Perfectionism and Academic Self-Handicapped among Gifted Students: An Explanatory Mode

Autor/inn/en	Alodat, Ali M.; Abu Ghazal, Moawyah M.; Al-Hamouri, Firas A.
Titel	Perfectionism and Academic Self-Handicapped among Gifted Students: An Explanatory Mode
Quelle	In: International Journal of Educational Psychology, 9 (2020) 2, S.195-222 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alodat, Ali M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-3591
Schlagwörter	Academically Gifted; Personality Traits; Academic Achievement; Foreign Countries; Correlation; High School Students; Academic Failure; Self Concept; Expectation; Adolescents; Behavior Patterns; Competition; Cultural Influences; Social Influences; Parent Influence; Context Effect; Jordan + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schulleistung; Ausland; Korrelation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Selbstkonzept; Expectancy; Erwartung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Wettkampf; Cultural influence; Kultureinfluss; Sozialer Einfluss
Abstract	This study aimed to examine the relationship between perfectionism and academic self-handicapping strategies among gifted students in Jordan. This study used a mixed-method approach to explore the relationship as well as exploring any other factors associated with using such strategies. The Revised Almost Perfect Scale (APSR) and the Academic Self-Handicapping Strategies Scale were used to measure perfectionism and academic self-handicapping among 242 gifted students on a high school for gifted learners. Subsequently, the researchers conducted four focus group discussions with 23 gifted students to identify the factors that may lead those students to use self-handicapping strategies. The results showed that Self-handicapped students were 4.58 times more likely to be maladaptive perfectionists than non-selfhandicapped students. The results also revealed a combination of environmental, personal, and cultural factors that contributed to the use of these strategies by gifted students. This study has proposed an explanatory model to illustrate the relationship between perfectionism, academic self-handicapping, and factors that might be related. Finally, this study provided a range of educational implications that can be used in the field of gifted education. (As Provided).
Anmerkungen	Hipatia Press. Claramunt, 4, Local 2 08030, Barcelona, Spain. Tel: +34-93-302-1226: e-mail: info@hipatiapress.com; Web site: http://www.hipatiapress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01