Perfectionism and motivation of adolescents in academic Contexts

Journal of Educational Psychology

Volumn 106, Issue 3, 2014, Pages 711-729

  Bong, Mimi ^a   Hwang, Arum ^a   Noh, Arum ^a   Kim, Sung il ^a  

^a Korea University   (South Korea)

Author keywords

Achievement goals; Anxiety; Perfectionism; Procrastination; Self efficacy

Indexed keywords

EID: 84893636310     PISSN: 00220663     EISSN: 19392176     Source Type: Journal    
DOI: 10.1037/a0035836     Document Type: Article

References (106)

1. Anderman, E. M., Griesinger, T., & Westerfield, G. (1998). Motivation and cheating during early adolescence. Journal of Educational Psychology, 90, 84-93. doi:10.1037/0022-0663.90.1.84
2. Anderson, J. C., & Gerbing, D. W. (1984). The effect of sampling error on convergence, improper solutions, and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49, 155- 173. doi:10.1007/BF02294170
3. Arbuckle, J. L. (2006). AMOS 7.0 user's guide. Chicago, IL: SPSS.
4. Bandalos, D. L., Finney, S. J., & Geske, J. A. (2003). A model of statistics performance based on achievement goal theory. Journal of Educational Psychology, 95, 604-616. doi:10.1037/0022-0663.95.3.604
5. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. doi:10.1037/0033-295X.84 .2.191
6. Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
7. Bandura, A., & Schunk, D. H. (1981). Cultivating competence, selfefficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586-598. doi:10.1037/0022- 3514.41.3.586
8. Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238-246. doi:10.1037/0033-2909.107.2.238
9. Bentler, P. M. (2009). Alpha, dimension-free, and model-based internal consistency reliability. Psychometrika, 74, 137-143. doi:10.1007/ s11336-008-9100-1
10. Bieling, P. J., Israeli, A., Smith, J., & Antony, M. M. (2003). Making the grade: The behavioral consequences of perfectionism in the classroom. Personality and Individual Differences, 35, 163-178. doi:10.1016/ S0191-8869(02)00173-3
11. Bong, M. (1997). Generality of academic self-efficacy judgments: Evidence of hierarchical relations. Journal of Educational Psychology, 89, 696-709. doi:10.1037/0022-0663.89.4.696
12. Bong, M. (2001). Between- and within-domain relations of academic motivation among middle and high school students: Self-efficacy, taskvalue, and achievement goals. Journal of Educational Psychology, 93, 23-34. doi:10.1037/0022-0663.93.1.23
13. Bong, M. (2005). Within-grade changes in Korean girls' motivation and perceptions of the learning environment across domains and achieve- ment levels. Journal of Educational Psychology, 97, 656-672. doi:10 .1037/0022-0663.97.4.656
14. Bong, M. (2008). Effects of parent- child relationships and classroom goal structures on motivation, help-seeking avoidance, and cheating. Journal of Experimental Education, 76, 191-217. doi:10.3200/JEXE.76.2.191- 217
15. Bong, M. (2009). Age-related differences in achievement goal differentiation. Journal of Educational Psychology, 101, 879-896. doi:10.1037/ a0015945
16. Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and selfefficacy: How different are they really? Educational Psychology Review, 15, 1-40. doi:10.1023/A:1021302408382
17. Bong, M., Woo, Y., & Shin, J. (2013). Do students distinguish between different types of performance goals? Journal of Experimental Education, 81, 464-489. doi:10.1080/00220973.2012.745464
18. Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & S. J. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
19. Burns, L. R., Dittmann, K., Nguyen, N.-L., & Mitchelson, J. K. (2000). Academic procrastination, perfectionism, and control: Associations with vigilant and avoidant coping. Journal of Social Behavior & Personality, 15, 35-46.
20. Burton, R. V. (1963). Generality of honesty reconsidered. Psychological Review, 70, 481-499. doi:10.1037/h0047594
