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

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 (APS-R) 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-self-handicapped 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

Perfectionism and academic self-handicapped among gifted students: An explanatory model

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 (APS-R) 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-self-handicapped 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.Este estudio tuvo como objetivo examinar la relación entre el perfeccionismo y las estrategias de auto-discapacidad académica entre los estudiantes superdotados en Jordania. Este estudio utilizó un enfoque de método mixto para examinar la relación, así como otros factores asociados con el uso de tales estrategias. Se utilizaron las escalas Revised Almost Perfect Scale (APS-R) y la Academic Self-Handicapping Strategies Scale con 242 estudiantes en una escuela secundaria para estudiantes superdotados. Posteriormente, los investigadores llevaron a cabo cuatro grupos focales con 23 estudiantes para identificar los factores que pueden llevar a usar estrategias. Los resultados indicaron que los estudiantes con auto-discapacidad tenían 4.58 veces más probabilidades de ser perfeccionistas que los estudiantes sin ella. Los resultados también revelaron una combinación de factores ambientales, personales y culturales que contribuyeron al uso de estas estrategias por parte de los estudiantes. Este estudio ha propuesto un modelo explicativo para ilustrar la relación entre el perfeccionismo, la discapacidad académica y los factores que podrían estar relacionados. Finalmente, este estudio proporcionó una serie de implicaciones educativas que se pueden aplicar en el campo de la educación de superdotados