Students' Perfectionistic Profiles: Stability, Change, and Associations with Achievement Goal Orientations

Autor/inn/en	Ståhlberg, Jenny; Tuominen, Heta; Pulkka, Antti-Tuomas; Niemivirta, Markku
Titel	Students' Perfectionistic Profiles: Stability, Change, and Associations with Achievement Goal Orientations
Quelle	In: Psychology in the Schools, 58 (2021) 1, S.162-184 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ståhlberg, Jenny) ORCID (Tuominen, Heta) ORCID (Niemivirta, Markku)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22444
Schlagwörter	Personality Traits; Goal Orientation; Secondary School Students; Student Motivation; Profiles; Academic Achievement + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Zielorientierung; Zielvorstellung; Sekundarschüler; Schulische Motivation; Charakterisierung; Profilanalyse; Schulleistung
Abstract	In this study, we examined what kind of perfectionistic profiles (i.e., different patterns of perfectionistic strivings and concerns) can be identified among general upper-secondary school students, how stable those profiles are over the school year, and how they are connected with students' motivation (i.e., achievement goal orientations). Four distinct profiles were identified. Students with high strivings and low concerns had their focus mainly on mastery, while students with an opposite profile emphasized performance-avoidance and work-avoidance orientations. Students with high strivings and concerns favored both performance- and mastery-related goals, whereas students characterized by low strivings and low concerns did not display a dominant tendency toward any orientation. Perfectionistic profiles were relatively stable over time, with the majority of students reporting similar tendencies across the measurements, and with no extreme changes observed. Some indications of more students displaying less adaptive perfectionistic tendencies by the end of the school year were nevertheless found. Our findings demonstrate not only stability in perfectionistic tendencies, but also their motivational relevance in the academic context where students' goals and performance concerns play an important role. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01