21. Castro, J. R., & Rice, K. G. (2003). Perfectionism and ethnicity: Implications for depressive symptoms and self-reported academic achievement. Cultural Diversity and Ethnic Minority Psychology, 9, 64-78. doi: 10.1037/1099-9809.9.1.64
22. Cury, F., Elliot, A. J., Da Fonseca, D., & Moller, A. C. (2006). The social-cognitive model of achievement motivation and the 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 90, 666-679. doi:10.1037/0022-3514.90.4.666
23. Daniels, L. M., Stupnisky, R. H., Pekrun, R., Haynes, T. L., Perry, R. P., & Newall, N. E. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes. Journal of Educational Psychology, 101, 948-963. doi:10.1037/ a0016096
24. Duncan, T. G., & McKeachie, W. J. (2005). The making of the Motivated Strategies for Learning Questionnaire. Educational Psychologist, 40, 117-128. doi:10.1207/s15326985ep4002_6
25. Dunkley, D. M., Zuroff, D. C., & Blankstein, K. R. (2003). Self-critical perfectionism and daily affect: Dispositional and situational influences on stress and coping. Journal of Personality and Social Psychology, 84, 234-252. doi:10.1037/0022-3514.84.1.234
26. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273. doi: 10.1037/0033-295X.95.2.256
27. Eaton, M. J., & Dembo, M. H. (1997). Differences in the motivational beliefs of Asian American and non-Asian students. Journal of Educational Psychology, 89, 433-440. doi:10.1037/0022-0663.89.3.433
28. Einstein, D. A., Lovibond, P. F., & Gaston, J. E. (2000). Relationship between perfectionism and emotional symptoms in an adolescent sample. Australian Journal of Psychology, 52, 89 -93. doi:10.1080/ 00049530008255373
29. Elliot, A. J., & Church, M. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232. doi:10.1037/0022-3514.72.1.218
30. Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519. doi:10.1037/0022-3514.80.3.501
31. Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613-628. doi:10.1037/0022-0663.100.3.613
32. Fletcher, K. L., Shim, S. S., & Wang, C. (2012). Perfectionistic concerns mediate the relationship between psychologically controlling parenting and achievement goal orientations. Personality and Individual Differences, 52, 876-881. doi:10.1016/j.paid.2012.02.001
33. Fletcher, K. L., & Speirs Neumeister, K. L. (2012). Research on perfectionism and achievement motivation: Implications for gifted students. Psychology in the Schools, 49, 668-677. doi:10.1002/pits.21623
34. Flett, G. L., Blankstein, K. R., Hewitt, P. L., & Koledin, S. (1992). Components of perfectionism and procrastination in college students. Social Behavior and Personality, 20, 85-94. doi:10.2224/sbp.1992.20 .2.85
35. Flett, G. L., Hewitt, P. L., Boucher, D. J., Davidson, L. A., & Munro, Y. (1997). The child-adolescent perfectionism scale: Development, validation, and association with adjustment. Unpublished manuscript, Department of Psychology, York University, North York, Ontario, Canada.
36. Flett, G. L., Hewitt, P. L., & De Rosa, T. (1996). Dimensions of perfectionism, psychosocial adjustment, and social skills. Personality and Individual Differences, 20, 143-150. doi:10.1016/0191-8869(95) 00170-0
37. Flett, G. L., Hewitt, P. L., & Dyck, D. G. (1989). Self-oriented perfectionism, neuroticism, and anxiety. Personality and Individual Differences, 10, 731-735. doi:10.1016/0191-8869(89)90119-0
38. Flett, G. L., Hewitt, P. L., Endler, N. S., & Tassone, C. (1994). Perfectionism and components of state and trait anxiety. Current Psychology, 13, 326-350. doi:10.1007/BF02686891
39. Flett, G. L., Sawatzsky, D. L., & Hewitt, P. L. (1995). Dimensions of perfectionism and goal commitment: A further comparison of two perfectionism measures. Journal of Psychopathology and Behavioral Assessment, 17, 111-124. doi:10.1007/BF02229013
40. Fritzsche, B. A., Young, B. R., & Hickson, K. C. (2003). Individual differences in academic procrastination tendency and writing success. Personality and Individual Differences, 35, 1549-1557. doi:10.1016/ S0191-8869(02)00369-0
41. Frost, R. O., & Marten, P. A. (1990). Perfectionism and evaluative threat. Cognitive Therapy and Research, 14, 559 -572. doi:10.1007/ BF01173364
42. Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14, 449-468. doi:10.1007/BF01172967
43. Goetz, T., Frenzel, A. C., Pekrun, R., & Hall, N. C. (2006). The domain specificity of academic emotional experiences. Journal of Experimental Education, 75, 5-29. doi:10.3200/JEXE.75.1.5-29
44. Grant, H., & Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85, 541-553. doi:10.1037/0022-3514.85.3.541
45. Green, J., Martin, A. J., & Marsh, H. W. (2007). Motivation and engagement in English, mathematics and science high school subjects: Towards an understanding of multidimensional domain specificity. Learning and Individual Differences, 17, 269-279. doi:10.1016/j.lindif.2006.12.003
46. Hayduk, L. A. (1987). Structural equation modeling with LISREL: Essentials and Advances. Baltimore, MD: Johns Hopkins University Press.
47. Heine, S. J. (2001). Self as cultural product: An examination of East Asian and North American selves. Journal of Personality, 69, 881-906. doi: 10.1111/1467-6494.696168
48. Hewitt, P. L., Caelian, C. F., Flett, G. L., Sherry, S. B., Collins, L., & Flynn, C. A. (2002). Perfectionism in children: Associations with depression, anxiety, and anger. Personality and Individual Differences, 32, 1049-1061. doi:10.1016/S0191-8869(01)00109-X
49. Hewitt, P. L., & Flett, G. L. (1991). Perfectionism in the self and social contexts: Conceptualization, assessment, and association with psychopathology. Journal of Personality and Social Psychology, 60, 456-470. doi:10.1037/0022-3514.60.3.456
50. Hewitt, P. L., Mittelstaedt, W., & Wollert, R. (1989). Validation of a measure of perfectionism. Journal of Personality Assessment, 53, 133- 144. doi:10.1207/s15327752jpa5301_14
51. Hollender, M. H. (1965). Perfectionism. Comprehensive Psychiatry, 6, 94-103. doi:10.1016/S0010-440X(65)80016-5
52. Howell, A. J., Watson, D. C., Powell, R. A., & Buro, K. (2006). Academic procrastination: The pattern and correlates of behavioural postponement. Personality and Individual Differences, 40, 1519-1530. doi:10.1016/j .paid.2005.11.023
53. Hu, L., & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55. doi:10.1080/ 10705519909540118
54. Hulleman, C. S., Schrager, S. M., Bodmann, S. M., & Harackiewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels? Psychological Bulletin, 136, 422-449. doi:10.1037/a0018947
55. Hwang, A. (2010). Relationships of social goals with personality, perceived school goal structures, achievement goals, and academic outcomes (Unpublished master's thesis). Korea University, Seoul, Korea.
56. Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York, NY: Guilford Press.
57. Latham, G. P., & Locke, E. A. (1991). Self-regulation through goal setting. Organizational Behavior and Human Decision Processes, 50, 212-247. doi:10.1016/0749-5978(91)90021-K
58. Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57, 705-717. doi:10.1037/0003-066X.57.9.705
59. Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224- 253. doi:10.1037/0033-295X.98.2.224
60. Markus, H. R., & Kitayama, S. (1994). A collective fear of the collective: Implications for selves and theories of selves. Personality and Social Psychology Bulletin, 20, 568-579. doi:10.1177/0146167294205013
61. Marsh, H. W., Byrne, B. M., & Shavelson, R. J. (1988). A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80, 366-380. doi:10.1037/0022-0663.80.3.366
62. Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89, 710-718. doi:10.1037/0022-0663.89.4.710
63. Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., . . . Urdan, T. (2000). Manual for the Patterns of Adaptive Learning Scales (PALS). Ann Arbor, MI: University of Michigan.
64. Milgram, N., Marshevsky, S., & Sadeh, C. (1995). Correlates of academic procrastination: Discomfort task aversiveness and task capability. Journal of Psychology: Interdisciplinary and Applied, 129, 145-155. doi: 10.1080/00223980.1995.9914954
