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

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.

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.

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.

The purpose of this study was to investigate the relationship between the early maladaptive schemas and negative perfectionism and the prediction of emotional divorce. It is a descriptive-correlational research work and enquiries were of prediction type. A group of 80 couples living in Bushehr, Iran were selected as the sample using the simple random sampling method. The data collection instruments were the Hil et al. Perfectionism Scale (2004), the Young Short Initial Maladaptive Schemas Questionnaire, and the Gottman Emotional Divorce Questionnaire (1995). The findings revealed that negative perfectionism and early maladaptive schemas have a significant effect on emotional divorce (F (2.77) = 30.75, p < 0.001). This pattern explains 44 percent of the variance of couples' emotional divorce. Also, the results showed that the effect of negative perfectionism components on emotional divorce was significant (F (4.75) = 10.94, p < 0.001). This pattern explains 33.5 percent of the variance of couples' emotional divorce. The linear relationship between the negative perfectionism variable and the rate of tendencies and predictive power of emotional divorce was confirmed, and it was found that this relationship is direct, that is, with an increase in the dimensions of negative perfectionism, emotional divorce among couples increases (p < 0.001)

The purpose of this research is to study the relation between perfectionism and creativity in second high school students in Jajarm .This research is a kind of descriptive-correlation research.203 girls and boys students who are studing in high schools are considered as statistic population of this research.All samples of this research was counted and the questionnaires was distributed between all of the students .The data of research were collected via the scale of Tree-short and workers, perfectionism (1995) and Torrance,s creativity quiz (2002) .previously, the integrity of it was approved of professors and experts stability of this scale via Cronbach's alpha coefficient for positive and negative perfectionism of subscales was obtained 0/87 and 0/85 , respectively. and we obtained 0/82 for scale of creativity .In order to study the relations between the hypothesises of research via 18th version of SPSS software , we used collected data of Peirsoon,s correlation statiscal quiz , and then they were analysed by method of statistical analysis of multivariate Regression and T .the scale of perfectionism elaluates two dimensions that was named positive perfectionism and negative perfectionism .The result of multiple Regression ,s analysis is showed that:There is a meaningful relation between the dimension of perfectionism and creativity. The girls obtained higher grades in negative perfectionism while the boys obtained higher grades in positive perfectionism.

The purpose of this study was to provide a better understanding of the link between positive and negative perfectionism and academic procrastination by examining the role of task value as a mediator in the relation of these constructs. For this study, the data were collected from 850 college students from Azad Arsanjan University. To test hypothesized model, the following four instruments were administered to participants: Task value subscale of Motivated Strategy for Learning Questionnaire (pintrich et al, 1990) Multidimensional perfectionism Scale (Hewitt & Flett, 1991); Multidimensional perfectionism Scale (Frost et al, 1990) and Academic Procrastination Scale (Solomon & Rothblum, 1984). To examine the reliability of the measures Cronbach's alpha coefficient and to determine validity factor analysis method were used. In order to examine research hypotheses, the statistical procedures suggested by Frazier et al. (2004) and Hoyle and Smith (1994) were followed. Structural equation modeling (SEM) was conducted to test the meditational effect by using LISREL (8.5). The results reveal that hypothesized model fit the observed data. These findings suggest that positive and negative perfectionism both directly and indirectly influences academic procrastination and task value mediates partially the relationship between positive and negative perfectionism and academic procrastination. Implications of this study are discussed.