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Dergiler / Journal for the Education of Gifted Young Scientists / 2017 / Cilt: 5 - Sayı: 2

Perfectionism and Self-Handicapping Behaviors of Gifted Students: A Review of the Literature

Harun TADIK
Engin AKCA
Zehra UÇAK AZBOY4
Sayfa
83–91
Yayın Tarihi
2017-06-12
DOI
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The study also discusses some of the strategies that can be helpful to avoid these behaviors and their negative outcomes on gifted learners.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:The study addresses two issues, perfectionism and self-handicapping, which may threaten gifted students’ academic achievement and self-esteem.
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Temel Bulgular & Veri:While perfectionism refers to setting unreasonably high standards for one’s own performance, self-handicapping is defined as creating impediments or obstacles to use as an excuse for poor performance.
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Sonuç & Katkı:The study also discusses some of the strategies that can be helpful to avoid these behaviors and their negative outcomes on gifted learners.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:self-handicapping · perfectionism · gifted students

Abstract

The study addresses two issues, perfectionism and self-handicapping, which may threaten gifted students’ academic achievement and self-esteem. While perfectionism refers to setting unreasonably high standards for one’s own performance, self-handicapping is defined as creating impediments or obstacles to use as an excuse for poor performance. Although both perfectionist and self-handicapping behaviors have some potential benefits for gifted students, they are mostly detrimental and can lead to anxiety, low self-esteem, and poor performance. This study aims to provide an overview of perfectionism and self-handicapping with a particular emphasis on how perfectionism may provoke self-handicapping behaviors among gifted students so that educators in gifted programs might become more aware of these behvaiors and their implications. The study also discusses some of the strategies that can be helpful to avoid these behaviors and their negative outcomes on gifted learners.

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Bu Makaleye Atıf Yap

TADIK, H., AKCA, E., AZBOY4, Z. U. (2017). Perfectionism and Self-Handicapping Behaviors of Gifted Students: A Review of the Literature. Journal for the Education of Gifted Young Scientists, Cilt: 5 - Sayı: 2, 83–91. https://ajindex.com/articles/262557

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Kaynakça (7)

  1. Adelson, J. L. (2007). A “perfect” case study: Perfectionism in academically talented fourth graders. Gifted Child Today, 30(4), 14-20.
  2. Ashby, J. S., Rice, K. G., & Martin, J. L. (2006). Perfectionism, shame, and depressive symptoms. Journal of Counseling and Development: JCD, 84(2), 148. Chen, L. H., Wu, C., Kee, Y. H., Lin, M., & Shui, S. (2009). Fear of failure, 2x2 achievement goal and self-handicapping: An examination of the hierarchical model of achievement motivation in physical education. Contemporary Educational Psychology, 34(4), 298. doi:10.1016/j.cedpsych.2009.06.006 Covington, M. V. (1992). Making the Grade: A Self-Worth Perspective on Motivation and School Reform, Cambridge University Press,
  3. New York. Greenspon, T. S. (2000). “Healthy Perfectionism” is an oxymoron!: Reflections on the psychology of perfectionism and the sociology of science. Prufrock Journal, 11(4), 197-208.
  4. Elliot, A. J., Cury, F., Fryer, J. W., & Huguet, P. (2006). Achievement goals, self-handicapping, and performance attainment: A mediational analysis. Journal of Sport & Exercise Psychology, 28(3). Hebert, T. P. (2010). Understanding the social and emotional lives of gifted students. Sourcebooks. 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(3), 456. Hirt, E. R., McCrea, S. M., & Boris, H. I. (2003). "I know you self-handicapped last exam": Gender differences in reactions to self-handicapping. Journal of Personality and Social Psychology, 84(1), 177. Hobden, K.,& Pliner, P. (1995). Self-handicapping and dimensions of perfectionism: Self-presentation vs self-protection. Journal of Research in Personality, 29(4), 461-474.
  5. Kearns, H., Forbes, A., Gardiner, M., & Marshall, K. (2008). When a High Distinction Isn't Good Enough: A Review of Perfectionism and Self-Handicapping. Australian Educational Researcher, 35(3), 21-36.
  6. Kimble, C. E.,& Hirt, E. R. (2005). Self-focus, gender, and habitual self-handicapping: Do they make a difference in behavioral self-handicapping?.Social Behavior & Personality: An International Journal, 33(1). Leana-Tascilar, M. Z. (2014a). Interview with Albert Ziegler about gifted education. Journal for the Education of the Young Scientist and Giftedness, 2(2), 98-100. ( DOI: http://dx.doi.org/10.17478/JEYSG.201429026)
  7. Leana-Tascilar, M. Z. (2014b). Developing excellence in gifted children: Adaptation o