scholarly journals PARENTAL EDUCATIONAL STYLES AS PREDICTORS OF PERFECTIONISM AND QUALITY OF SIBLING RELATIONSHIPS AMONG STUDENTS

2021 ◽  
Author(s):  
Danijela Randjelovic ◽  
◽  
Jelisaveta Todorovic ◽  
Miljana Spasic Snele
Keyword(s):  
Sibling Relationships ◽  
Parental Expectations ◽  
Parental Criticism ◽  
Personal Standards ◽  
Adult Sibling ◽  
Adult Sibling Relationships ◽  
And Mathematics ◽  
Concern Over Mistakes ◽  
The Relationship

"The main objective of this study was to examine the relationship between parental educational styles, perfectionism in children, and the quality of adult sibling relationships. Additionally, the goal is to determine whether parental educational styles represent a significant predictor of perfectionism and quality of relationship between adults. The research was conducted on a sample of 200 respondents, students of the Faculty of Philosophy, the Faculty of Economics and the Faculty of Sciences and Mathematics in Niš. EMBU questionnaires were used to examine the parental educational styles, the Multidimensional Perfectionism Scale (MPS), and the KOBS Questionnaire on the quality of relationships with siblings in adulthood. The starting hypotheses have been partially confirmed and new questions have been raised about these constructs and their relationship. Statistically significant predictors of different aspects of perfectionism that were measured were a) significant predictors for the aspect of Parental Expectations were the following parental educational styles Overprotective mother (?=0.375, p=0.003) and Father’s Favoritism (?=-0.186, p=0.035), b) a significant predictor for the aspect of Organization was the following educational style Mother’s Emotional Warmth (?=0.335, p=0.031); c) significant predictors for Parental Criticism were the following educational styles Father’s Rejection (?=0.254, p=0.009) and Mother’s Emotional Warmth (?= -0.437, p=0.000), d) the significant predictor of Personal Standards was Overprotective mother (?= 0.307; p=0.042), e) significant predictors for Concern over Mistakes, were the following educational styles Parental Inconsistency (?=0.160; p=0.048) and Mother’s Emotional Warmth (?= -0.308, p=0.027), f) significant predictors of Doubts about Actions were the following educational styles, Parental Inconsistency (?=0.235, p=0.007), Overprotective mother (?= 0.304, p=0.035) and Mother’s Favoritism (?=0.222, p=0.028). When it comes to the quality of relationship between brothers and sisters, parental educational styles are also significant predictors of various aspects of those relationships. We are pointing out the most important results. Statistically significant predictors of the subscale Competition between siblings were the educational styles Father’s Rejection (?=0.469, p=0.000), Mother’s Favoritism (?=0.475, p=0.000), Father’s Favoritism (?=-0.196, p=0.029), and Mother’s Emotional Warmth (?=-0.313, p=0.019). Statistically significant predictors for the subscale Closeness or Warmth between siblings were the following educational styles Mother’s Rejection (?=-0.456, p=0.006) and Father’s Emotional Warmth (?=0.391, p=0.002). Statistically significant predictors for subscale the Conflict between siblings were the following educational styles Father’s Rejection (?=0.355, p=0.003) and Mother’s Favoritism (?=0.337, p=0.000). These results show that both rejection and favoritism by the parents contribute to the development of less desired relationships between siblings. Overprotective parents, inconsistency and favoritism of a child contribute to less desired aspects of perfectionism. Additional analysis of connection between perfectionism and relationship between siblings revealed that the less desired aspects of perfectionism are connected with bad relationships between siblings. The only exception is the aspect of Organization as it is connected with emotional and instrumental support, familiarity, closeness and admiration between siblings."

