Search results

1

Moral Perfectionism: Ethical Theory from a Pragmatic Approach

100%

Mougán C.

Human Affairs

|

2009

|

vol. 19

|

issue 1

44-51

EN

This article tries to rescue the perfectionist approach to moral theory from the pragmatic tradition and inspiration. Based on the philosophy of Dewey and taking into account authors like H. Putnam or S. Cavell, it tries to defend the idea that pragmatism allows us to understand moral perfectionism in a new way. In that way, perfectionism is bound to a certain interpretation of practical rationality, and a new understanding of moral objectivity and human subjectivity. Finally, moral perfectionism is not a theory that aims to solve all moral dilemmas but provides an understanding of how to face up to the problems of ordinary moral life.

2

Perfekcjonizm i stres a dobrostan psychiczny studentów uczelni wyższych. Testowanie modelu mediacyjnego

100%

Słodkowska J., Bokszczanin A., Instytut Psychologii U. O.

Acta Universitatis Lodziensis. Folia Psychologica

|

2012

|

vol. 16

EN

The purpose of this study was to evaluate the link between perfectionism treated as a personality’s trait, academic stress and college students’ psychological well-being. It was expected that the greater intensity of perfectionism achieved, the lower level of psychological well-being and the higher level of stress experienced. It was also assumed that the level of experienced stress would be a mediator of the relationship between perfectionism and psychological well-being. Alternative model with the well-being as a mediator of the relation between perfectionism and stress was also verified. Results of the study conducted on a sample of 298 students supported our assumptions. Higher level of perfectionism was associated with both higher stress level and lower sense of psychological well-being. Paths analyses provided evidence that relationship between perfectionism and psychological well-being can be explained by the high level of experienced stress (partial mediation). The analyses of well-being as a mediator in the relation between perfectionism and stress proved to be statistically significant and well suited to the sample (complete mediation). Results of this study are interpreted according to the Hobfoll’s Conservation of Resources Theory and Multiaxial Model of Coping (1998, 2006).

3

Procrastination, perfectionism, and locus-of-control in academic settings

100%

Pearlman-Avnion S., Harduf R.

Szkoła Specjalna

|

2019

|

vol. LXXX(2)

108-124

EN

The present study examines the relationships between procrastination, perfectionism, and locus-of-control (LOC) in an academic setting. Empirical data are drawn from self-report questionnaires completed by 95 randomly sampled students in institutions of higher education in Israel. We differentiate between subjects displaying adaptive and non-adaptive perfectionism and those who are not perfectionists. Similarly, we differentiate between internal and external LOC. The impact of each variable on procrastination is assessed independently, as is the combined effect of perfectionism and LOC. Findings partially uphold the study hypotheses. A significant positive correlation is found between adaptive perfectionism and internal LOC. The degree of procrastination exhibited by non-adaptive perfectionists is higher than that of non-perfectionists. Subjects displaying adaptive perfectionism and internal LOC have lower degrees of academic procrastination than those with non-adaptive perfectionism and external LOC. Findings are discussed in the context of the complexity of the variables and research limitations.

4

Parental Behaviour and Attitudes as The Source of Adoslescents’ Perfectionism

100%

Slačková S., Žitniaková Gurgová B.

The New Educational Review

|

2018

|

vol. 51

139-149

EN

The aim of the study was to examine relationships between adolescents’ perfectionism and their parents’ parenting. The research method included the Parental Behaviour and Attitudes Questionnaire – ADOR (Matějček, Říčan, 1983), Multidimensional Perfectionism Scale – MPS (Frost et al., 1990) and Perfectionism Cognitions Inventory – PCI (Flett, Hewitt, Blankstein, Gray, 1998). The research sample consisted of 122 secondary school students aged 16 to 19 (average age 17.37 years), including 44 boys and 78 girls. The main findings of empirical analysis were that there are differences in the relationship between the father’s and mother’s influence on the development of some perfectionism dimensions in their children. The dimensions Concern over Mistakes and Doubts over Action showed a negative significant relationship with the father’s Positive Interest (r = – 0.25**). The relationship was not confirmed in mothers. Concern over Mistakes and Doubts over Action showed a weak significant relationship with Hostility in the father (0.21*) as well as mother (0.25**), and also a moderate relationship with the father’s as well as mother’s Inconsistency (r = 0.25**, r = 0.33**). The dimension Organization showed no relationship with the father’s parenting. In the mother’s parenting, a moderate relationship appeared between Organization and Positive Interest (0.35**).

