Perfectionism and Achievement Motivation in High-Ability Students: An Examination of the 2 x 2 Model of Perfectionism

This study examined the relationship among subtypes of perfectionism and achievement goal orientations within the context of Gaudreau and Thompson's quadripartite framework. The authors first sought to replicate Campbell and Di Paula's factor analysis to identify subtypes of self-oriented...

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Bibliographic Details
Published in:Journal for the education of the gifted 2015-09, Vol.38 (3), p.215
Main Authors: Speirs Neumeister, Kristie L, Fletcher, Kathryn L, Burney, Virginia H
Format: Article
Language:English
Subjects:
Academic Ability
Academic Achievement
Attitude Measures
Factor Analysis
Factor Structure
Gifted
Goal Orientation
High Achievement
Honors Curriculum
Learning Motivation
Mastery Learning
Multidimensional Perfectionism Scale
Multivariate Analysis
Personality Traits
Questionnaires
Regression (Statistics)
Student Motivation
Student Surveys
Undergraduate Students
United States (Midwest)
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Summary:This study examined the relationship among subtypes of perfectionism and achievement goal orientations within the context of Gaudreau and Thompson's quadripartite framework. The authors first sought to replicate Campbell and Di Paula's factor analysis to identify subtypes of self-oriented perfectionism (SOP) and socially prescribed perfectionism (SPP) within a high-ability sample. Because they were unable to replicate the factor structure of Campbell and Di Paula's factor analysis, the two full scales of SOP and SPP were used in all subsequent analyses. Results indicated partial support for Gaudreau and Thompson's model for mastery-approach and performance-approach goals. Pure SOP was related to higher levels of approach goals compared with non-perfectionism, whereas mixed perfectionism (SOP and SPP) was related to higher levels of approach goals compared with pure SPP. Implications for using second-order factors compared with first-order facets of perfectionism in research are discussed.
ISSN:0162-3532
DOI:10.1177/0162353215592502