A Comparative Analysis of Perfectionism and the Density of Experiencing Catharsis

2014 ◽  
Vol 42 (1) ◽  
pp. 21S-30S
Author(s):  
Yağmur Çerkez ◽  
Cem Birol
Keyword(s):  
Comparative Analysis ◽  
University Students ◽  
Parental Expectations ◽  
Parental Criticism ◽  
Personal Standards ◽  
Significant Difference ◽  
Males And Females ◽  
Concern Over Mistakes ◽  
The Relationship ◽  
Scale Data

In the present study we investigated the relationship between perfectionism and the density of experiencing catharsis among university students. The sample consisted of 662 university students at Near East University who completed the Catharsis Scale and the Multidimensional Perfectionism Scale. Data were analyzed using regression and t test analyses. The results indicate that there was a significant difference in the catharsis scores of males and females, in favor of females; there was a significant difference in the relationship between the overall scores of experiencing catharsis and perfectionism; and there was a significant difference in the relationship between the overall catharsis scores and both concern over mistakes and doubt about actions subscales of perfectionism. However, there was no significant difference according to gender in the overall catharsis scores and personal standards, parental expectations, parental criticism, and organization subscales of perfectionism. Our findings are consistent with research results in the extant literature.

scholarly journals FAMILY QUALITY OF LIFE AND NURTURING THE SIBLING RELATIONSHIP

2018 ◽  
Vol 9 (4) ◽  
pp. 75-87
Author(s):  
Nicole Kyrkou
Keyword(s):  
Quality Of Life ◽  
Sibling Relationships ◽  
Sibling Relationship ◽  
Family Quality Of Life ◽  
Adult Sibling ◽  
The Family ◽  
Adult Sibling Relationships ◽  
The Relationship ◽  
Support Family

Research that gauges family quality of life in families that include a child with a disability has often focused on the relationship between parents and the child, but in doing so they underestimate the importance of the sibling relationship: siblings are in each other’s lives generally for a much longer period of time than parents are. The sibling relationship is not intrinsically positive or negative, but it is a dynamic and critical bond; from it children can learn to understand and advocate for themselves and each other in the context of the disability. The sibling relationship is a lifelong one. Nurturing it in the early stages of development will not only support family quality of life, but will set the foundation for healthy adult sibling relationships that can create positive outcomes for all members of the family. The important aspects of nurturing the sibling relationship are considered from the viewpoint of both sibling and parent. The assumptions that inform sibling relationships are discussed, and suggestions for nurturing them are provided.

scholarly journals "We didn't realize the loss until it actually happened" : a phenomenological, dialogic analysis of sibling pairs' relational talk about moving apart

2016 ◽  
Author(s):  
◽  
Danielle Halliwell
Keyword(s):  
Transition To Adulthood ◽  
Sibling Relationships ◽  
Research Question ◽  
Qualitative Interviews ◽  
Adult Sibling ◽  
Sibling Pairs ◽  
Adult Sibling Relationships ◽  
First Time ◽  
The Relationship ◽  
Constructed Meaning

