Shelby L. Levine ◽  
Marina Milyavskaya
Keyword(s):  
Mental Health ◽  
Depressive Symptoms ◽  
Poor Mental Health ◽  
First Year ◽  
First Year Students ◽  
Personal Standards ◽  
Downward Spiral ◽  
Personal Standards Perfectionism ◽  
Spiral Model ◽  
Diathesis Stress Model

Transitioning to university may be especially difficult for students who expect perfection from themselves. Self-critical perfectionism has consistently been linked to poor mental health. The current study compares a diathesis-stress and a downward spiral model, to determine why self-critical perfectionism is detrimental for mental health during this transition. First-year students (N=658) were recruited prior to beginning university in August and contacted again in October, January, and April. Participants completed measures on perfectionism, stress and depressive symptoms. Evidence was found for a downward spiral model with self-critical perfectionism, but not a diathesis-stress model. Students higher in self-critical perfectionism were more likely to experience increased stress and depressive symptoms in a circular and additive manner. Conversely, students higher in personal standards perfectionism experienced less stress and subsequent depressive symptoms. This research provides a theoretical model for why self-critical perfectionism is related to poor mental health outcomes which become sustained over time.

Perfectionism in adolescents: Self-critical perfectionism as a predictor of depressive symptoms across the school year

2018 ◽  
Author(s):  
Shelby L. Levine ◽  
Isabelle Green-Demers ◽  
Marina Milyavskaya ◽  
Kaitlyn M. Werner
Keyword(s):  
Mental Health ◽  
High School Students ◽  
Depressive Symptoms ◽  
Cognitive Biases ◽  
Early Spring ◽  
School Students ◽  
Personal Standards ◽  
School Year ◽  
Path Modelling ◽  
Personal Standards Perfectionism

The present study examined the influence of personal standards and self-critical perfectionism on depressive and anxiety symptoms over the academic year. High-school students (N=174) were surveyed in the late Fall and early Spring, assessing perfectionism in the Fall and mental health across the year in both the Fall and Spring. Path modelling was used to examine whether self-critical and personal standards perfectionism were related to changes in mental health across the school year. Controlling for mental health at the start of the year, self-critical perfectionism predicted an increase in depressive symptoms over time, whereas personal standards perfectionism was unrelated to changes in mental health. Results support that self-critical perfectionism is detrimental to mental health in adolescents, suggesting that future interventions should focus on reducing self-critical cognitive biases in youth.

scholarly journals Perfectionism, Depression, Anxiety, and Academic Performance in Premedical Students

2010 ◽  
Vol 1 (2) ◽  
pp. e96-e104 ◽  
Author(s):  
Melina Sevlever ◽  
Kenneth G. Rice
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Future Research ◽  
Depression And Anxiety ◽  
Personal Standards ◽  
Premedical Students ◽  
Comparable Effect ◽  
High Standards ◽  
Personal Standards Perfectionism ◽  
Group Self

This study examined differences in perfectionism, depression, anxiety, and academic performance between premedical (N = 104) and non-premedical (N = 76) undergraduate students. Results indicated that premedical students did not differ significantly from non-premedical students in perfectionistic self-criticism, personal standards perfectionism, depression, or anxiety. Perfectionistic high standards were not correlated with depression or anxiety for either group. Self-critical perfectionism was positively correlated with depression and anxiety, with comparable effect sizes, for both groups of students. Premedical students and non-premedical students drastically differed in their reported academic performance (GPA). For premedical students, PS perfectionism was related to higher GPA, however PS perfectionism in non-premedical students had a negligible effect in increasing GPA. The implications of these results for interventions and future research are discussed.

scholarly journals Let’s play the blame game: The distinct effects of personal standards and self-critical perfectionism on attributions of success and failure during goal pursuit

2017 ◽  
Author(s):  
Shelby L. Levine ◽  
Kaitlyn M. Werner ◽  
Jonathan Steven Capaldi ◽  
Marina Milyavskaya
Keyword(s):  
Goal Attainment ◽  
Goal Pursuit ◽  
The Self ◽  
Personal Goals ◽  
Personal Standards ◽  
External Sources ◽  
Personal Standards Perfectionism

In the present study, we examined whether personal standards and self-critical perfectionism differentially related to how people attributed their success and failures in pursuing their personal goals. In two studies (Ns=185 and 240), participants set three week-long (Study 1) and semester-long (Study 2) goals, and at the end of the week or semester answered questions about goal status, internal and external attributions, and likelihood to reset the goal. Mulitlevel analyses showed that self-critical perfectionism was related to attributing goal attainment to external sources; this was not the case for failure or abandonment. Conversely, personal standards perfectionism was related to attributing failure more to external sources. Overall, these results highlight differences in how perfectionism influences the use of the self-serving bias.

scholarly journals Emotional intelligence as a moderator between perfectionism and happiness

2018 ◽  
Vol 40 (1) ◽  
pp. 88-103 ◽  
Author(s):  
Abbas Abdollahi ◽  
Simin Hosseinian ◽  
Hannaneh Panahipour ◽  
Mahmoud Najafi ◽  
Fariba Soheili
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
Structural Equation ◽  
Self Report ◽  
Equation Modeling ◽  
School Students ◽  
Personal Standards ◽  
Evaluative Concerns ◽  
Personal Standards Perfectionism

