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 Marianne E. Etherson, Michael C. Grugan, Luke F. Olsson, and Professor Andrew P. Hill present the findings of a review of research examining perfectionism in more able learners and highlight how distinct dimensions of perfectionism influence learning outcomes in the classroom.
Perfectionism can both enhance and hinder the educational experiences of learners. While perfectionism reflects an extreme requirement for perfection and might motivate learners to work hard and strive for success, perfectionism can also hinder healthy adjustment in learning environments. Learners who are perfectionistic, for instance, often report greater negative reactions to mistakes and tend to respond more adversely to failure.
The extent to which perfectionism impedes performance and wellbeing will depend on which of the two main dimensions of perfectionism are most prominent in the student. The two main dimensions of perfectionism are perfectionistic strivings and perfectionistic concerns:
Perfectionistic strivings capture the extent to which individuals set and strive for unrealistically high personal standards.
By contrast, perfectionistic concerns capture the extent to which individuals are excessively concerned about mistakes, fear negative evaluation, and worry that their performance is never good enough.
These two dimensions can be exhibited to different degrees in students, with some being higher in both and others exhibiting one more than the other. Research suggests that perfectionistic concerns is most problematic dimension in the classroom and generally has the biggest influence on learners.
In order to gain a better understanding of the influence of perfectionism in more able learners, we worked with NACE to conduct a comprehensive review of research in this area. Using a thorough and systematic search, we found 36 studies, published over the last 24 years, that included over 10,000 able learners. The research was drawn from across the world, but predominantly from the USA and China. Studies included in the review typically utilised questionnaires to measure perfectionism and a range of different outcomes such as academic performance, problem-solving, creativity, self-esteem, motivation, wellbeing, happiness, depression and life satisfaction.
In terms of the findings of the studies, we found perfectionistic concerns to be related to greater depression, neuroticism, and alienation from parents, as well as lower motivation, self-esteem, and creativity in the classroom.
By contrast, perfectionistic strivings exhibited both positive and negative qualities. Perfectionistic strivings, for instance, were related to better academic performance and life satisfaction but were also related to lower happiness and creativity.
Some studies examined combinations of perfectionistic concerns and perfectionistic strivings. These studies found groups exhibiting higher levels of perfectionistic concerns contributed to more debilitating emotional and wellbeing outcomes, such as lower happiness and self-esteem, and greater adjustment issues.
Our review, which will be published in Educational Psychology Review, is a touchstone for researchers, practitioners, and policy makers who want to better understand the consequences of perfectionism in more able learners. Likewise, our review provides an important foundation for interventions and curriculum-based programmes aimed at reducing perfectionism in able learners.
In line with our findings, those working with more able learners need to be mindful of the consequences of perfectionism and seek to reduce both perfectionistic strivings and perfectionistic concerns, but especially perfectionistic concerns.
To do so, teachers can play an instrumental role in creating environments that are less perfectionistic and focus on creativity, problem-solving and appropriate levels of challenge. Likewise, teachers can help more able students reframe setbacks as a normal part of the learning process and opportunities for growth and development, being mindful that more able learners often find setbacks more stressful.
The idea that things need to be done perfectly also needs to be challenged and discussed. Learners will need to be helped to recognise perfectionistic ways of responding to mistakes such as self-criticism and practice replacing them with more positive responses such as self-compassion and kindness.
Finally, schools will need to ensure that they have appropriate policies and referral mechanisms to provide support for more able learners who develop some of the extreme consequences of perfectionism such as burnout and depressive symptoms. While perfectionism may not lead to these types of outcomes for all learners, it is a possibility that teachers will need to be prepared for and be able to help recognise early signs.
York St John University and NACE are collaborating on research and resources to help schools support learners with high levels of perfectionism. Resources are currently being trialled with NACE member and R&D Hub Haybridge High School, and will be made more widely available in the coming year.
References:
Flett, G. L. & Hewitt, P. L. (2014). A proposed framework for preventing perfectionism and promoting resilience and mental health among vulnerable children and adolescents. Psychology in the Schools, 51, 899-912.
Grugan, M. C., Hill, A. P., Madigan, D. J., Donachie, T. C., Olsson, L. F., & Etherson, M. E. (Accepted). Educational Psychology Review.
Madigan, D. J. (2019). A meta-analysis of perfectionism and academic achievement. Educational Psychology Review, 31, 967-989.
Osenk, I., Williamson, P., & Wade, T. D. (2020). Does perfectionism or pursuit of excellence contribute to successful learning? A meta-analytic review. Psychological Assessment, 32, 972-983.
Speirs Neumeister, K. L., Williams, K. K., & Cross, T. L. (2009). Gifted high school students’ perspectives on the development of perfectionism. Roeper Review, 31, 198-206.
Stricker, J., Buecker, S., Schneider, M., & Preckel, F. (2020). Intellectual giftedness and multidimensional perfectionism: A meta-analytic review. Educational Psychology Review, 32, 391-414.
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