Though research on family ties during the transition to adulthood has typically focused on parent-child relationships, scholars have begun to explore how this important transition impacts the relationship between siblings. Due to the benefits associated with maintaining strong ties with sisters and brothers throughout adulthood and particularly in old age, it is important to understand the communication behaviors that help siblings transition into and develop an emotionally close and supportive adult sibling bond. Thus, the present study used a phenomenological, dialogic approach to explore siblings' communicative sense-making as they transitioned from living together to living apart for the first time. In-depth, qualitative interviews were conducted with 22 sibling dyads who had moved away from one another within the past twelve months. During the interviews, sibling pairs were encouraged to engage in a conversation with one another about their relationship and talk about their experiences of transition in storied form. The current project involved two phases. In part one of the study, I conducted a phenomenological analysis to achieve a deeper understanding of siblings' lived experiences of moving away from one another for the first time (RQ1), the changes they described related to the transition (RQ2), and how, if at all, they engaged in the recentering process (RQ2a). Findings for the first research question revealed that siblings characterized the experience of moving away from a brother or a sister as: (a) taking time to "sink in," (b) a "weird" experience, and (c) a difficult experience. In terms of the second research question, siblings described specific relational changes (i.e., a strengthened bond and a disrupted bond) and communication changes (i.e., reduced contact, needing to put in more effort to stay in touch, and improved communication) resulting from the transition. Finally, while a few siblings appeared to be in the early stages of recentering their relationships, most participants emphasized that their brother or sister was still a significant part of their primary social circle. For the second part of the study, relational dialectics theory was used as a lens to investigate how siblings communicatively co-constructed meaning of their changing relationships in their conversations about moving apart (RQ3), as well as how they voiced competing ideologies of siblingship to construct a dialogue of adult sibling relationships (RQ4). Specifically, I engaged in contrapuntal analysis -- a methodological practice useful for identifying competing discourses and analyzing their interplay -- to uncover the cultural and relational meanings animating siblings' relational talk. My analysis of the third research question revealed that siblings constructed meaning of their changing relational identities and their experiences of transition through three main discursive struggles: (a) distance as good for the relationship vs. distance as bad for the relationship, (b) moving apart as a normal transition vs. moving apart as a "weird" transition, and (c) certainty as still possible vs. uncertainty as unavoidable. Finally, for the fourth research question, two overarching discursive struggles were identified as central to how participants viewed adult sibling relationships: (a) siblingship as a voluntary bond vs. siblingship as an obligatory commitment, and (b) siblings as a unit vs. siblings as separate individuals. Throughout their stories of transition, most sibling pairs in the present study described moving apart for the first time as a significant event that held meaning for both their own lives and their sibling relationships. Although prior literature suggests that siblings assign less priority to their bonds as they move apart and focus on new relationships, the current findings propose that they continue to consider one another an important member of their inner circle even when they incorporate new friends, co-workers, and romantic partners into their networks. The analysis of siblings' relational talk also revealed that despite being an uncertainty-evoking event and prompting a decline in contact, the experience of moving apart encourages sisters and brothers to connect on a more mature level and develop a greater appreciation of their relationship. Thus, as a whole, the present study illuminated both the communicative challenges and the opportunities for relational growth siblings experience during the transition to adulthood.

scholarly journals Differences in perfectionism in Serbian and Macedonian students

2011 ◽  
Vol 43 (2) ◽  
pp. 312-329
Author(s):  
Snezana Stojiljkovic ◽  
Jelisaveta Todorovic ◽  
Zvonimir Doskovic ◽  
Dusan Todorovic
Keyword(s):  
Data Analysis ◽  
Social Context ◽  
Parental Expectations ◽  
High Achievement ◽  
Parental Criticism ◽  
Personal Standards ◽  
Cultural Specificity ◽  
Research Findings ◽  
Concern Over Mistakes ◽  
The University

Perfectionism is defined as the pursuit of high achievement in some areas and the tendency of people to seek perfection and be too self-critical. A construct thus understood includes great preoccupation with mistakes, making the person prone to constant reworking and embellishing of one?s work. This may be the reason why the person constantly delays what should be done for the last moment. The research is aimed at comparing the level and structure of perfectionism in Serbian and Macedonian students. The sample consisted of 100 students, aged 19-22, studying psychology at the University of Nis and Skopje. The Multidimensional Perfectionism Scale (FMPS, Frost et al., 1990) was used to measure the following aspects of perfectionism: concern over mistakes, personal standards, parental expectations, parental criticism, doubts of action, and organization. Data analysis showed the higher level of overall perfectionism in Macedonian than in Serbian students. Also, Macedonian students scored higher on those dimensions which are considered as dysfunctional perfectionism. An important finding is that, on the whole, the positive aspects are more strongly expressed than the potentially negative aspects of perfectionism. The research findings are discussed from the standpoint of cultural specificity and differences. Further research should include data on family and wider social context of growing youth.

Contributors to Adult Sibling Relationships and Intention to Care of Siblings of Individuals With Down Syndrome

2016 ◽  
Vol 121 (3) ◽  
pp. 204-218 ◽  
Author(s):  
Monica Cuskelly
Keyword(s):  
Down Syndrome ◽  
Behavior Problems ◽  
Sibling Relationships ◽  
Adult Siblings ◽  
Adult Sibling ◽  
The Past ◽  
The Future ◽  
Adult Sibling Relationships

Abstract The contribution of childhood sibling relationships to adult sibling relationships and intention to provide care was investigated in a sample in which one member of each dyad had Down syndrome. Thirty-nine adult siblings of an adult with Down syndrome who had participated in a study of sibling relationships in childhood/adolescence provided data about the quality of current relationships and of their intention to provide care for their brother/sister with Down syndrome in the future. Only behavior problems in the child with Down syndrome predicted warmth of the current adult relationship. Although adult sibling relationships were reported to be warm, the quality of neither the current nor the past relationship was associated with the reported intention to provide care.

