جستجوی مقالات مرتبط با کلیدواژه "negative perfectionism" در نشریات گروه "علوم انسانی"

 This study aimed to predict academic engagement based on basic psychological needs and academic perfectionism in female middle school students in the city of Malekan.

 The study followed a descriptive-correlational design. The statistical population included 2,500 female middle school students in Malekan during the second half of the 2022-2023 academic year. Using Cochran's formula, a sample size of 333 students was selected through multi-stage cluster sampling. The research instruments included the Academic Engagement Questionnaire (Fredricks et al., 2004), the Basic Psychological Needs Questionnaire (Deci & Ryan, 2000), and the Academic Perfectionism Questionnaire (Stoeber et al., 2007). Pearson correlation coefficient and multiple regression analysis were employed for data analysis.

 The results indicated a significant positive relationship between basic psychological needs and academic engagement (r = 0.610). Furthermore, positive perfectionism showed a significant positive correlation with academic engagement (r = 0.418), while negative perfectionism had a significant inverse relationship with academic engagement (r = -0.271). Regression analysis revealed that positive perfectionism, negative perfectionism, and basic psychological needs, with beta coefficients of 0.220, -0.206, and 0.518, respectively, predicted the level of academic engagement in students.

 The findings suggest that fulfilling basic psychological needs and fostering positive perfectionism can enhance students' academic engagement, whereas managing negative perfectionism can prevent disengagement and improve academic performance.

This study aimed to address the relationship between negative perfectionism and traits of borderline personality disorder in normal population based on the interpersonal dysphoria model. The research method was descriptive-correlation. The statistical population included all adults in Iran in the age range of 18-45 years old. The sample size consisted of 474 people, all chosen by Convenience Sampling. the questionnaires were designed online and distributed through virtual networks, due to Corona pandemic. The instruments consisted of Borderline Personality Scale, Positive and Negative Perfectionism, Pure Procrastination, Self-Concept Clarity Scale, Nepean Dysphoria Scale and Situational Dysphoria Scale. The data was analyzed by means of path analysis. The results showed that perfectionism and procrastination in the form of a model can predict situational dysphoria and therefore the borderline personality traits which are manifestation of underlying background dysphoria. In addition, the moderating role of identity disorder in exacerbating these conditions was also confirmed. According to the findings of this study, it is suggested that in treatment planning for people with higher borderline personality traits, the elements of negative perfectionism and procrastination should be considered as meta-diagnostic processes. Besides, the evaluating of identity coherence in these patients, should be given a special attention

The aim of this study was to investigate the structural relations between perfectionism levels and cognitive performance in individuals with symptoms of obsessive-compulsive disorder mediated by cognitive styles. The study population included students of University of Tabriz. Using convenience sampling, 360 subjects were selected. They completed Madsley's obsessive-compulsive disorder inventory, positive and negative perfectionism scale, and Felder-Solomon learning styles questionnaire online. Also, Wisconsin Card Sorting Test, Continuous Performance Task (CPT) and Wechsler Working Memory Test (WMT) were performed through computer software. Results showed that reflective cognitive style could mediate the relationship between positive perfectionism and cognitive performance. Besides, levels of perfectionism could significantly predict reflective cognitive style and cognitive performance significantly. Hence, it could be concluded that levels of perfectionism and reflective cognitive style in interaction, predict cognitive performance in individuals with symptoms of obsessive-compulsive disorder. It was also obtained that interventions in this field should consider the interactive effects of perfectionism and reflective cognitive style.

The present research investigates the role of negative perfectionism and experiential avoidance in academic stress with the mediating role of fear of negative evaluation in Yazd University students. The type of research is descriptive correlation. The statistical population of research are all 14470 students of Yazd University who were studying in the academic year 2021-2022, of which 384 were selected by the available method and using Morgan table. Theresearch instruments included the standard questionnaires of perfectionism of Hill (2004), the acceptance and practice questionnaire of Bond et al. (2011), Fear of Negative Assessment of Watson & Friend (1969), and Godzella SLSI Student Stress Scale (1991). The validity of the questionnaire is confirmed by using the divergent validity method with PLS software and the reliability of the questionnaire is confirmed by using Cronbach's alpha test. Data analysis is performed using SPSS26 and SmartPLS2 software’s. The results showed that the two variables of negative perfectionism and experiential avoidance have significant effect on predicting academic stress. The two variables of negative perfectionism and empirical avoidance have significant effect on predicting academic stress with the mediating role of fear of negative evaluation.

