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

Year 2017, Volume 5, Issue 2, 83 - 91, 12.06.2017

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.

References

  • Adelson, J. L. (2007). A “perfect” case study: Perfectionism in academically talented fourth graders. Gifted Child Today, 30(4), 14-20.
  • 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, 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.
  • 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.
  • 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.
  • 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)
  • Leana-Tascilar, M. Z. (2014b). Developing excellence in gifted children: Adaptation of actiotope model of giftedness for Turkey. Journal for the Education of the Young Scientist and Giftedness, 2(1), 18-32. (DOI: http://dx.doi.org/10.17478/JEYSG.201429010)
  • Leary, M. R.,& Shepperd, J. A. (1986). Behavioral self-handicaps versus self-reported self- handicaps: A conceptual note. Journal of Personality and Social Psychology, 51, 1265–1268.
  • Lovejoy, C. M.,& Durik, A. M. (2010). Self-handicapping: The interplay between self-set and assigned achievement goals. Motivation and Emotion, 34(3), 242-252.
  • Martin, A. J., Marsh, H. W., Williamson, A., & Debus, R. L. (2003). Self-handicapping, defensive pessimism, and goal orientation: A qualitative study of university students. Journal of Educational Psychology, 95(3), 617.
  • McCrea, S. M.,& Hirt, E. R. (2001). The role of ability judgments in self-handicapping. Personality and Social Psychology Bulletin, 27(10), 1378-1389.
  • Parker, W. D. (2000). Healthy perfectionism in the gifted. Prufrock Journal, 11(4), 173-182.
  • Neumeister, K. S. (2007). Perfectionism in gifted students: An overview of current research. Gifted Education International, 23(3), 254-263.
  • Silverman, L. K. (1999). Perfectionism. Gifted Education International, 13, 216–225.
  • Stewart, M. A.,& De George-Walker, L. (2014). Self-handicapping, perfectionism, locus of control and self-efficacy: A path model. Personality and Individual Differences, 66, 160-164.
  • Urdan, T.,& Midgley, C. (2001). Academic self-handicapping: What we know, what more there is to learn. Educational Psychology Review, 13(2), 115-138.
  • Urdan, T. (2004). Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture. Journal of Educational Psychology, 96(2), 251.
  • VanTassel-Baska, J., & Stambaugh, T. (2005). Challenges and possibilities for serving gifted learners in the regular classroom. Theory into Practice, 44(3), 211-217.

Year 2017, Volume 5, Issue 2, 83 - 91, 12.06.2017

Abstract

References

  • Adelson, J. L. (2007). A “perfect” case study: Perfectionism in academically talented fourth graders. Gifted Child Today, 30(4), 14-20.
  • 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, 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.
  • 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.
  • 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.
  • 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)
  • Leana-Tascilar, M. Z. (2014b). Developing excellence in gifted children: Adaptation of actiotope model of giftedness for Turkey. Journal for the Education of the Young Scientist and Giftedness, 2(1), 18-32. (DOI: http://dx.doi.org/10.17478/JEYSG.201429010)
  • Leary, M. R.,& Shepperd, J. A. (1986). Behavioral self-handicaps versus self-reported self- handicaps: A conceptual note. Journal of Personality and Social Psychology, 51, 1265–1268.
  • Lovejoy, C. M.,& Durik, A. M. (2010). Self-handicapping: The interplay between self-set and assigned achievement goals. Motivation and Emotion, 34(3), 242-252.
  • Martin, A. J., Marsh, H. W., Williamson, A., & Debus, R. L. (2003). Self-handicapping, defensive pessimism, and goal orientation: A qualitative study of university students. Journal of Educational Psychology, 95(3), 617.
  • McCrea, S. M.,& Hirt, E. R. (2001). The role of ability judgments in self-handicapping. Personality and Social Psychology Bulletin, 27(10), 1378-1389.
  • Parker, W. D. (2000). Healthy perfectionism in the gifted. Prufrock Journal, 11(4), 173-182.
  • Neumeister, K. S. (2007). Perfectionism in gifted students: An overview of current research. Gifted Education International, 23(3), 254-263.
  • Silverman, L. K. (1999). Perfectionism. Gifted Education International, 13, 216–225.
  • Stewart, M. A.,& De George-Walker, L. (2014). Self-handicapping, perfectionism, locus of control and self-efficacy: A path model. Personality and Individual Differences, 66, 160-164.
  • Urdan, T.,& Midgley, C. (2001). Academic self-handicapping: What we know, what more there is to learn. Educational Psychology Review, 13(2), 115-138.
  • Urdan, T. (2004). Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture. Journal of Educational Psychology, 96(2), 251.
  • VanTassel-Baska, J., & Stambaugh, T. (2005). Challenges and possibilities for serving gifted learners in the regular classroom. Theory into Practice, 44(3), 211-217.

