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ERIC Number: EJ893881
Record Type: Journal
Publication Date: 2010-Oct
Pages: 35
Abstractor: As Provided
Reference Count: 79
ISSN: ISSN-0162-3532
Addressing Multidimensional Perfectionism in Gifted Adolescents with Affective Curriculum
Mofield, Emily Lynne; Chakraborti-Ghosh, Sumita
Journal for the Education of the Gifted, v33 n4 p479-513 Oct 2010
This study investigated the effects of an affective curriculum on multiple dimensions of perfectionism among middle school (grades 6-8) gifted students. A quasi-experimental nonequivalent control group design was employed; all participants (N = 153) completed pre- and posttests of the Goals and Work Habits Survey. The experimental group received affective curriculum consisting of nine 45-50-minute lessons in a gifted classroom for 6 weeks. Among participants with moderate to high levels of unhealthy perfectionism, t-tests showed the experimental group reported lower scores on Concern over Mistakes than the control group. Results of paired t-tests further revealed significant decreases in Concern over Mistakes, Doubts about Actions, and Personal Standards among unhealthy perfectionists in the experimental group. Translating multidimensional perfectionism theory into classroom-based interventions was successful in helping students decrease self-critical evaluative tendencies; however, the study showed no evidence of enhancing healthy perfectionism. Future directions and recommendations are discussed. (Contains 5 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong