Developing the Model of Gifted Students' Perfectionism Based On Insecure Attachment, Parenting Styles, And Irrational Beliefs Mediated By Emotional Dysregulation

The aim of this study was to develop a model of perfectionism of gifted students based on insecure attachment, parenting styles and irrational beliefs mediated by emotional disorder.

This research is purposeful; and It was applied and descriptive in nature. The statistical population included students of gifted schools in Lorestan Province in the academic year 2020-2021. The available sample size was 335 people. The research instruments included Frost et al.'s (1990) Perfectionism Questionnaire, Jones's Logical Beliefs Iranian Edition (2005), Gertz and Roemer’s (2004) Emotional Disorder, Collins and Reid’s Attachment Styles (1990) and Bury’s parental Authority Styles (1991). The data were analyzed using the structural equation model approach.

The results showed that irrational beliefs, insecure attachment and authoritarian parenting style had a positive causal relationship with negative perfectionism, but the authoritative and easy parenting styles had no significant relationship with perfectionism. Emotional disorder also played a significant role in the relationship between irrational beliefs, insecure attachment, and authoritarian parenting style with negative perfectionism.

Psychologists can rely on emotion regulation interventions to influence the preconditions for the formation of perfectionism and also moderate the adverse consequences of negative perfectionism.