Relationship between Multidimensional Perfectionism and Goal Orientations in Sport

2002 ◽  
Vol 24 (4) ◽  
pp. 376-395 ◽  
Author(s):  
John G.H. Dunn ◽  
Janice Causgrove Dunn ◽  
Daniel G. Syrotuik
Keyword(s):  
Canonical Correlation ◽  
Goal Orientations ◽  
Football Players ◽  
Task Orientation ◽  
Personal Standards ◽  
Parental Pressure ◽  
Multidimensional Construct ◽  
Maladaptive Perfectionism ◽  
Concern Over Mistakes ◽  
The Relationship

This study examined the relationship between perfectionism and goal orientations among male Canadian Football players (M age = 18.24 years). Athletes (N = 174) completed inventories to assess perfectionist orientations and goal orientations in sport. Perfectionism was conceptualized as a multidimensional construct and was measured with a newly constructed sport-specific version of the Multidimensional Perfectionism Scale (MPS; Frost, Marten, Lahart, & Rosenblate, 1990). Exploratory factor analysis of the modified MPS revealed four sport-related perfectionism dimensions: perceived parental pressure, personal standards, concern over mistakes, and perceived coach pressure. Canonical correlation analysis obtained two significant canonical functions (RC1 = .36; RC2 = .30). The first one revealed that task orientation was positively correlated with an adaptive profile of perfectionism. The second one revealed that ego orientation was positively associated with a maladaptive profile of perfectionism. Results are discussed in the context of Hamachek’s (1978) conceptualization of adaptive and maladaptive perfectionism.

scholarly journals Perfectionism and Writing Performance of Chinese EFL College Learners

2020 ◽  
Vol 13 (8) ◽  
pp. 35
Author(s):  
Lijing Lin
Keyword(s):  
Negative Relationship ◽  
L2 Writing ◽  
Parental Criticism ◽  
Linguistic Complexity ◽  
Personal Standards ◽  
Writing Performance ◽  
Significant Negative Relationship ◽  
College Learners ◽  
L2 Learning ◽  
The Relationship

In the second language acquisition domain, researchers have devoted tremendous efforts to studying the relationship between L2 learning and some socio-affective factors, such as anxiety, motivation, etc. However, little research has been done to examine whether and how perfectionism, a psychological trait, affects L2 learning and L2 performance. The present study aims to fill this gap and investigate the relationship between the level of perfectionism and L2 performance among Chinese EFL college learners. Two specific questions are raised: (1) What is the relationship between perfectionism and L2 writing performance in terms of linguistic complexity, accuracy, and fluency? (2) What is the relationship between the six dimensions of perfectionism (Concern over Mistakes, Personal Standards, Parental Expectations, Parental Criticism, Doubts about Actions, Organization) and L2 writing performance in terms of linguistic complexity, accuracy, and fluency? To answer these questions, forty second-year students from Guangdong University of Foreign Studies majoring in English participated in the present study. The participants were required to compose a piece of English argumentative writing on the online system and then complete a 35-item Multidimensional Perfectionism Scale online immediately. The collected data were then processed and analyzed through SPSS (v. 17). The results of the analysis revealed that: (1) one of the measures of syntactic complexity has a significant negative relationship with perfectionism; (2) Personal Standards, one of the six dimensions of perfectionism, has a significant negative relationship with the participants’ L2 writing performance; (3) both Parental Expectations and Parental Criticism are found negatively correlated with the fluency aspect of the writing performance and the relationships have a significant effect. The implications of the findings are suggested for pedagogy and L2 learning.

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