5

Relationship between Creativity and Perfectionism in Secondary School Students

100%

Vašašová Z., Lipková E.

The New Educational Review

|

2014

|

vol. 38

72-83

EN

The aim of this study was to examine the relationship, including its nature, between creativity and perfectionism in secondary school students. Its research section is focused on quantitative research analysing relationships between figurative and verbal creativity on the one hand and perfectionism and perfectionist thoughts on the other hand. Our findings indicate that there is a weak positive relationship between figurative creativity and perfectionism and also a moderate positive relationship between verbal creativity and perfectionism.

6

Perfectionism and aggression in artistically gifted persons

88%

Martyna R., Grażyna P., Wiesława L.

Psychologia Wychowawcza

|

2018

|

issue Special issue

146-169

EN

Some scholars define perfectionism as the relationship between one’s abilities and expectations. A strong emotional reaction to the discrepancy between these can be maladaptive and even lead to aggressive behaviour. The study covered 133 students and graduates of colleges around Poland, including 67 persons of various specialties in visual arts. In order to characterise perfectionism, the Polish version of the Goals and Work Habits Survey (Schuler, 1994) was used, while the tool called Inwentarz Psychologiczny Agresji [Aggression Psychological Inventory] (Gaś, 1980) was used for description of aggression. The aim of the study was to analyse the relationship between specific aspects of perfectionism and aggression in artistically gifted persons. The results of the study indicate that artistically gifted persons scored higher in respect of some aspects of perfectionism than persons from the control group. The assumption that the studied groups differ in terms of aggression syndrome has not been confirmed. The artistically gifted men differed from the control group men in terms of aspects of perfectionism and in terms of transferred aggression. No statistically significant differences in terms of perfectionism or aggression syndrome have been established between the women. Moreover, gender did not differentiate perfectionism in the group of artistically talented persons.

7

Perfectionism and aggression in artistically gifted persons

88%

Romanowicz M., Poraj G., Limiont W.

Psychologia Wychowawcza

|

2018

|

vol. 56(14)

204-229

EN

Some scholars define perfectionism as the relationship between one’s abilities and expectations. A strong emotional reaction to the discrepancy between these can be maladaptive and even lead to aggressive behaviour. The study covered 133 students and graduates of colleges around Poland, including 67 persons of various specialties in visual arts. In order to characterise perfectionism, the Polish version of the Goals and Work Habits Survey (Schuler, 1994) was used, while the tool called Inwentarz Psychologiczny Agresji [Aggression Psychological Inventory] (Gaś, 1980) was used for description of aggression. The aim of the study was to analyse the relationship between specific aspects of perfectionism and aggression in artistically gifted persons. The results of the study indicate that artistically gifted persons scored higher in respect of some aspects of perfectionism than persons from the control group. The assumption that the studied groups differ in terms of aggression syndrome has not been confirmed. The artistically gifted men differed from the control group men in terms of aspects of perfectionism and in terms of transferred aggression. No statistically significant differences in terms of perfectionism or aggression syndrome have been established between the women. Moreover, gender did not differentiate perfectionism in the group of artistically talented persons.

8

Can Justice be Really Ethically Neutral? Barry on Impartiality and Perfectionism

88%

Sládeček M.

