NACE is collaborating with York St John University on research and resources to help schools support more able learners with higher levels of perfectionism. In this blog post, the university’s Laura C. Fenwick, Marianne E. Etherson and Professor Andrew P. Hill explain how some classrooms are more perfectionistic than others and how reducing the degree to which classrooms are perfectionistic can help enhance learning and maintain student wellbeing. 

Research suggests that more able learners are typically more perfectionistic than their classmates. Accordingly, more able learners place great demands on themselves to achieve unrealistic standards and respond with harsh self-criticism when their standards go unmet. However, more recently researchers have begun to explore the idea that perfectionism may not solely be an individual problem. Instead, environments such as the classroom have perfectionistic qualities that can both increase levels of perfectionism among those in the environment as well as having a detrimental impact on everyone in the environment regardless of their personal level of perfectionism. This is of concern as perfectionistic environments are likely to hinder learners’ capacity to thrive, and contribute to a range of negative outcomes, such as greater stress and poorer wellbeing. 

A perfectionistic environment (or “perfectionistic climate”) refers to cues and messages that promote the view that performances (e.g. grades) must be perfect and less than perfect performances are unacceptable. The cues and messages are created by important social agents such as teachers, coaches and parents, and can be communicated both intentionally as well as inadvertently. In the classroom, the teacher is likely to be the main source of this information; in particular, though the language that is used, how tasks are structured, and the strategies used to reward or sanction student behaviour. Fortunately, teachers also have the potential to help reduce how perfectionistic the classroom is by purposefully avoiding certain cues and messages and promoting others. Here, we identify key components of a perfectionistic classroom and provide alternative strategies aimed at reducing the likelihood that the classroom is experienced as being perfectionistic by students.

Unrealistic expectations

Perfectionistic classrooms include expectations that are unrealistic and never lowered. The expectations are uniformly applied and do not account for the individual ability of the learner, their personal progress, or individual circumstances.

Key takeaways: In most classrooms, it is likely that learners will know what is expected of them in terms of behaviours and grades. However, what is most important about these targets and expectations is that they are realistic and adaptable for each learner. Standards that are personally challenging and lie within reach with concerted effort are the most optimally motivating and offer the greatest development opportunity for students.  

Frequent or excessive criticism

Frequent or excessive criticism is also a feature of a perfectionistic classroom. This can include a focus on minor and inconsequential mistakes or an undue emphasis on the need to get everything “just right”.

Key takeaways: Avoid pointing out unimportant mistakes and focusing on errors when work reflects a student’s best effort or shows progress. Remedial feedback is obviously necessary, but the language used is important. Effective feedback focuses on the quality of the work, not the qualities of the learner (“this aspect of the work can be improved” versus “you have made a mistake here”). Ensure that positives are highlighted and reinforced before offering critical comments, especially for more perfectionistic students.

Problematic use of rewards and sanctions

The use of rewards and sanctions are common and powerful motivational tools in the classroom but when used to create feelings of shame or guilt, they can become problematic. Public displays of reward or sanction are best avoided because they promote these types of coercive emotions and encourage social comparison as opposed to a focus on personal development. Withdrawal of recognition and appreciation based on performance, for example, also reinforces the view that personal value comes solely from recognition and achievement. 

Key takeaways: It is difficult to avoid the use of rewards and sanctions, but where possible these need to be provided privately. For rewards, focus on behaviours (e.g. effort) rather than innate qualities and for sanctions, encourage a sense of personal ownership and agency in proposed repreparation. Ultimately, it is important that students feel liked and valued regardless of their performances and behaviour, good or bad.

Anxiousness or preoccupation with mistakes

One final aspect of a perfectionistic classroom is anxiousness or preoccupation with mistakes. Risk taking is avoided and failure is discouraged.

Key takeaways: Mistakes (even big ones) need to be normalised in the classroom. A strong focus on creativity, problem-solving, and opportunities for learning through “trial and error” will instil a more resilient mindset and counterbalance undue apprehension regarding mistakes. 

Summary

The concept of perfectionistic environments emphasises the need for more purposeful construction of the classroom. In being mindful of each of the issues above, and better monitoring and changing the cues and messages provided in the classroom, we believe teachers can alter the degree to which the environment is experienced as perfectionistic by students. In addition, in doing so, this will help reduce perfectionism and its negative effects among all students and be especially useful and important for more able and talented students who are more prone to the problems associated with perfectionism.

References

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.

Hill, A. P., & Grugan, M. (2020). Introducing perfectionistic climate. Perspectives on Early Childhood Psychology and Education, 4, 263-276.

Stricker, J., Buecker, S., Schneider, M., & Preckel, F. (2020). Intellectual giftedness and multidimensional perfectionism: A meta-analytic review. Educational Psychology Review, 32, 391-414.

Read more:

• Perfectionism in more able learners: what do we know and what next?
• Perfectionism and “mattering” in more able learners
• Survey results: understanding the impact of lockdown learning

Join the conversation… York St John University’s Professor Andrew P. Hill will lead a keynote session on 17 November 2020 as part of the NACE Leadership Conference, exploring current research on perfectionism and more able learners, and how schools can create learning environments that reduce perfectionistic thinking. View the full conference programme.