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

• Published in: Journal for the education of the gifted Vol. 38; no. 3; pp. 215 - 232
• Main Authors: Speirs Neumeister, Kristie L., Fletcher, Kathryn L., Burney, Virginia H.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-09-2015; SAGE PUBLICATIONS, INC
• Subjects: Academic Ability; Academic Achievement; Academically Gifted; Achievement Need; Anxiety; Educational Objectives; Factor Analysis; Factor Structure; Failure; Gifted; Goal Orientation; Literature Reviews; Measurement Techniques; Motivation; Negative Reinforcement; Outcomes of Education; Positive Reinforcement; Scoring; Students; Studies; Test Anxiety; high ability; achievement motivation; perfectionism
• ISSN: 0162-3532; 2162-9501
• DOI: 10.1177/0162353215592502

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.