Dialogue and Universalism

|

2017

|

issue 1

123-134

EN

In the first part of the article author discusses some objections to Brian Barry’s in-terpretation of justice as impartiality, in particular those regarding freestanding position of principles of justice. In the second part author offers his own critique of Barry’s con-ception, according to which Barry does not distinguished two senses of impartiality adequately, conflating impartiality as non-discrimination and equal opportunity with impartiality as neutrality between conceptions of the good. Impartiality as the equal treatment of persons regardless of their characteristics or belonging to groups is compatible with neutrality in the sense of equal respect and acknowledgement of the right of persons to form and pursue their own conceptions of the good. However, it is also compatible with non-neutrality as the unequal treatment of conceptions of the good, insofar as some of them are unreasonable, that is, only reasonable conceptions are considered as relevant in public deliberation.

9

Problem-solving activity including trust and honesty: spotlighting ‘ASD’ students

87%

Janiec J.

Kultura-Społeczeństwo-Edukacja

|

2018

|

vol. 13

|

issue 1

274-287

EN

How many times dear reader have you found yourself in a quite challenging situation (having an ambitious student, but with depression, social, emotional and interaction deficits, low self-esteem, OCD and everything connected with ASD) when the most crucial was timing (15 weeks and the same amount of subjects to pass by the given learner) and you have been looking for possible solutions without any further favorable outcomes wondering what should be another step of mine as educator in the upcoming end of the school year? This paper is some sort of answer on the given questions providing a far-reaching suggestion, after in-depth reflection and evaluation, for individual creative work in order to understand ASD students. Sometimes we need to give ‘three steps back to move one step forward’. Three steps back is a diligent investigation that consists of four stages, namely stage of novitiate (refocus), stage of puzzles, and stage of fixing the puzzles and stage of creativity. What’s more, we need to reflect on our thoughtfulness by analyzing acronym C.A.M.P.A.I.G.N.E.R. with specific personality traits. Possessing background knowledge about the problem and ourselves we can move forward by implementing creatively possible solutions to our circumstances remembering about being in every situation ourselves.

10

Learned Helplessness in Sports: The role of repetitive failure experience, performance anxiety and perfectionism

75%

Sankaran S.

Polish Psychological Bulletin

|

2018

|

vol. 49

|

issue 3

11

The relationship between language learning motivation and foreign language achievement as mediated by perfectionism: the case of high school EFL learners

75%

Dashtizadeh P., Farvardin M. T.

Journal of Language and Cultural Education

|

2016

|

vol. 4

|

issue 3

86-102

EN

This study examined the mediating effect of perfectionism on the relationship between language learning and foreign language achievement of high school EFL learners. To this end, 400 eleventh grade high school students were recruited through cluster random sampling. They were selected from eight high schools in four cities of Iran (i.e., Tehran, Ahvaz, Semnan, and Kerman). Afterwards, two questionnaires were administered to the participants. The first questionnaire was the shortened form of Gardner’s Attitude/Motivation Test Battery (AMTB) for EFL learners, and the second one was Almost Perfect Scale-Revised (APS-R) measuring the level of perfectionism among respondents. Moreover, the participants’ scores on the English final exam held by Iran’s Ministry of Education was considered as the indicator of foreign language achievement. The obtained data were analyzed through Pearson correlations and bootstrap resampling statistical method. The results indicated a positive correlation between all variables. Furthermore, it was revealed that language achievement and language learning motivation were partially mediated by perfectionism.

12

Kwestionariusz perfekcjonizmu w sporcie – konstrukcja i walidacja narzędzia psychometrycznego

75%

Waleriańczyk W., Stolarski M.

