Multidimensional perfectionism and narcissism: Grandiose or vulnerable?

Multidimensional perfectionism is related to grandiose narcissism, with other-oriented perfectionism showing the strongest, most consistent relationships. The relationships with vulnerable narcissism, however, are unclear. Our study investigated how three forms of perfectionism--self-oriented, other-oriented, and socially prescribed perfectionism (Hewitt & Flett, 1991)--are related to narcissistic grandiosity and vulnerability. A sample of 375 university students completed the Narcissistic Personality Inventory (Raskin & Terry, 1988), Hypersensitive Narcissism Scale (Hendin & Cheek, 1997), and Pathological Narcissism Inventory (Pincus et al., 2009) capturing various facets of narcissistic grandiosity and vulnerability. Multiple regressions were conducted controlling for the overlap between the three forms of perfectionism and gender. Other-oriented perfectionism showed unique positive relationships with key facets of grandiose narcissism. In contrast, socially prescribed perfectionism showed positive relationships with all facets of vulnerable narcissism. Self- and other-oriented perfectionism showed positive relationships with individual facets only. Other-oriented perfectionism appears to represent a form of perfectionism predominantly related to narcissistic grandiosity, whereas socially prescribed perfectionism is predominantly related to narcissistic vulnerability. As the first study to examine perfectionism in relation to narcissistic grandiosity and vulnerability, our research both extends and clarifies the nomological network of the perfectionism construct in important ways

Multidimensional sexual perfectionism and female sexual function: A longitudinal investigation

Research on multidimensional sexual perfectionism differentiates four forms of sexual perfectionism: self-oriented, partner-oriented, partner-prescribed, and socially prescribed. Self-oriented sexual perfectionism reflects perfectionistic standards people apply to themselves as sexual partners; partner-oriented sexual perfectionism reflects perfectionistic standards people apply to their sexual partner; partner-prescribed sexual perfectionism reflects people’s beliefs that their sexual partner imposes perfectionistic standards on them; and socially prescribed sexual perfectionism reflects people’s beliefs that society imposes such standards on them. Previous studies found partner-prescribed and socially prescribed sexual perfectionism to be maladaptive forms of sexual perfectionism associated with a negative sexual self-concept and problematic sexual behaviors, but only examined cross-sectional relationships. The present article presents the first longitudinal study examining whether multidimensional sexual perfectionism predicts changes in sexual self-concept and sexual function over time. A total of 366 women aged 17-69 years completed measures of multidimensional sexual perfectionism, sexual esteem, sexual anxiety, sexual problem self-blame, and female sexual function (cross-sectional data). Three to six months later, 164 of the women completed the same measures again (longitudinal data). Across analyses, partner-prescribed sexual perfectionism emerged as the most maladaptive form of sexual perfectionism. In the cross-sectional data, partner-prescribed sexual perfectionism showed positive relationships with sexual anxiety, sexual problem self-blame, and intercourse pain and negative relationships with sexual esteem, desire, arousal, lubrication, and orgasmic function. In the longitudinal data, partner-prescribed sexual perfectionism predicted increases in sexual anxiety and decreases in sexual esteem, arousal, and lubrication over time. The findings suggest that partner-prescribed sexual perfectionism contributes to women’s negative sexual self-concept and female sexual dysfunction

Perfectionism and training distress in junior athletes: A longitudinal investigation

Perfectionistic athletes may train harder and for longer than non-perfectionistic athletes, leaving them susceptible to elevated levels of training distress. So far, however, no study has investigated the relationships between perfectionism and training distress, a key indicator of overtraining syndrome. Furthermore, no study has determined psychological predictors of overtraining syndrome. Using a two-wave design, the present study examined perfectionistic strivings, perfectionistic concerns, and training distress in 141 junior athletes (mean age 17.3 years, range 16-19 years) over 3 months of active training. Multiple regression analyses were employed to test cross-sectional and longitudinal relationships between perfectionism and training distress. In all analyses, perfectionism emerged as a significant predictor, but strivings and concerns showed differential relationships. When the cross-sectional relationships were regarded, perfectionistic concerns positively predicted training distress (p .05). The findings suggest that sports scientists who wish to identify athletes at risk of overtraining syndrome may monitor athletes’ perfectionistic concerns as a possible risk factor

Perfectionistic concerns predict increases in adolescents’ anxiety symptoms: A three-wave longitudinal study

Background and Objectives: Although perfectionism has been proposed to be a risk factor for the development of anxiety, research on perfectionism and anxiety symptoms in adolescents is scarce and inconclusive. The aim of the present study was to investigate whether the two higher-order dimensions of perfectionism—perfectionistic strivings and perfectionistic concerns—predict the development and maintenance of anxiety symptoms. An additional aim of the present study was to examine potential reciprocal effects of anxiety symptoms predicting increases in perfectionism. Design: The study used a longitudinal design with three waves spaced 4-5 months apart. Methods: A non-clinical sample of 489 adolescents aged 12-19 years completed a paper-and-pencil questionnaire. Results: As expected, results showed a positive effect from perfectionistic concerns to anxiety symptoms, but the effect was restricted to middle-to-late adolescents (16-19 years old): Perfectionistic concerns predicted longitudinal increases in adolescents’ anxiety symptoms whereas perfectionistic strivings did not. Furthermore, anxiety symptoms did not predict increases in perfectionism. Conclusions: Implications for the understanding of the relationship between perfectionism and anxiety symptoms are discussed

