Perfectionism and Academic Self-Handicapped among Gifted Students: An Explanatory Model

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL
A. Alodat, Moawyah M. Abu Ghazal, Firas Al-Hamouri
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引用次数: 8

Abstract

This study aimed to examine the relationship between perfectionism and academic self-handicapping strategies among gifted students in Jordan. This study used a mixed-method approach to explore the relationship as well as exploring any other factors associated with using such strategies. The Revised Almost Perfect Scale (APS-R) and the Academic Self-Handicapping Strategies Scale were used to measure perfectionism and academic self-handicapping among 242 gifted students on a high school for gifted learners. Subsequently, the researchers conducted four focus group discussions with 23 gifted students to identify the factors that may lead those students to use self-handicapping strategies. The results showed that Self-handicapped students were 4.58 times more likely to be maladaptive perfectionists than non-self-handicapped students. The results also revealed a combination of environmental, personal, and cultural factors that contributed to the use of these strategies by gifted students. This study has proposed an explanatory model to illustrate the relationship between perfectionism, academic self-handicapping, and factors that might be related. Finally, this study provided a range of educational implications that can be used in the field of gifted education.
资优学生的完美主义与学业自我障碍:一个解释模型
本研究旨在探讨约旦资优学生的完美主义与学业自我设限策略之间的关系。本研究采用混合方法来探索这种关系以及探索与使用此类策略相关的任何其他因素。采用修订几乎完美量表(APS-R)和学业自我阻碍策略量表对某资优高中242名资优学生的完美主义和学业自我阻碍进行了测量。随后,研究人员对23名资优学生进行了四次焦点小组讨论,以确定可能导致这些学生使用自我阻碍策略的因素。结果表明,自残学生的完美主义倾向是正常学生的4.58倍。研究结果还揭示了环境、个人和文化因素对天才学生使用这些策略的影响。本研究提出了一个解释完美主义、学业自我设限及其相关因素之间关系的模型。最后,本研究提供了一系列可用于资优教育领域的教育启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
1.90
自引率
0.00%
发文量
13
审稿时长
8 weeks
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