The purpose of this study was to compare mindfulness-based relapse prevention (MBRP) group therapy and treatment as usual (TAU) in terms of their effectiveness on positive and negative perfectionism in men with opioid use disorder (OUD). The method of this study, due to its purpose, is an applied research and its method, in terms of the way of data collection, is an experiment with a pre-test-post-test. The population included men with opioid use disorder who were referred to Iranian National Center for Addiction Studies in Tehran in 2018. 36 patients were selected as the sample and randomly assigned to two groups: one group received a combination of MBRP group therapy and TAU and the other was treated with TAU only. Participants completed the Positive and Negative Perfectionism Scale (PANPS) at pretest, posttest, and follow-up. Data were statistically analyzed using a mixed-design ANOVA model. SPSS software (version 22) was used for data analysis. The results showed that none of the intergroup, intragroup, and interactive sources of variation in positive perfectionism were statistically significant. For negative perfectionism, the differences between the study phase groups were significant. The Bonferroni method was applied to examine the difference scores in the test phases and showed that the mean score decreased significantly in the posttest and follow-up phases compared with the pretest. According to these results, MBRP was effective in reducing negative perfectionism, but we cannot find any differences in the effectiveness of the therapies. These results indicate that MBRP can be considered an effective therapeutic approach for reducing negative perfectionism in individuals with OUD.

Excitement is an integral part of human life that human beings experience according to the conditions and environment in which they are placed. One of the thrills of students in the school environment is the feeling of academic boredom. Therefore, the purpose of this study is the role of negative perfectionism, difficulty in emotional regulation and self-disability in predicting academic boredom of high school male students in the second year of Kermanshah.

The research method is descriptive-correlational modeling of structural equations. The statistical population of the study included all students studying in the second year of high school in Kermanshah. The number was 3821. 600 people were selected as a sample using multi-stage cluster sampling. Academic boredom, self-disability, negative perfectionism scale and emotion regulation difficulty questionnaire were used to collect data.

  The results of Pearson correlation coefficient showed that there is a positive and significant relationship between the dimensions of emotional regulation difficulties, negative perfectionism and self-disability with academic boredom (P≥0.001).  Also, the results of multiple regression by stepwise method showed that 65% of the variance of academic boredom is explained by the components of emotional regulation difficulties and self-disability.

Therefore, it is suggested that the necessary coordination between counseling centers and school counselors be emphasized more while improving emotion regulation, self-disability and perfectionism, to provide the ground for reducing academic boredom.

The purpose of this study is to investigate the Relationship model between Emotional Intelligence and Work Engagement with the mediating role of Positive perfections and Negative Perfections among High school teachers in Shiraz . This research is correlational studies and using structural equation modeling for testig the hypothsis. In this study, the statistical population is considered to be High School Techers in four districts of Shiraz in 1398. The sample size is 231 teachers composed of 128 females and 103 males, that were selected by two -stage cluster sampling. The instruments for measureing the variables, were Schutte's Emotional Intelligence(1998), Schaufeli's work Engagement(2002) and Terry-Short 's perfectionism(1995). The results were obtained using descriptive statistic and inferential statistic. In order to test the proposed model, the structural equation method was used. The results showed that both Positive Perfections and Negative Perfections have a significant mediating role between Emotional Intelligence and Work Engagement.

The aim of this study was to investigate the mediating role of fear of failure and difficulty in regulating emotion in the relationship between negative perfectionism and academic procrastination. The method of this research was descriptive-correlational. The population of the study consisted of high school students who were studying in Bastak education region of Hormozgan in the academic year 2018-2019. From this population, 234 male and female students were selected as the sample by multi-stage random cluster sampling. In this study, Frost Multidimensional Perfectionism Scale, Conroy Fear of Failure Scale, Gratz and Roemer Scale of Difficulty in Emotional Regulation, and Solomon and Rothblum Academic Procrastination Scale were used, and the data were analyzed using SPSS 20 and AMOSE 20 using multiple regression and path analysis. The results showed that the components of negative perfectionism have a positive and direct effect on fear of failure and difficulty in emotional regulation. The main results of the study showed that the mediating role of fear of failure and difficult components in emotion regulation in relation to the components of negative perfectionism with students'''' academic procrastination was confirmed and also the fit of the structural model of the research was confirmed.

The purpose of this study is the role of negative perfectionism, difficulty in emotional regulation and self-disability in predicting academic boredom of high school male students in the second year of Kermanshah. The statistical population of the study included all students studying in the second year of high school in Kermanshah (n=3821). 600 people were selected as a sample using multi-stage cluster sampling. To collect data from the Packran et al. Academic Boredom Questionnaire, the Jones & Rodwalt  Self-Disability Questionnaire, the Terry Short et al. Negative Perfectionism Scale, and the Emotional Regulation Difficulty Questionnaire Graz and Roemer was used. The results of Pearson correlation coefficient showed that there is a positive and significant relationship between the dimensions of emotional regulation difficulties, negative perfectionism and self-disability with academic boredom (P≥0.001). Also, the results of multiple regression by stepwise method showed that 65% of the variance of academic boredom is explained by the components of emotional regulation difficulties and self-disability. Therefore, it is suggested that the necessary coordination between counseling centers and school counselors be emphasized more while improving emotion regulation, self-disability and perfectionism, to provide the ground for reducing academic boredom.