Details

Primary Language English
Journal Section Gifted Education
Authors

Harun TADIK This is me (Primary Author)
EPSY Gifted and Creative Education University of Georgia
United States


Engin AKCA
Special Education Teacher, Bağlar Guidance and Research Center, Diyarbakır
Türkiye


Zehra UÇAK AZBOY4
Special Education Teacher, Bağlar Guidance and Research Center, Diyarbakır
Türkiye

Publication Date June 12, 2017
Published in Issue Year 2017, Volume 5, Issue 2

Cite

Bibtex @review { jegys431935, journal = {Journal for the Education of Gifted Young Scientists}, eissn = {2149-360X}, address = {editorjegys@gmail.com}, publisher = {Genç Bilge Yayıncılık}, year = {2017}, volume = {5}, number = {2}, pages = {83 - 91}, title = {Perfectionism and Self-Handicapping Behaviors of Gifted Students: A Review of the Literature}, key = {cite}, author = {Tadık, Harun and Akca, Engin and Uçak Azboy4, Zehra} }
APA Tadık, H. , Akca, E. & Uçak Azboy4, Z. (2017). Perfectionism and Self-Handicapping Behaviors of Gifted Students: A Review of the Literature . Journal for the Education of Gifted Young Scientists , 5 (2) , 83-91 . Retrieved from https://dergipark.org.tr/en/pub/jegys/issue/37336/431935
MLA Tadık, H. , Akca, E. , Uçak Azboy4, Z. "Perfectionism and Self-Handicapping Behaviors of Gifted Students: A Review of the Literature" . Journal for the Education of Gifted Young Scientists 5 (2017 ): 83-91 <https://dergipark.org.tr/en/pub/jegys/issue/37336/431935>
Chicago Tadık, H. , Akca, E. , Uçak Azboy4, Z. "Perfectionism and Self-Handicapping Behaviors of Gifted Students: A Review of the Literature". Journal for the Education of Gifted Young Scientists 5 (2017 ): 83-91
RIS TY - JOUR T1 - Perfectionism and Self-Handicapping Behaviors of Gifted Students: A Review of the Literature AU - Harun Tadık , Engin Akca , Zehra Uçak Azboy4 Y1 - 2017 PY - 2017 N1 - DO - T2 - Journal for the Education of Gifted Young Scientists JF - Journal JO - JOR SP - 83 EP - 91 VL - 5 IS - 2 SN - -2149-360X M3 - UR - Y2 - 2018 ER -
EndNote %0 Journal for the Education of Gifted Young Scientists Perfectionism and Self-Handicapping Behaviors of Gifted Students: A Review of the Literature %A Harun Tadık , Engin Akca , Zehra Uçak Azboy4 %T Perfectionism and Self-Handicapping Behaviors of Gifted Students: A Review of the Literature %D 2017 %J Journal for the Education of Gifted Young Scientists %P -2149-360X %V 5 %N 2 %R %U
ISNAD Tadık, Harun , Akca, Engin , Uçak Azboy4, Zehra . "Perfectionism and Self-Handicapping Behaviors of Gifted Students: A Review of the Literature". Journal for the Education of Gifted Young Scientists 5 / 2 (June 2017): 83-91 .
AMA Tadık H. , Akca E. , Uçak Azboy4 Z. Perfectionism and Self-Handicapping Behaviors of Gifted Students: A Review of the Literature. JEGYS. 2017; 5(2): 83-91.
Vancouver Tadık H. , Akca E. , Uçak Azboy4 Z. Perfectionism and Self-Handicapping Behaviors of Gifted Students: A Review of the Literature. Journal for the Education of Gifted Young Scientists. 2017; 5(2): 83-91.
IEEE H. Tadık , E. Akca and Z. Uçak Azboy4 , "Perfectionism and Self-Handicapping Behaviors of Gifted Students: A Review of the Literature", Journal for the Education of Gifted Young Scientists, vol. 5, no. 2, pp. 83-91, Jun. 2017

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