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1.
Child maltreatment, including abuse (physical, emotional, and sexual) and neglect (physical and emotional), is positively associated with depressive symptoms in adulthood. However, most studies have been conducted within a psychopathological framework and focused on underlying dysfunctional processes (e.g., insecure attachment styles, maladaptive schemas, and negative attribution styles). Protective factors that affect the relationship between child maltreatment and adult depressive symptoms are underexplored. Guided by emotion regulation theory and the perspective of positive psychology, we examined the roles of self-compassion and gratitude as protective factors in the relationship between child maltreatment and adult depressive symptoms in a sample of 358 college students. Results showed that psychological maltreatment (emotional abuse and emotional neglect) was associated with adult depressive symptoms through decreased self-compassion. Neglect (emotional neglect and physical neglect) and sexual abuse were associated with adult depressive symptoms through decreased gratitude. There was no association between physical abuse and depressive symptoms through either self-compassion or gratitude. Our findings suggest that clinical practices focusing on self-compassion and gratitude might help prevent the development of adult depressive symptoms among clients with a history of maltreatment in childhood. 相似文献
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Jeffrey S. Ashby Christina L. Noble Philip B. Gnilka 《Journal of College Counseling》2012,15(2):130-143
This study examined the relationship between adaptive and maladaptive perfectionism, stress, depression, and satisfaction with life in a sample of undergraduate women. The authors found that maladaptive perfectionists had lower satisfaction with life and higher stress and depression scores compared with adaptive perfectionists. Results also indicated that stress mediated the relationship between maladaptive perfectionism and depression and between both maladaptive and adaptive perfectionism and satisfaction with life. Implications for college counselors are discussed. 相似文献
3.
This study examined the relationship between adaptive and maladaptive perfectionism and obsessive‐compulsive behaviors. One hundred and forty‐four undergraduate psychology students completed a measure of multidimensional perfectionism and two measures of obsessive‐compulsive behaviors. The authors found that maladaptive perfectionists engaged in more doubting and slowness behaviors than did adaptive perfectionists. Adaptive perfectionists had significantly lower scores on the Slowness subscale than either maladaptive perfectionists or nonperfectionists. Implications for college counselors are discussed. 相似文献
4.
Perfectionism and foreign language achievement: The mediating role of emotions and achievement goals
The purpose of the present study was to examine the role of perfectionism in the second/foreign language (L2) learning context. To this end, we investigated the possible links between perfectionism, emotions, achievement goals, and L2 achievement. A total number of 2008 secondary school students completed the relevant questionnaires. First, confirmatory factor analysis was performed to assure the construct validity of the questionnaires. Then, separate structural equation models were conducted to examine the relations among variables. Results indicated that adaptive perfectionism was directly related to positive emotions, while the opposite pattern was found for maladaptive perfectionism. Moreover, only adaptive perfectionism was related to mastery goals, and both adaptive and maladaptive perfectionisms were related to performance-approach goals and performance-avoidance goals. Maladaptive perfectionism dimensions were negatively related to L2 achievement, while one dimension of adaptive perfectionism had positive relation and another one had negative relation with L2 achievement. Finally, mediation analysis was performed and results showed that only negative emotions and only mastery goals could mediate the relation between perfectionism dimensions and L2 achievement. 相似文献
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There are a number of individual and affective factors which correlate foreign language learners’ achievement both positively and negatively. The aim of this study was to examine the relationship between perfectionism and English language achievement among high school third graders in Chenaran, a city in northeast of Iran, mediated by foreign language classroom anxiety. A sample of 239 students (110 males and 129 females) was assessed for their levels of perfectionism and foreign language anxiety using the Almost Perfect Scale-Revised and Foreign Language Classroom Anxiety Scale, respectively. Participants’ scores on their final English test were also used as the measurement of their English achievement. The results did not reveal strong correlations between perfectionism and participants’ English achievement (F = .515, p > .05); however, the mean English score of the participants was lower for maladaptive perfectionists. Also, foreign language classroom anxiety was found to be significantly and negatively correlated with English achievement (r = ?.357, p < .01). The results of analysis of variance revealed a significant positive association between perfectionism and foreign language anxiety, where maladaptive perfectionists were found to be more anxious than adaptive and non-perfectionists. Results did not support the hypothesis about foreign language anxiety as a mediator of the relationship between perfectionism and English achievement. Implications for both teachers and learners, and suggestions for further research are provided. 相似文献
6.