The Relationship of Body Dysmorphic Disorder Symtoms with Five Big Factors of Personality and Perfectionism in 18-22 Years Old Girls in Shiraz.

The aim of the present study is evaluation the relation of body dysmorphic disorder symptoms with five big factors of personality and positive and negative perfectionism in 18-22 years old girls in Shiraz.

This study was descriptive- correlation type study which was and has been Performed on 300 students girls 18-22 years old of Fatemieh and Shiraz University. Which participants was selected using available convenient sampling method. Data collection instruments were questioners of Body Image Concern Inventory (BICI: Litelton,2005), short NEO form five big factors of personality (NEO- 60),Terry-short positive and negative perfectionism standard questioner and demographic questioner used. The data were analyzed by analysis with using SPSS-21 software.

According to Obtained results based on Pearson correlation cofficiene showed that there is a significant positive correlation between variables neuroticism (B=0/395), extraversion (B=0/144) and agreeableness (B=0/089) with body dysmorphic disorder and there is no significant correlation between variables conscientiousness and openness with body dysmorphic disorder. Body dysmorphic disorder has a significant and negative relationship with negative perfectionism. It means that by increasing negative perfectionism, body dysmorphic disorder also increases and also, Regression analysis results show that negative perfectionism, is the most powerful predictor for body dysmorphic disorder (B=0/477).  Furthermore between positive perfectionism with body dysmorphic disorder there is an indirect relationship (B=-0/224) it means that by increasing positive perfectionism component, body dysmorphic disorder decrease.

Result Conclusion:

obtained results showed that among five big factors of personality, the three most powerful factors of Neuroticism, agreeableness and extraversion are the most powerful predictor of body dysmorphic disorder. Also negative  perfectionism can cause  to  increase disorders,this negative perfectionism can cause exhibit disorders;that this negative  perfectionism can be in relation with personality traits variable that is an important element of predicting body dysmorphic disorder causing creation and corroboration of disorder;although personality traits possed with positive perfectionism can explain the revrse result of negative  perfectionism.

The purpose of this study was to investigate the relationship of negative perfectionism and academic procrastination according to the mediating and moderating role of test anxiety and self-compassion in students. Sample consisted of 362 male and female students of 2th course of high school of Kashan who were selected by multi - stage random sampling. In order to collect information the Academic Procrastination Scale, Multidimensional Perfectionism Scale, Test Anxiety Scale and Self-Compassion Scale—Short Form were used. The proposed model of the present study was analyzed using Structural Equation Modeling. The results indicated that the purposed model has relatively acceptable fit. Also, analysis of model indicated direct path of negative perfectionism to academic procrastination was non- significant, but the total path of negative perfectionism to academic procrastination was significant. Furthermore, indirect path of negative perfectionism to academic procrastination through test anxiety was significant. The results also indicated that the mediated relationship between negative perfectionism and academic procrastination was different from the test anxiety in students with high and low self-compassion. These findings have empirical implications in educational environments that can have the role in students' academic achievement.

Taekwondo athletes experience a lot of pressure during the competition, because they must attack and defend at the same time, In addition, before the competition, the stress of the taekwondo athletes increases and lose weight quickly, In this context, the maintenance of desirable psychological states and success in Taekwondo requires a set of specific psychological factors, such as positive perfectionism and psychological skills. Therefore the aim of this research was to survey the relationship between Sport perfectionism and mental skills in Taekwondo Athletes. Present study research method was descriptive – correlational, Statistic population was included all of from Iranian Taekwondo athletes participated in country championship competition. Samples were 110 males with average age of (23/60 ± 5/84) selected based on random sampling, and completed the Scales of perfectionism and mental skills. The data was analyzed by Pearson correlation and multiple regression (inward method) tests. The results of Pearson correlation revealed that positive perfectionism was positively associated with mental skills of foundation, psychosomatic and cognition, and Negative perfectionism had the negative correlation with these mental skills (p< 0/01). Regression analysis showed that positive and negative perfectionism dimensions predict 40 percent of total mental skills variance (P< 0/05). According to the findings, it seems that dimensions of perfectionism have an important role in selecting mental skills and the level of skills which every Taekwondo Athletes uses is correlated with these dimensions.

The aim of this study was to investigate the effectiveness Erfan Cognitive-Behavior Therapy on negative Perfectionism and Self-Efficacy of Semnan Payam-E-Noor University Students. In a purposeful random sample design among statistical population consisting all Payam-E-Noor students of Semnan City, during 2018 academic year, a total sample of 60 subjects selected by a purposeful-sampling method, and divided randomly to experimental and control groups. Two standards questionnaires of the research included: 1-Perfectiocism Scale Terry-Short, 2-Self-Efficacy Scale Sherer. Our findings revealed significantly reduced mean scores of the negative perfectionism and increase self-efficacy of the university students in the experimental group than control. It could be mention that the Erfan Cognitive-Behavior intervention could reduce negative Perfectionism and increase Self-Efficacy in the Payam-E-Noor university students and can help to university students mental health promotion .