Psychologia-Etologia-Genetyka

|

2016

|

vol. 34

55-68

PL

Perfekcjonizm jest dyspozycją osobowościową odgrywającą istotną rolę w funkcjonowaniu w sporcie. Mimo tego w warunkach polskich nie istniało dotychczas narzędzie pozwalające na pomiar nasilenia perfekcjonizmu w kontekście sportu. Niniejszy artykuł przedstawia proces konstruowania oraz walidacji Kwestionariusza perfekcjonizmu w sporcie (KPS). Początkową pulę 88 pozycji testowych wygenerowano na podstawie wywiadów ze sportowcami oraz analizy istniejących narzędzi do pomiaru perfekcjonizmu. Na podstawie oceny sędziów kompetentnych wybrano 57 trafnych teoretycznie pozycji. Badanie pierwsze przeprowadzono w celu zdobycia danych do eksploracyjnej analizy czynnikowej oraz oceny rzetelności i trafności narzędzia z udziałem aktywnych sportowców (N = 137). Celem badania drugiego była weryfikacja struktury finalnej wersji kwestionariusza KPS oraz ocena jego rzetelności i trafności. Sportowcy (N = 129) wypełniali KPS oraz narzędzie do pomiaru cech osobowości wchodzących w skład Wielkiej Piątki, odpowiadając też na pytania odnośnie do średniej tygodniowej liczby treningów oraz poziomu sportowego. W badaniu trzecim poszukiwano dalszych dowodów na trafność narzędzia przez analizę związków między wynikiem 23 piłkarzy w KPS a ich nasileniem PP i PN postrzeganym przez trenerów. Przeprowadzone analizy pozwoliły na stworzenie finalnej wersji kwestionariusza składającego się z 30 pozycji. Spójność wewnętrzna kwestionariusza jest satysfakcjonująca we wszystkich przeprowadzonych badaniach. Dodatkowymi dowodami na trafność narzędzia są związki wyniku w kwestionariuszu z wymiarami Wielkiej Piątki, deklarowanym poziomem sportowym, średnią liczbą treningów oraz poziomem perfekcjonizmu postrzeganym przez trenerów. Kwestionariusz może być używany w badaniach naukowych oraz współpracy indywidualnej ze sportowcami.

EN

Perfectionism is a personality disposition that plays an important role in athletes’ functioning. However, until now there has been no Polish questionnaire allowing to measure perfectionism in a sports context. The present paper shows phases of construction and validation of the Perfectionism in Sport Questionnaire (PSQ). An initial pool of 88 items was developed based on interviews with athletes and analyses of existing measures of perfectionism. An assessment by competent judges resulted in selection of 55 theoretically valid items. Study 1 was conducted to obtain data for exploratory factor analysis, select the most valid items, and to determine the reliability of the scales. Active athletes (N = 137) filled the experimental version of the scale. Study 2 aimed to verify the structure of the final version of PSQ and to measure its psychometric values. Some athletes (N = 129) filled PSQ, as well as a personality inventory measuring the Big Five personality traits, and provided information about their training frequency and their level of sport advancement. Study 3 sought for further validation of the tool by analyzing the relationships between football players’ (N = 23) PSQ scores and levels of both their positive and negative perfectionism perceived by their coaches. The conducted analyses helped to develop a final, 30-item version of PSQ. The internal consistency of the two subscales was very satisfactory in all samples. Associations with personality dimensions, declared level of sport advancement, and coaches’ assessments of an athlete’s perfectionism provide further evidence for the validity of the questionnaire. PSQ is a valid psychometric measure of negative and positive perfectionism in a sports context. The questionnaire can be used for scientific research and individual work with players.

13

Error-Oriented Motivation of Turkish Students During their Adaptation to a Foreign University

75%

Pidbutska N., Knysh A.

The New Educational Review

|

2020

|

vol. 60

49-60

EN

The article deals with the problem of error-oriented motivation of Turkish students during the adaptation process to a foreign university (on an example of a Ukrainian university). Research was conducted on two samples of first year students: 45 Turkish and 61 Ukrainian students. An error-oriented motivation questionnaire and survey were used to identify strategies for student response to mistakes and the main problems of adaptation. It was determined that Turkish students are more likely to use a Learning from mistakes strategy and are more exposed to such adaptation problems as communication problems with the administration, difficulties in adapting to the new social environment, and emotional problems.

14

Perfectionist Behavior and Expressions of Perfectionism in Drawings of Kindergarteners

75%

Basak R.