65. Milgram, N., Mey-Tal, G., & Levison, Y. (1998). Procrastination, generalized or specific, in college students and their parents. Personality and Individual Differences, 25, 297-316. doi:10.1016/S0191-8869 (98)00044-0
66. Milgram, N. A., Sroloff, B., & Rosenbaum, M. (1988). The procrastination of everyday life. Journal of Research in Personality, 22, 197-212. doi:10.1016/0092-6566(88)90015-3
67. Mills, J. S., & Blankstein, K. R. (2000). Perfectionism, intrinsic vs. extrinsic motivation, and motivated strategies for learning: A multidimensional analysis of university students. Personality and Individual Differences, 29, 1191-1204. doi:10.1016/S0191-8869(00)00003-9
68. Miquelon, P., Vallerand, R. J., Grouzet, F. M. E., & Cardinal, G. (2005). Perfectionism, academic motivation, and psychological adjustment: An integrative model. Personality and Social Psychology Bulletin, 31, 913- 924. doi:10.1177/0146167204272298
69. Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of selfefficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38, 30-38. doi:10.1037/0022-0167 .38.1.30
70. Murdock, T. B., Miller, A., & Kohlhardt, J. (2004). Effects of classroom context variables on high school students' judgments of the acceptability and likelihood of cheating. Journal of Educational Psychology, 96, 765-777. doi:10.1037/0022-0663.96.4.765
71. Nathanson, C., Paulhus, D. L., & Williams, K. M. (2006). Predictors of a behavioral measure of scholastic cheating: Personality and competence but not demographics. Contemporary Educational Psychology, 31, 97- 122. doi:10.1016/j.cedpsych.2005.03.001
72. Oishi, S., & Diener, E. (2001). Goals, culture, and subjective well-being. Personality and Social Psychology Bulletin, 27, 1674-1682. doi:10 .1177/01461672012712010
73. Okagaki, L., & Frensch, P. A. (1998). Parenting and children's school achievement: A multiethnic perspective. American Educational Research Journal, 35, 123-144. doi:10.3102/00028312035001123
74. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578. doi:10.3102/00346543066004543
75. Pajares, F., & Miller, M. D. (1995). Mathematics self-efficacy and mathematics performances: The need for specificity of assessment. Journal of Counseling Psychology, 42, 190-198. doi:10.1037/0022-0167.42.2.190
76. Park, Y. S., & Kim, U. (2006). Family, parent- child relationship, and academic achievement in Korea: Indigenous, cultural, and psychological analysis. In U. Kim, K. Yang, & K. Hwang (Eds.), Indigenous and cultural psychology: Understanding people in context (pp. 421-443). New York, NY: Springer Science + Business Media.
77. Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98, 583-597. doi:10.1037/0022- 0663.98.3.583
78. Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555. doi:10.1037/0022-0663.92.3.544
79. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40. doi:10.1037/0022-0663.82.1.33
80. Pintrich, P. R., Smith, D., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813. doi:10.1177/0013164493053003024
81. Raykov, T. (1997). Estimation of composite reliability for congeneric measures. Applied Psychological Measurement, 21, 173-184. doi: 10.1177/01466216970212006
82. Raykov, T. (2004). Behavioral scale reliability and measurement invariance evaluation using latent variable modeling. Behavior Therapy, 35, 299-331. doi:10.1016/S0005-7894(04)80041-8
83. Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.
84. Schunk, D. H. (1996). Goal and self-evaluative influences during children's cognitive skill learning. American Educational Research Journal, 33, 359-382. doi:10.3102/00028312033002359
85. Schunk, D. H., & Ertmer, P. A. (1999). Self-regulatory processes during computer skill acquisition: Goal and self-evaluative influences. Journal of Educational Psychology, 91, 251-260. doi:10.1037/0022-0663.91.2 .251
86. Schunk, D. H., & Pajares, F. (2005). Competence perceptions and academic functioning. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 85-104). New York, NY: Guilford Press.
