Prioritise longitudinal designs, valid multidimensional measures, and common gifted-identification reporting in future perfectionism research with gifted students¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The review's future-research section sets out implementable methodological recommendations. It advocates that "researchers adopt valid and reliable multidimensional scales that can be integrated into commonly adopted perfectionism frameworks", recommends longitudinal designs to disentangle antecedents and consequences, and suggests following Carman's (2013) reporting guidelines for gifted identification, plus informant reports from parents or teachers to supplement self-report.

Design Implications¶

Context¶

Requirements¶

• Researchers must adopt multidimensional scales integrable into the higher-order perfectionism framework and follow common gifted-identification reporting guidelines

Constraints¶

• Existing evidence is dominated by cross-sectional designs, limiting causal inference about antecedents and consequences

Target Learners¶

• young students identified as academically gifted

Target Learning Goals¶

• improving research quality on perfectionism and healthy adjustment in gifted education

Affordances¶

• Two Factor Perfectionism Model Ps Pc

Claims¶

• Healthy perfectionist groups show better emotional well-being than unhealthy perfectionist groups among gifted students [+W]
• Perfectionistic concerns are consistently related to maladaptive outcomes in academically gifted students while perfectionistic strivings show mixed outcomes [+W]

Related Strategies¶

• Future perfectionism–achievement research should adopt longitudinal and diary designs and test within-person combinations of the two dimensions

Examples¶

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Key Sources¶

• Grugan, M. C., Hill, A. P., Madigan, D. J., Donachie, T. C., Olsson, L. F., & Etherson, M. E. (2021). Perfectionism and Academically Gifted Students: A Systematic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-021-09597-7