The New Educational Review

|

2016

|

vol. 46

233-244

EN

Results based on two consecutive qualitative studies are documented in this paper. The first study focused on perfectionist characteristics in drawings of fifth graders. The second study was designed based on the findings from the earlier study, but it focused on drawings of kindergarteners at this time. Children’s drawings were analyzed to see meaningful connections between their behavioral perfectionism scores and their drawing characteristics. Findings were partly consistent with the literature and revealed that perfectionist behavior may have meaningful expressions in the art-making process and in artworks. Working on specific details meticulously, focusing on time-consuming details, not being able to see the whole, spending too much time on certain parts, and starting from details, were described as perfectionism-related characteristics. As an emerging characteristic, self-doubt, a lesser degree of determination, assurance and boldness in drawings are positively correlated with perfectionism. Subjects’ age group may be a significant factor to study perfectionism, and lower grade levels may not be suitable to study perfectionism through drawings because of their artistic developmental levels.

15

Perfekcionistická kritika liberalizmu verejného rozumu: argumenty liberálnych perfekcionistov

63%

Tomaštík J., Baroš J.

Filosofický časopis (Philosophical Journal)

|

2023

|

vol. 71

|

issue 3

489-505

EN

The aim of this article is to show from the position of liberal perfectionists that the arguments of public reason liberalism about the unacceptability of perfectionist efforts and controversial positions are unconvincing. In the first part, we will examine the moral respect objection to perfectionism as was formulated by Martha Nussbaum and show that such arguments fail, after which we will introduce a more appropriate, perfectionist conception. In the second part, we will address a more practical question which illustrates well the greater plausibility of the perfectionist position. We will critique an attempt to apply the respect-based argument to perfectionist subsidies, which the leading theorist of liberalism of public reason, Jonathan Quong, has rejected as manipulative. In the third part, we move from these everyday questions of political decision-making to how liberals of public reason use respect in controversial, cultural-ethical issues. Relying on neutral political values is shown to be an unsustainable and illusory solution in the pursuit of equal respect for all. These three lines of argumentation (i.e. theoretical, practical-political and cultural-ethical) will allow us to point out that the project of public reason liberalism brings with it far more problems than its proponents will acknowledge.

16

Polityka liberalna i religia. Refleksje nad rozumem publicznym Johna Rawlsa i koncepcjami pokrewnymi.

63%

Prostak R.

Kultura i Polityka

|

2009

|

issue 6

14-32

PL

Liberalna demokracja odróżnia sferę prywatną od sfery publicznej. Pierwsza jest przestrzenią, w której jednostka poszukuje odpowiedzi na pytania: „jak żyć, by życie było warte przeżycia?” W sferze publicznej jednostka stawia sobie pytanie: „jak współdziałać z innymi obywatelami, którzy formułują różne odpowiedzi na pytanie właściwe sferze prywatnej?” Antyperfekcjonizm liberalnej sfery publicznej chronić ma pluralizm poglądów na sens życia. Antyperfekcjonizm ustanawia zasadę limitującą charakter argumentacji w sferze publicznej – „nie formułuj rozstrzygających i opartych na konkretnym światopoglądzie argumentów, uzasadniających konkretne działanie polityczne”. W niniejszym artykule dokonano przeglądu antyperfekcjonistycznej konstrukcji rozumu publicznego Johna Rawlsa i koncepcji pokrewnych oraz wskazano trudności z ich implementacją w realiach współczesnych społeczeństw cywilizacji zachodniej.

EN

Liberal democracy differentiates between the private and public sphere. The former is where the individual asks herself the question, “What makes life worth living?” The latter is where the individual looks for answers to questions such as, “How should I cooperate with others? Who gives various answers to questions about the sense of life?” Anti-perfectionism in the liberal public sphere secures a pluralism of views concerning the sense of life. This anti-perfectionism establishes a rule that limits the scope of reasoning accepted in the public sphere: “Do not provide decisive arguments based on one’s own religious or philosophical beliefs in order to justify a political action.” This article reviews the anti-perfectionist idea of Rawlsian “public reason” and similar conceptions, and identifies difficulties with their implementation in the reality of Western societies.