BackgroundEmotional abuse is a form of maltreatment that most strongly predicts adult depressive symptoms in community samples. Introject theories suggest that some depressive symptoms stem from survivors having learned to treat themselves the way they were treated by their perpetrators.ObjectiveMalevolent introjects may undermine self-compassion, which may subsequently maintain feelings of shame. Thus, we hypothesized that self-compassion and shame would mediate the path from retrospective reports of maltreatment to concurrent depressive symptoms in adulthood.Participants and SettingParticipants were 244 adult community members and college students living in a Southwestern American metroplex.MethodWe ran a multiple mediator path model with emotional abuse as the independent variable. We specified four covariates: physical abuse, sexual abuse, physical neglect, and emotional neglect, and held constant the variance they explained in self-compassion, shame, and depression.ResultsOur final model accounted for 53.1% of the variance in adult depressive symptoms. A significant indirect effect from emotional abuse passed through both mediators and ended in adult depressive symptoms. We also found an indirect path from emotional neglect to depression passing through both mediators.ConclusionsIt appears emotional abuse and emotional neglect can undermine the formation of self-compassion. Low self-compassion predicts greater shame and depressive symptoms. Our model suggests self-compassion may be a particularly effective intervention point for survivors of emotional maltreatment. 相似文献
7.
Janise S. Parker Kai Zhuang Shum Shannon M. Suldo Elizabeth Shaunessy‐Dedrick John M. Ferron Robert F. Dedrick 《Psychology in the schools》2019,56(5):652-669
This study explored how adaptive help seeking was related to academic self‐efficacy, perfectionism (maladaptive and adaptive), attitudes toward help seeking (perceived benefits and perceived threats), and teacher emotional support among 311 grade 9 students in Advanced Placement and International Baccalaureate classes. Significant bivariate links emerged between adaptive help seeking and all six potential correlates. Regression analyses indicated that teacher emotional support, adaptive perfectionism (high personal standards), and perceived benefits were significant, positive predictors of adaptive help seeking. Gender also was a significant predictor, as boys had lower levels of adaptive help seeking compared with girls. Furthermore, gender moderated the association between perceived benefits and adaptive help‐seeking; perceived benefits were particularly highly associated with boys’ adaptive help seeking from classroom teachers. Strategies for explicating the benefits of adaptive help seeking, promoting adaptive perfectionism, and fostering teacher emotional support are provided, as well as limitations and future directions for research. 相似文献
8.
Amy J. DiPrima Jeffrey S. Ashby Philip B. Gnilka Christina L. Noble 《Psychology in the schools》2011,48(8):815-827
Several authors have suggested that perfectionism develops in the context of a person's family of origin. However, there are few empirical studies that address the relationship between family variables and perfectionism. This study examined the relationship between family variables and multidimensional perfectionism among a sample of 253 middle‐school students. The results indicated that adaptive perfectionism was correlated with numerous positive family variables, and adaptive perfectionists tended to have more balanced, cohesive, adaptable families, with a greater perception of parental nurturance than either maladaptive perfectionists or nonperfectionists. © 2011 Wiley Periodicals, Inc. 相似文献
9.
Ansley T. Corson James P. Loveless Kirk D. Mochrie Matthew C. Whited 《Roeper Review》2018,40(1):46-55
Maladaptive perfectionism has the potential to put gifted individuals at an increased risk for cardiac events via the reduced heart rate variability that results from chronic negative affect and physiological stress reactions. As a result, implementing affective interventions into gifted programs may play a critical role in teaching gifted children with maladaptive perfectionism stress-management techniques and coping strategies, which could help keep gifted children with maladaptive perfectionism from growing into adults with similar issues who are then at an increased risk of negative health consequences. Through a review of the theoretical and empirical literature, the current article explores the possible ramifications of maladaptive perfectionism on the health of both gifted children and adults, with a specific focus on the relationship of maladaptive perfectionism to stress and cardiovascular disease. Suggestions for the implementation of preventative measures in the form of targeted affective interventions based on the review of the literature are then provided. 相似文献
10.
The aim of the present study was to investigate the relationship between socially prescribed perfectionism, goal adjustment, and academic burnout. A total of 279 undergraduate students completed an online survey. Structural equation modeling was conducted to examine the mediating effect of goal adjustment on the relationship between socially prescribed perfectionism and academic burnout. The results showed that socially prescribed perfectionism was unrelated to goal disengagement; however, goal reengagement mediated the positive relationship between socially prescribed perfectionism and academic burnout. In other words, higher levels of socially prescribed perfectionism predicted lower levels of goal reengagement; conversely, lower levels of goal reengagement predicted higher levels of academic burnout. The implications of these findings and the limitations of the present study are discussed. 相似文献
11.
Multidimensional Perfectionism,Coping, and Depression: Differential Prediction of Depression Symptoms by Perfectionism Type 
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下载免费PDF全文 Christina L. Noble Jeffrey S. Ashby Philip B. Gnilka 《Journal of College Counseling》2014,17(1):80-94
Perfectionism has consistently been implicated as a significant contributor to negative outcomes, including depression, in college student populations. This study examined the relationship between multidimensional perfectionism, coping, and depression in a sample of 405 undergraduate students. Maladaptive perfectionists, adaptive perfectionists, and nonperfectionist college students differed significantly on levels of depression and exhibited different patterns of coping. Avoidant coping mediated the relationship between both adaptive and maladaptive perfectionism and depression. 相似文献
12.
The researchers designed this study to investigate levels of multidimensional perfectionism in identified gifted middle school students and a group of their peers from the general cohort. Gifted students (N = 83) were compared with the general cohort (N = 112) from a Southeastern rural middle school (grades 6 through 8). One‐way analyses of variance were used to determine whether gifted and general cohort students differed on measures of adaptive and maladaptive perfectionism. Results revealed that gifted students had significantly higher standards scores, a measure of adaptive perfectionism, and significantly lower discrepancy scores, a measure of maladaptive perfectionism. These results suggest that gifted students are more perfectionistic (i.e., hold higher personal standards) than general cohort students. However, the results do not support the contention that gifted students experience distress or maladjustment from their higher levels of perfectionism (e.g., Maxwell, 1995). 相似文献
13.
Keith C. Herman Kenneth Wang Reid Trotter Wendy M. Reinke Nicholas Ialongo 《Child development》2013,84(5):1633-1650
This study examined the developmental trajectories of maladaptive perfectionism over a 7‐year period among African American youth living in an urban setting (N = 547). In particular, the study attempted to determine whether two maladaptive aspects of perfectionism (socially prescribed and self‐critical) changed over time and could be distinguished by variables in 6th and 12th grades (Mage at study entry [first grade] was 6.22 years [SD = 0.34]). Four classes best described the developmental trajectories on both measures of maladaptive perfectionism: high, low, increasing, and decreasing. Sixth‐ and 12th‐grade correlates, including measures of internalizing symptoms, mostly confirmed the distinctiveness of these classes. Parallel process analyses suggested that the two processes are complementary, yet distinct. Implications regarding the prevention of maladaptive perfectionism are discussed. 相似文献
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Extending an earlier study that found high self‐esteem to modify the impact of otherwise maladaptive perfectionism on depression, the current study used adult attachment theory to explore the link between perfectionism, self‐esteem, and depression in college students. Results indicated that self‐esteem buffered the effects of maladaptive perfectionism on depression and that adult attachment security moderated the association between perfectionistic self‐doubt and self‐esteem. Counseling implications of these findings are discussed. 相似文献
16.
Perfectionism consists of personal predispositions and attitudes toward performance. Although there is some disagreement in the field regarding how to best define and measure perfectionism, most studies have supported a distinction between adaptive and maladaptive perfectionism. The current study examines a model in which students’ perceptions of parents’ standards and criticism are proposed as antecedents of multidimensional perfectionism, which in turn are hypothesised to be associated with types of academic achievement goal orientations. The sample consisted of 256 high school students who completed questionnaires assessing adaptive and maladaptive perfectionism, perceptions of their parents and personal achievement goals. Structural equation modelling supported the hypotheses suggesting that high parental standards are positively associated with the adaptive perfectionist characteristic of self-organised perception, which in turn are associated with a mastery goal orientation. Parental criticism predicted the maladaptive perfectionist characteristic of concern over mistakes, which in turn was found associated with a performance-avoidance goal orientation. 相似文献
17.
