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.

Goal Attainment

2019 ◽  
pp. 245-268
Author(s):  
Peter M. Gollwitzer ◽  
Gabriele Oettingen
Keyword(s):  
Goal Attainment ◽  
Intervention Studies ◽  
Implementation Intentions ◽  
Self Regulation ◽  
Goal Pursuit ◽  
The Self ◽  
Mental Contrasting ◽  
History Of ◽  
Regulation Strategies ◽  
Underlying Processes

This chapter begins with a description of how the goal concept emerged in the history of the psychology of motivation to better understand the important role it plays in current research on motivation. The chapter then turns to the self-regulation of goal pursuit. The effects and underlying processes of two different self-regulation strategies will be discussed in detail: mental contrasting and forming implementation intentions. The chapter concludes with a report of the results of recent intervention studies that combine the self-regulation strategies of mental contrasting and forming implementation intentions to help people enhance goal attainment in the health, academic, and interpersonal domains.

Athletes’ Broad Dimensions of Dispositional Perfectionism: Examining Changes in Life Satisfaction and the Mediating Role of Sport-Related Motivation and Coping

2008 ◽  
Vol 30 (3) ◽  
pp. 356-382 ◽  
Author(s):  
Patrick Gaudreau ◽  
Sheilah Antl
Keyword(s):  
Life Satisfaction ◽  
Structural Equation ◽  
Goal Attainment ◽  
Negative Relationship ◽  
Equation Modeling ◽  
Personal Standards ◽  
Mediating Role ◽  
Evaluative Concerns ◽  
Personal Standards Perfectionism ◽  
And Coping

This study examined the associations of dispositional perfectionism, contextual motivation, sport-related coping, goal attainment, and changes in life satisfaction during a sport competition. A sample of 186 athletes completed measures of dispositional perfectionism, contextual motivation, and life satisfaction at Time 1 (before a competition) as well as measures of coping, goal attainment, and life satisfaction at Time 2 (after a competition). Results of structural equation modeling supported a model in which self-determined and non-self-determined motivation partially mediated the relationships between different dimensions of perfectionism and coping. It was also shown that disengagement-oriented coping mediated the negative relationship between evaluative concerns perfectionism and change in life satisfaction. In a similar way, goal attainment mediated the relationships of both task- and disengagement-oriented coping with change in life satisfaction. For the most part, these results are consistent with the motivational properties of evaluative concerns and personal standards perfectionism and with literature regarding coping and self-determination theory.

Less Power, Greater Conflict

2018 ◽  
Vol 49 (1) ◽  
pp. 47-62 ◽  
Author(s):  
Petra C. Schmid
Keyword(s):  
Low Power ◽  
High Power ◽  
Goal Pursuit ◽  
Goal Conflict ◽  
Personal Goals ◽  
Multiple Goals ◽  
Objective Performance ◽  
The Future ◽  
The Way

Abstract. Power facilitates goal pursuit, but how does power affect the way people respond to conflict between their multiple goals? Our results showed that higher trait power was associated with reduced experience of conflict in scenarios describing multiple goals (Study 1) and between personal goals (Study 2). Moreover, manipulated low power increased individuals’ experience of goal conflict relative to high power and a control condition (Studies 3 and 4), with the consequence that they planned to invest less into the pursuit of their goals in the future. With its focus on multiple goals and individuals’ experiences during goal pursuit rather than objective performance, the present research uses new angles to examine power effects on goal pursuit.

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.

Models of Personality Development in Emerging Adulthood

2018 ◽  
Author(s):  
Michael W. Pratt ◽  
M. Kyle Matsuba
Keyword(s):  
Emerging Adulthood ◽  
Personality Traits ◽  
Life Story ◽  
Personality Development ◽  
Emerging Adult ◽  
Late Adolescence ◽  
The Self ◽  
Personal Goals ◽  
Integrative Framework ◽  
Over Time

Chapter 2 reviews research and theory on the life story and its development and relations to other aspects of personality. The authors introduce the integrative framework of McAdams and Pals, who described three levels in a broad model of personality: personality traits; personal goals, values, and projects; and the unique life story, which provides a degree of unity and purpose to the individual’s life. This narrative, which develops in late adolescence and emerging adulthood, as individuals become able to author their own stories, includes key scenes of emotional and personal importance to provide a sense of continuity, while remaining flexible and dynamic in incorporating changes in the self over time. The chapter ends with a description of Alison, an emerging adult from our Canadian Futures Study, who illustrates these levels and what they tell about personality development during this period.

Development of the Idiographic functional status assessment: A measure of the personal goals and goal attainment activities of people with AIDS

1994 ◽  
Vol 9 (1-2) ◽  
pp. 111-129 ◽  
Author(s):  
Bruce D. Rapkin ◽  
Meredith Y. Smith ◽  
Kimberly Dumont ◽  
Arlene Correa ◽  
Sara Palmer ◽  
...  
Keyword(s):  
Functional Status ◽  
Goal Attainment ◽  
Personal Goals ◽  
Status Assessment

Promoting the Involvement of Students with Emotional and Behavioral Disorders in Career and Vocational Planning and Decision-Making: The Self-Determined Career Development Model

2005 ◽  
Vol 30 (4) ◽  
pp. 431-447 ◽  
Author(s):  
Debra T. Benitez ◽  
Jennifer Lattimore ◽  
Michael L. Wehmeyer
Keyword(s):  
Decision Making ◽  
Goal Attainment ◽  
Emotional And Behavioral Disorders ◽  
Goal Achievement ◽  
The Self ◽  
Self Determination ◽  
Development Model ◽  
Potential Utility ◽  
Employment Goals ◽  
Vocational Planning

The authors examined the effectiveness of a support model to instruct five youth with EBD to self-direct the problem-solving processes and promote self-determination skills by enabling them to: (a) set employment/career related goals, (b) develop and implement a plan toward goal attainment; and (c) adjust and evaluate progress toward meeting their goals. Participants chose individualized employment goals and worked through the model as a support to planning, implementing, and attaining their goals. An AB design was used to evaluate goal achievement. The results revealed that all participants made progress toward each of their goals. Additionally, all participants reported that they achieved their target goals and were satisfied with the support that the model provided. Results support the potential utility of the model in promoting self-determination skills and increasing positive employment outcomes for youth with EBD.

Health goals among American adults: Prevalence, characteristics, and barriers

2016 ◽  
Vol 23 (10) ◽  
pp. 1350-1355
Author(s):  
Marina Milyavskaya ◽  
Daniel Nadolny
Keyword(s):  
Social Support ◽  
Goal Setting ◽  
Goal Attainment ◽  
Implementation Intentions ◽  
Goal Pursuit ◽  
Health Goals ◽  
Health Goal ◽  
Actual Use ◽  
Reported Health

Although numerous factors have been demonstrated in laboratory settings to lead to more successful health goal attainment, their actual use in daily goal pursuit is unknown. This study examines spontaneously reported health goals and their characteristics in a sample of 557 American adults. Participants responded to questions about health and health goals, with items assessing motivation, social support, and implementation intentions. In all, 66 percent of respondents had a health goal, 26 percent of participants had implementation intentions, and 47 percent received support from close others. Results suggest that interventions should focus on encouraging goal setting, teaching implementation intentions, and educating close others in providing support.

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.

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