17

Doskonałość jako problem moralny w pracach Władysława Tatarkiewicza

63%

Konstańczak S.

ΣΟΦΙΑ. Pismo Filozofów Krajów Słowiańskich

|

2016

|

vol. 16

157-176

RU

Основой для размышлений стала работа Владислава Татаркевича «О совершенстве». Автор занялся проблематикой нравственного совершенства, которая в философии встречается в двух вариантах: или как качество человека, который достиг максимального уровня возможностей, или как цель, к которой человек должен стремиться. Первая позиция ссылается на философию Аристотеля, а вторая – на философию Платона. В каждом из вариантов путь к совершенству является результатом индивидуального усилия, отсюда мотивация, склоняющая к нему, часто называется перфекционизмом. Однако, многие философы уверены, что достичь индивидуального совершенства невозможно из-за внешнего противоречия, которое возникает при такого типа усилиях. В статье также представлен обзор концепций совершенства сформулированных в прошлом в философии. В завершении автор указывает на пользу, которую получают конкрет-ные люди от собственного совершенства.

EN

The basis of deliberations is the work by Władysław Tatarkiewicz: On Perfection. The author studied a problem of moral perfection which in philosophy is treated in both ways: as a personality trait of a man that has achieved a maximum level of moral ability or as a goal to which a man should head for. First standpoint refers to Aristotle's philosophy, the second to Plato's. In both cases the way to perfection is a result of an individual effort hence motivations inducing to it are often called perfectionism. Many philosophers point out that reaching individual perfection is impossible due to inner contradictions coming out in this kind of activity. The article also reviews other conceptions of perfection set up in philosophy in the past. In summary the author points at the benefits which people attain by self-perfecting.

18

Homo Perfectus versus Educatio: Philosophical Reflections on Transhumanism and Education

63%

Dancák P.

Studia Paedagogica Ignatiana

|

2017

|

vol. 20

|

issue 1

57-71

PL

Współcześnie jesteśmy świadkami nowej formy ingerencji w istotę ludzką. Chodzi o celowe dążenie do przekształcenia natury ludzkiej, w wyniku czego stanie się ona narzędziem, materiałem do przetwarzania, podobnym do tych, które służą człowiekowi w świecie przyrody. Ta nowa forma ingerencji w ludzkie życie wykracza jednak poza humanistyczne sposoby i cele doskonalenia człowieka. Homo perfectus stanowi transhumanistyczną perspektywę, która – dążąc do doskonalenia człowieka – kładzie nacisk na doskonalenie ciała ludzkiego, jego możliwości czy zdolności poznawczych. Jednocześnie zapomina się o charakterystycznym dla człowieka twórczym działaniu. W konsekwencji, perspektywa ta rezygnuje z wielopłaszczyznowości (wielowarstwowości) ludzkiego bytu, jak i jego finalności. Koncepcja homo perfectus tworzy pesymistyczny obraz człowieka oraz odrzuca właściwe dla człowieka biologczne ograniczenia, poszukując coraz doskonalszych metod kontroli nad jego życiem. Jednak nie jest ona sposobem doskonalenia natury ludzkiej, jej pełnej realizacji, ale raczej przejawem walki przeciwko temu, co było człowiekowi dane. Niniejszy artykuł ma na celu przedstawienie wielu sprzeczności związanych z terminem homo perfectus, jak również przybliżenie znaczenia koncepcji educatio w odniesieniu do bytu ludzkiego. Wychowanie jest niezbędnym warunkiem istnienia człowieka, bez wychowania człowiek nie jest w stanie osiągnąć wolności. Wychowanie jest nie tylko przygotowywaniem się do pełnienia istotnych ról odgrywanych przez człowieka, ono wyprowadza człowieka z jego niekompletności, zamknięcia się w sferze osobistych ograniczonych interesów, i prowadzi w kierunku przestrzeni otwierającej się na prawdziwie ludzkie horyzonty, uwalnia od tego, co jest cząstkowe, ku temu, co jest całościowe, pełne.