The present research examined the role of maladaptive self-regulatory beliefs as vulnerability factors for academic and emotional difficulties during the transition to middle school. A short-term longitudinal design was employed to follow two groups of early adolescents: 187 adolescents who experienced a school transition between the fifth and sixth grades, and 142 adolescents who did not experience a school transition between the fifth and sixth grades. Adolescents completed measures of perceptions of academic control and importance of academic success, experience of chronic academic strain, daily school hassles, and depressive symptoms. Teachers reported on students' academic engagement, including levels of helpless behavior, effort, and academic performance. Consistent with the proposed model of self-regulation, maladaptive self-regulatory beliefs (i.e., decreased perceptions of academic control and importance) predicted individual differences in perceived school-related stress and depressive symptoms over the course of the middle school transition, but were not associated with academic and emotional difficulties in adolescents who remained in a stable school environment. Moreover, a self-regulatory sequence was identified proceeding from maladaptive self-regulatory beliefs, to academic disengagement, to enhanced perceptions of school-related stress, to depressive symptoms. This study bridges prior theory and research concerning the psychological impact of normative developmental transitions, the developmental context of depression, and the associations among self-regulatory beliefs, achievement-related behavior, and emotional experience. 相似文献
18.
Experiencing traumatic events and abuse is unfortunately common in general, non-clinical samples. Recent research indicates that the ways in which individuals interpret traumatic experiences, as well as the ways that they manage challenging emotions in general, may statistically predict post-traumatic stress disorder (PTSD) symptoms to a greater extent than does trauma itself. Negative trauma appraisals, generalized emotion regulation (ER) difficulties, and low levels of self-compassion have each been shown to influence the connection between trauma exposure and subsequent PTSD symptoms. However, little is known regarding how these processes interact, or their relative contributions to mental health after trauma. The current study analyzed data from 466 university students who completed self-report measures of childhood abuse, PTSD symptoms, trauma appraisals, ER difficulties, and self-compassion. Childhood abuse exposure and PTSD symptoms were positively associated with negative trauma appraisals and ER difficulties, and negatively associated with self-compassion. Self-compassion was inversely associated with negative trauma appraisals and ER difficulties. Multiple mediation analyses demonstrated that negative trauma appraisals, ER difficulties, and levels of self-compassion fully explained the link between abuse exposure and PTSD symptoms via several specific pathways. These findings suggest that researchers, clinicians, and abuse survivors can benefit from addressing these interconnected domains during treatment and recovery processes. 相似文献
19.
完美主义是个体的一种人格特质,其研究经历了从单维、多维到二因素模型的发展历程。将完美主义划分为适应性、非适应性两种形式,则代表着完美主义研究的新特点。从测量工具与实证研究两方面提供二者分离的证据,并探讨二者间的联系与表现类型,对厘清完美主义的内在机制,展望其未来发展趋势有着重要的理论价值。 相似文献
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This study examined the relations among maternal socialization of positive affect (PA), adolescent emotion regulation (ER), and adolescent depressive symptoms. Two hundred early adolescents, 11-13 years old, provided self-reports of ER strategies and depressive symptomatology; their mothers provided self-reports of socialization responses to adolescent PA. One hundred and sixty-three mother-adolescent dyads participated in 2 interaction tasks. Adolescents whose mothers responded in an invalidating or "dampening" manner toward their PA displayed more emotionally dysregulated behaviors and reported using maladaptive ER strategies more frequently. Adolescents whose mothers dampened their PA more frequently during mother-adolescent interactions, and girls whose mothers reported invalidating their PA, reported more depressive symptoms. Adolescent use of maladaptive ER strategies mediated the association between maternal invalidation of PA and early adolescents' concurrent depressive symptoms. 相似文献