Multidimensional Perfectionism and Internalizing Problems: Do Teacher and Classmate Support Matter?

Autor/inn/en	Fredrick, Stephanie Secord; Demaray, Michelle Kilpatrick; Jenkins, Lyndsay N.
Titel	Multidimensional Perfectionism and Internalizing Problems: Do Teacher and Classmate Support Matter?
Quelle	In: Journal of Early Adolescence, 37 (2017) 7, S.975-1003 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431616636231
Schlagwörter	Personality Traits; Behavior Problems; Regression (Statistics); Stress Variables; Correlation; Social Support Groups; Middle School Students; Personality Problems; Anxiety; Depression (Psychology); Peer Relationship; Teacher Student Relationship; Gender Differences; Rural Areas; Measures (Individuals); Children; Symptoms (Individual Disorders); Multivariate Analysis; Statistical Analysis; Illinois; Childrens Depression Inventory; Childrens Manifest Anxiety Scale + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Regression; Regressionsanalyse; Korrelation; Social support; Soziale Unterstützung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Angst; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Geschlechterkonflikt; Rural area; Ländlicher Raum; Messdaten; Child; Kind; Kinder; Psychiatrische Symptomatik; Multivariate Analyse; Statistische Analyse
Abstract	Adolescent stressors coupled with environmental demands, such as pressures to achieve, might lead to negative outcomes for some students. Students who worry about their ability to meet high standards might be more at risk of internalizing problems. The current study investigated the relations among perfectionism, social support, and internalizing problems of middle school students (N = 169). Research has established perfectionism as having maladaptive and adaptive traits. Regression analyses indicated that maladaptive perfectionism was positively related, while adaptive perfectionism was negatively related, to anxiety and depression. Adaptive perfectionists reported significantly higher levels of teacher support than maladaptive perfectionists and nonperfectionists and higher levels of classmate support than nonperfectionists. In addition, classmate support for girls and boys, and teacher support for boys, were found to buffer the relation between maladaptive perfectionism and anxiety and depression. Future research should examine social support and perfectionism and how to best provide support to maladaptive perfectionists. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01