Happiness plays a key role in influencing adolescent performance in a variety of contexts. The present study was designed to investigate the relationships between perfectionism, emotional intelligence, and happiness and to test the moderating role of emotional intelligence in the relationship between perfectionism and happiness among Malaysian adolescents. The participants were 412 Malaysian high-school students from Selangor, all of whom completed self-report questionnaires. Structural equation modeling (SEM) was used to examine whether students with high levels of personal standards perfectionism, low levels of evaluative concerns perfectionism, and high levels of emotional intelligence reported higher levels of happiness. Multigroup analyses showed that emotional intelligence emerged as a significant moderator in the link between evaluative concerns perfectionism and happiness. These findings highlight the importance of emotional intelligence in mitigating the devastating effects of evaluative concerns perfectionism on happiness.

Mindfulness for Long-Distance Runners: An Open Trial Using Mindful Sport Performance Enhancement (MSPE)

2009 ◽  
Vol 3 (4) ◽  
pp. 357-376 ◽  
Author(s):  
Lillian A. De Petrillo ◽  
Keith A. Kaufman ◽  
Carol R. Glass ◽  
Diane B. Arnkoff
Keyword(s):  
Performance Enhancement ◽  
Sport Performance ◽  
Control Group ◽  
Distance Runners ◽  
Long Distance ◽  
Parental Criticism ◽  
Personal Standards ◽  
State Mindfulness ◽  
Organizational Demands ◽  
Personal Standards Perfectionism

The present study sought to determine the effects of Mindful Sport Performance Enhancement (MSPE) on runners. Participants were 25 recreational long-distance runners openly assigned to either the 4-week intervention or to a waiting-list control group, which later received the same program. Results indicate that the MSPE group showed significantly more improvement in organizational demands (an aspect of perfectionism) compared with controls. Analyses of pre- to postworkshop change found a significant increase in state mindfulness and trait awareness and decreases in sport-related worries, personal standards perfectionism, and parental criticism. No improvements in actual running performance were found. Regression analyses revealed that higher ratings of expectations and credibility of the workshop were associated with lower postworkshop perfectionism, more years running predicted higher ratings of perfectionism, and more life stressors predicted lower levels of worry. Findings suggest that MSPE may be a useful mental training intervention for improving mindfulness, sport-anxiety related worry, and aspects of perfectionism in long-distance runners.

scholarly journals Perfectionism in the Transition to University: Comparing Diathesis-Stress and Downward Spiral Models of Depressive Symptoms

2019 ◽  
Vol 8 (1) ◽  
pp. 52-64
Author(s):  
Shelby L. Levine ◽  
Marina Milyavskaya ◽  
David C. Zuroff
Keyword(s):  
Mental Health ◽  
Depressive Symptoms ◽  
Poor Mental Health ◽  
First Year ◽  
First Year Students ◽  
Personal Standards ◽  
Downward Spiral ◽  
Personal Standards Perfectionism ◽  
Spiral Model ◽  
Diathesis Stress Model

Transitioning to university may be especially difficult for students who expect perfection from themselves. Self-critical perfectionism has consistently been linked to poor mental health. The current study compares a diathesis-stress and a downward-spiral model to determine why self-critical perfectionism is detrimental for mental health during this transition. First-year students ( N = 658) were recruited before beginning university in August and contacted again in October, January, and April. Participants completed measures on perfectionism, stress, and depressive symptoms. Evidence was found for a downward-spiral model with self-critical perfectionism but not a diathesis-stress model. Students higher in self-critical perfectionism were more likely to experience increased stress and depressive symptoms in a circular and additive manner. Conversely, students higher in personal-standards perfectionism experienced less stress and subsequent depressive symptoms. This research provides a theoretical model for why self-critical perfectionism is related to poor mental-health outcomes that become sustained over time.

scholarly journals The mediating effect of goal orientation in the relationship between perfectionism and active-passive procrastination

2017 ◽  
Vol 30 (2) ◽  
pp. 195-219
Author(s):  
MinSik Choi ◽  
TaeYong Yoo
Keyword(s):  
Goal Orientation ◽  
Positive Relationship ◽  
Negative Relationship ◽  
Mediating Effect ◽  
Personal Standards ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Evaluative Concerns ◽  
Personal Standards Perfectionism ◽  
The Relationship

The purpose of this study was to examine the mediating effect of goal orientation in the relationship between employee’s perfectionism and active-passive procrastination. Data were collected from 227 Korean employees who were working in various organization. First, the results indicated that there were significantly positive relationship between personal-standards perfectionism and learning goal orientation, and significantly negative relationship between personal-standards perfectionism and avoiding goal orientation. On the other hand, there were negative relationship between evaluative concerns perfectionism and learning goal orientation, and positive relationship between evaluative concerns perfectionism and avoiding goal orientation. Second, the learning goal orientation positively related with active procrastination and negatively related with passive procrastination. On the other hand, the avoiding goal orientation positively related with passive procrastination and negatively related with active procrastination. Third, there were full mediating effects of avoiding goal orientation in the relationship between perfectionism and active-passive procrastination. Based on the results, we discussed the implications and limitations of the study, and the directions for the future research.

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