How Does Perfectionism Influence the Development of Psychological Strengths and Difficulties in Children?

• Published in: International journal of environmental research and public health Vol. 17; no. 11; p. 4081
• Main Authors: Melero, Silvia, Morales, Alexandra, Espada, José Pedro, Fernández-Martínez, Iván, Orgilés, Mireia
• Format: Journal Article
• Language: English
• Published: Basel MDPI AG 08-06-2020; MDPI
• Subjects: Age; Anxiety disorders; Behavior; Children; Children & youth; Correlation analysis; Eating disorders; Gender differences; Neuroses; Obsessive compulsive disorder; Personality traits; Psychopathology; School principals; Studies; Variance analysis; Spain
• ISSN: 1660-4601; 1661-7827; 1660-4601
• DOI: 10.3390/ijerph17114081

This study aimed to examine differences in gender, age, and psychopathology, according to the perfectionism level, and to analyze how perfectionism dimensions contribute to the development of psychological strengths and difficulties in children. Participants were 319 Spanish students (52.4% girls) between 7 and 11 years old (M = 9.38, SD = 1.15). Children completed self-reported measures of perfectionism and psychological strengths and difficulties. The sample was divided into groups based on the perfectionism level (high, medium, and low). A one-way ANOVA (Analysis of variance), t-test, Pearson correlations, and 3-step hierarchical regression analyses were run. Results showed that 27.6% of the children belonged to the high perfectionism group, characterized by an elevated Socially Prescribed Perfectionism (SPP). Compared to girls, boys presented higher scores in all perfectionism measures. The younger children presented higher SPP and lower Self-oriented Perfectionism-Critical (SOP-Critical) than the older group. High perfectionism was related to psychological problems. The SOP-Critical increased the likelihood of developing emotional symptoms and total difficulties, and SPP was associated with behavioral and peer problems. In contrast, Self-oriented Perfectionism-Striving (SOP-Striving) was related to greater prosocial behavior. This research has important implications for the design of transdiagnostic strategies targeting the prevention and intervention of psychological difficulties in schoolchildren.