The purpose of this study was to investigate the relationship between perfectionism and self-compassion in elite Taekwondo athletes. Cross-sectional correlational design was employed in this study. The statistical population consisted of elite taekwondo athletes participating in the super League competition and National team. One hundred and sixty taekwondo athletes (80 male and 80 female) were selected via purposive sampling method. They completed two scales of perfectionism and self-compassion. The data were analyzed by Pearson correlation, multiple regression by inward method, and ANOVA tests. The results indicated that perfectionistic strivings (positive perfectionism) was positively associated with self-compassion, whereas perfectionistic concerns (negative perfectionism) was negatively associated with self-compassion. In addition, the results showed that two dimensions of perfectionism predict self-compassion variance. Furthermore, the data showed that the male group significantly have high positive perfectionism and use more self-compassion strategies than female group. According to results of this study, it seems that perfectionism has an effective role in self-compassion strategies of elite taekwondo athletes and improving these strategies can be useful to conduct interventions in order to balance negative impacts and facilitate positive impacts.

This study aims to consider the effect of cognitive-behavioral coaching on negative perfectionism and scholastic self-handicapping among academic high school students in Semnan city. Research Design was semi-experimental and pretest- posttest type with control group. The study population included all of high school boy students in Semnan city. Of this students, 56 high school boy students were selected by multistage random cluster sampling method and randomly placed in experimental and control group. The experimental group encountered with 8 psycho educational sessions of cognitive-behavioral coaching. Data gathering process was performed by positive and negative perfectionism scale constructed by Terry-Short et al and Jones & Rhodewalt self-handicapping in pretest and post test for all participants in two groups. Gathered data analyzed using analysis of covariance.. The results showed that there is significant difference in the negative perfectionism and self-handicapping among experimental group and control group (p<0/001) and cognitive-behavioral coaching was effective in reducing the negative perfectionism and self-handicapping among high school students.

Life satisfaction is one of the most important components in any person’s life. Life satisfaction is of a great effect on increasing mental well-being and preventing psychological traumas. Therefore, with the aim of finding ways to increase life satisfaction, many researchers have studied the variables associated with life satisfaction. The present study aims at predicting life satisfaction based on religious orientation and perfectionism. This study is of descriptive-correlational type. The sample studied consisted of 292 students in associate, BA and MA courses in state university and Islamic Azad university in Shareza city, selected through available sampling method, who then completed Allport religious orientation scale, Diener life satisfaction scale and Terry-Short perfectionism scale. In investigating the relationship between variables, we used Pearson correlation coefficient. All analyses were done through SPSS 24 software. The findings showed that internal religious orientation has a positive and significant relationship with life satisfaction, but external religious orientation has no significant relationship with life satisfaction. Furthermore, positive perfectionism has a positive and significant relationship with internal religious orientation and has a negative and significant relationship with external religious orientation, but negative perfectionism has only a negative and significant relationship with external religious orientation. In addition, there is a positive and significant relationship between positive perfectionism and life satisfaction, but there is no significant relationship between negative perfectionism and life satisfaction. In general, life satisfaction can be predicted by the variables of internal religious orientation and positive perfectionism.

This study aimed to investigate the causal relationship dimensions of perfectionism and test anxiety of goal orientationwas through mediation. For this purpose, 320 students were selected from Shiraz high schools using multi-stage random sampling. three authentic questionnaires were used to collect data. These questionnaires included Perfectionism Inventory Hill et al (2004), Sarason Test Anxiety scale (1984) and Scale of achievement goals. Path analysis using structural equation modeling was implemented for data analysis. Findings showed that the model had a good fitness with the research’s data. In this study, direct path positive perfectionism with dimension of thinking irrelevant was significant negatively. The direct path negative perfectionism to test anxiety (Stress and anxiety, and somatic symptoms and thinking irrelevant) was significant. And direct path positive perfectionism with mastery and performance goal orientation was significant. But the direct path negative perfectionism to mastery and performance goal orientation was not significant. Mastery goal orientation all aspects of test anxiety (Stress and anxiety, and somatic symptoms and thinking irrelevant) negatively predicted. But performance goal orientation did not predict any of the dimensions of test anxiety. positive perfectionism, indirectly, through mastery goal orientation with all aspects of test anxiety (Stress and anxiety, and somatic symptoms and thinking irrelevant) was significant. People with positive perfectionism to choose mastery goals, in stressful situations, such as test anxiety experience less anxiety.