EN

A new form of intervention into what it means to be human is currently emerging. It is an effort to purposely transform the very nature of man, which at once becomes some kind of a material to be worked on, the same as other components of nature are for man. This new emerging form of intervention into human existence extends beyond the humanistic ways and aims at the cultivation of man. Homo perfectus is a transhumanist perspective which calls for perfecting man, while stressing the enhancement of the human body and its performance, or his cognitive capacities. At the same time, the human characteristic of creative action is being marginalized. As a result, such a perspective neglects not only the dimensionality of man, but also his finality. The concept of the homo perfectus creates a pessimistic image of man and rejects man’s intrinsic, biologically limited humanness in expectation of gaining greater control over our lives. The image is not an image of the enhancement of human nature and his full realization, but it is rather an image of a battle against what was once given to man. In this paper, I will present the contradiction that arises in connection to the concept of homo perfectus and point out the significance of the concept of educatio in connection to human existence. Education becomes a prerequisite of human existence; without education, man would not be able to gain his freedom. Education is not only a preparation for certain life performances but it also guides us out of every partialness, every isolation in the sphere of personal limited interests into a space that can be open towards one and only human direction, that is a direction from the partial to the whole.

19

Perfekcjonizm – pozytywny czy negatywny? Adaptacyjne i dezadaptacyjne formy perfekcjonizmu

63%

Sanecka E.

Ogrody Nauk i Sztuk

|

2014

|

issue 4

242-251

PL

Perfekcjonizm rozumiany jako cecha osobowości, defi niowany jest najczęściej w ramach modeli unidymensjonalnych, dychotomicznych lub wieloczynnikowych. Dominujące podejścia teoretyczne koncentrują się nie tylko na dysfunkcjonalnych, negatywnych aspektach perfekcjonizmu związanych z symptomami psychopatologii, ale też wskazują na istnienie pozytywnego, adaptacyjnego wymiaru perfekcjonizmu. Celem artykułu jest omówienie i analiza koncepcji teoretycznych oraz dotychczasowych wyników badań empirycznych poświęconych obydwu formom perfekcjonizmu. Szczególną uwagę poświęcono analizie czynników modyfi kujących związek perfekcjonizmu z symptomami psychopatologii.

EN

Perfectionism as a personality trait is defined in the frame of unidimensional, bidimensional or multifaceted models. The dominating theoretical approaches not only concentrate on the dysfunctional, negative aspects of perfectionism related to the symptoms of psychopathoplolgy, but they also indicate the presence of a positive, adaptative dimansion of perfectionism. The aim of the article is to discuss and analyze theoretical concepts and the results of previous empirical research concerning both forms of perfectionism. Special attention was focused on the analysis of the factors modifying the relation between perfectionism and symptoms of psychopathology.

20

Psychologiczna charakterystyka perfekcjonizmu u młodzieży

63%

Świerczyńska J., Pawłowska B., Chojnowska-Ćwiąkała I., Troczyńska B.

Wychowanie w Rodzinie

|

2021

|

vol. XXIV

|

issue (1/2021)

285-299

EN

Aim. The aim of the work was to compare the intensity of perfectionism in the study subjects, considering their division by sex, place of residence and family structure. The study included a group of 345 persons (198 girls and 147 boys) aged 12–16 years. Methods. The Frost Multidimensional Questionnaire for Testing Perfectionism (FMPS), translated and developed by Tucholska and a sociodemographic survey by Justyna Świerczyńska were used in the work. Results and conclusions. The obtained results prove the presence of signifi cant differences in terms of the intensity of perfectionism and its dimensions among the studied girls and boys, people living in the city and in the countryside, and growing up in complete and single-parent families. Signifi cant correlations were also shown between the subjects’ perfectionism and their age, school performance and the level of parents’ education. The obtained results indicate that boys display a higher level of perfectionism than girls. Neurotic perfectionism is associated with the older age of the studied girls. Adaptive perfectionism is associated with living in the city, being brought up in a complete family, higher education of parents, higher grade point average and positive assessment of oneself as a student.