87. Senko, C., & Harackiewicz, J. M. (2005). Achievement goals, task performance, and interest: Why perceived goal difficulty matters. Personality and Social Psychology Bulletin, 31, 1739 -1753. doi:10.1177/ 0146167205281128
88. Seo, E. H. (2008). Self-efficacy as a mediator in the relationship between self-oriented perfectionism and academic procrastination. Social Behavior and Personality, 36, 753-764. doi:10.2224/sbp.2008.36.6.753
89. Seo, E. H., & Synn, M. H. (2006). The development and effect of a treatment program on academic procrastination according to perfectionism styles. Korean Journal of Educational Research, 44, 161-188.
90. Sideridis, G. D. (2005). Goal orientation, academic achievement, and depression: Evidence in favor of a revised goal theory framework. Journal of Educational Psychology, 97, 366-375. doi:10.1037/0022- 0663.97.3.366
91. Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31, 503-509. doi:10.1037/0022-0167.31.4.503
92. Speirs Neumeister, K. L. (2004). Understanding the relationship between perfectionism and achievement motivation in gifted college students. Gifted Child Quarterly, 48, 219 -231. doi:10.1177/ 001698620404800306
93. Speirs Neumeister, K. L., & Finch, H. (2006). Perfectionism in highability students: Relational precursors and influences on achievement motivation. Gifted Child Quarterly, 50, 238 -251. doi:10.1177/ 001698620605000304
94. Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133, 65-94. doi:10.1037/0033-2909.133.1.65
95. Stoeber, J., Feast, A. R., & Hayward, J. A. (2009). Self-oriented and socially prescribed perfectionism: Differential relationships with intrinsic and extrinsic motivation and test anxiety. Personality and Individual Differences, 47, 423-428. doi:10.1016/j.paid.2009.04.014
96. Stoeber, J., & Rambow, A. (2007). Perfectionism in adolescent school students: Relations with motivation, achievement, and well-being. Personality and Individual Differences, 42, 1379-1389. doi:10.1016/j.paid .2006.10.015
97. Synn, M. H., Park, S. H., & Seo, E. H. (2005). Women college students' time management and procrastination on college grades. Korean Journal of Educational Research, 43, 211-230.
98. Trumpeter, N., Watson, P. J., & O'Leary, B. J. (2006). Factors within multidimensional perfectionism scales: Complexity of relationships with self-esteem, narcissism, self-control, and self-criticism. Personality and Individual Differences, 41, 849-860. doi:10.1016/j.paid.2006.03.014
99. Tucker, L. R., & Lewis, C. (1973). A reliability coefficient for maximum likelihood factor analysis. Psychometrika, 38, 1-10. doi:10.1007/ BF02291170
100. Vansteenkiste, M., Smeets, S., Soenens, B., Lens, W., Matos, L., & Deci, E. L. (2010). Autonomous and controlled regulation of performanceapproach goals: Their relations to perfectionism and educational outcomes. Motivation and Emotion, 34, 333-353. doi:10.1007/s11031-010- 9188-3
101. Van Yperen, N. W. (2006). A novel approach to assessing achievement goals in the context of the 2 × 2 framework: Identifying distinct profiles of individuals with different dominant achievement goals. Personality and Social Psychology Bulletin, 32, 1432-1445. doi:10.1177/ 0146167206292093
102. Verner-Filion, J., & Gaudreau, P. (2010). From perfectionism to academic adjustment: The mediating role of achievement goals. Personality and Individual Differences, 49, 181-186. doi:10.1016/j.paid.2010.03.029
103. Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95, 179-187. doi:10.1037/0022-0663.95.1.179
104. Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236- 250. doi:10.1037/0022-0663.96.2.236
105. Zeidner, M. (1994). Personal and contextual determinants of coping and anxiety in an evaluative situation: A prospective study. Personality and Individual Differences, 16, 899 -918. doi:10.1016/0191-8869(94) 90234-8
106. Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91. doi:10.1006/ceps .1999.1016