PL

Cel. Celem pracy jest porównanie nasilenia perfekcjonizmu u badanych osób z uwzględnieniem ich podziału na płeć, miejsce zamieszkania oraz strukturę rodziny. Analizie poddano zależności między nasileniem perfekcjonizmu a wiekiem badanych, ich osiągnięciami szkolnymi oraz poziomem wykształcenia rodziców. Badaniami objęto grupę 345 osób (198 dziewcząt i 147 chłopców) w wieku od 12 do 16 lat. Metody. Zastosowano Wielowymiarowy Kwestionariusz do Badania Perfekcjonizmu FMPS autorstwa Frosta w tłumaczeniu i opracowaniu Stanisławy Tucholskiej oraz ankietę socjodemograficzną autorstwa Justyny Świerczyńskiej. Wyniki i wnioski. Otrzymane wyniki informują o występowaniu istotnych różnic w zakresie nasilenia perfekcjonizmu i jego wymiarów między badanymi dziewczętami i chłopcami, osobami mieszkającymi w mieście i na wsi oraz wychowującymi się w rodzinach pełnych i niepełnych. Znaczące zależności ujawniono ponadto między perfekcjonizmem badanych, a ich wiekiem, osiągnięciami szkolnymi oraz poziomem wykształcenia rodziców. Otrzymane wyniki informują, że chłopcy mają wyższy poziom perfekcjonizmu niż dziewczęta. Neurotyczny perfekcjonizm łączy się ze starszym wiekiem badanych dziewcząt. Adaptacyjny perfekcjonizm łączy się z zamieszkiwaniem w mieście, wychowaniem się w rodzinie pełnej, wyższym wykształceniem rodziców, wyższą średnią ocen i pozytywną oceną siebie jako ucznia.

Refine search results

Moral Perfectionism: Ethical Theory from a Pragmatic Approach

Perfekcjonizm i stres a dobrostan psychiczny studentów uczelni wyższych. Testowanie modelu mediacyjnego

Procrastination, perfectionism, and locus-of-control in academic settings

Parental Behaviour and Attitudes as The Source of Adoslescents’ Perfectionism

Relationship between Creativity and Perfectionism in Secondary School Students

Perfectionism and aggression in artistically gifted persons

Perfectionism and aggression in artistically gifted persons

Can Justice be Really Ethically Neutral? Barry on Impartiality and Perfectionism

Problem-solving activity including trust and honesty: spotlighting ‘ASD’ students

Learned Helplessness in Sports: The role of repetitive failure experience, performance anxiety and perfectionism

The relationship between language learning motivation and foreign language achievement as mediated by perfectionism: the case of high school EFL learners

Kwestionariusz perfekcjonizmu w sporcie – konstrukcja i walidacja narzędzia psychometrycznego

Error-Oriented Motivation of Turkish Students During their Adaptation to a Foreign University

Perfectionist Behavior and Expressions of Perfectionism in Drawings of Kindergarteners

Perfekcionistická kritika liberalizmu verejného rozumu: argumenty liberálnych perfekcionistov

Polityka liberalna i religia. Refleksje nad rozumem publicznym Johna Rawlsa i koncepcjami pokrewnymi.

Doskonałość jako problem moralny w pracach Władysława Tatarkiewicza

Homo Perfectus versus Educatio: Philosophical Reflections on Transhumanism and Education

Perfekcjonizm – pozytywny czy negatywny? Adaptacyjne i dezadaptacyjne formy perfekcjonizmu

Psychologiczna charakterystyka perfekcjonizmu u młodzieży