Perfectionism and school engagement: A three-wave longitudinal study

Although perfectionism is a personality disposition that plays an important role in educational contexts, research on perfectionism and school engagement is limited. School engagement is a key process in predicting educational outcomes in students. Consequently, it is important to know how perfectionism relates to school engagement and whether perfectionism predicts relative changes in school engagement over time. Using a sample of 486 students from 6th-12th grade (54% female) and employing a longitudinal design with three waves spaced 4-5 months apart, the present study investigated whether perfectionism (perfectionistic strivings and perfectionistic concerns) predicted relative changes in students’ school engagement (behavioral, emotional, and cognitive engagement). Results showed that both perfectionistic strivings and concerns were related to school engagement, but only perfectionistic strivings predicted relative increases in school engagement. Implications for the understanding of how perfectionistic strivings contribute to school students’ engagement are discussed

Perfectionism explains variance in self-defeating behaviors beyond self-criticism: Evidence from a cross-national sample

Does perfectionism predict maladjustment beyond self-criticism? Attention to this key question is needed as some studies suggest perfectionism may not explain variance in maladjustment beyond self-criticism. Using a large cross-national sample of 524 undergraduates (229 Canadian, 295 British), this study examined whether evaluative concerns perfectionism (socially prescribed perfectionism, concern over mistakes, doubts about actions) explained variance in self-defeating behaviors (binge eating, procrastination, interpersonal conflict) after controlling for selfcriticism. Results showed that—after controlling for self-criticism—concern over mistakes predicted binge eating, doubts about actions predicted procrastination, and socially prescribed perfectionism and concern over mistakes predicted interpersonal conflict. Self-criticism also uniquely predicted self-defeating behaviors beyond evaluative concerns perfectionism. The relationships that evaluative concerns perfectionism shows with self-defeating behaviors appear neither redundant with nor fully captured by self-criticism. Results dovetail with theoretical accounts suggesting evaluative concerns perfectionism is a uniquely important part of the personality of people prone to self-defeating behaviors

Perfectionism and achievement goals in young Finnish ice-hockey players aspiring to make the Under-16 national team

Research on perfectionism suggests that is it useful to differentiate between perfectionistic strivings and perfectionistic concerns. Regarding the 2 x 2 achievement goal framework, the usefulness of this differentiation was recently demonstrated in a study with university student athletes (Stoeber, Stoll, Pescheck, & Otto, 2008, Study 2), in which it was found that perfectionistic strivings were associated with mastery-approach and performance-approach goals and perfectionistic concerns with mastery-avoidance, performance-approach, and performance-avoidance goals. Because the study was largely exploratory and only used non-elite athletes, the aim of the present research was to replicate and extend these findings by investigating a sample of 138 young, elite ice-hockey players, while adding further measures of perfectionism and using structural equation modelling (SEM) to confirm the relationships between perfectionistic strivings, perfectionistic concerns,and the 2 x 2 achievement goals. The SEM results showed that, in elite athletes also, perfectionistic strivings are associated with mastery-approach and performance-approach goals, whereas perfectionistic concerns are associated with masteryavoidance, performance-approach, and performance-avoidance goals. Our findings corroborate the importance of differentiating between perfectionistic strivings and perfectionistic concerns when studying perfectionism in sports, because only perfectionistic concerns (and not perfectionistic strivings) are associated with maladaptive patterns of achievement goals

Comparing two short forms of the Hewitt–Flett Multidimensional Perfectionism Scale

Hewitt and Flett’s 45-item Multidimensional Perfectionism Scale (MPS; Hewitt & Flett, 1991, 2004) is a widely-used instrument to assess self-oriented, other-oriented, and socially prescribed perfectionism. With 45 items, it is not overly lengthy, but there are situations where a short form is useful. Analyzing data from 4 samples, this article compares 2 frequently used 15-item short forms of the MPS—Cox et al.’s (2002) and Hewitt et al.’s (2008)—by examining to what degree their scores replicate the original version’s correlations with various personality characteristics (e.g., traits, social goals, personal/interpersonal orientations). Regarding self-oriented and socially prescribed perfectionism, both short forms performed well. Regarding other-oriented perfectionism, however, Cox et al.’s short form (exclusively comprised of negatively worded items) performed less well than Hewitt et al.’s (which contains no negatively worded items). It is recommended that researchers use Hewitt et al.’s short form to assess other-oriented perfectionism rather than Cox et al.’s

Perfectionism, self-stigma, and coping in students with dyslexia: The central role of perfectionistic self-presentation

Dyslexia is a prevalent condition, and a significant percentage of students in higher education are dyslexic. Despite this, few studies have investigated dyslexia in university students and what personality dispositions may predict how students feel about help-seeking for dyslexia and how they cope with dyslexia. Against this background, the present study investigated perfectionism, self-stigma, and coping in 115 university students with dyslexia examining the relationships of dispositional perfectionism (self-oriented and socially prescribed perfectionism) and perfectionistic self-presentation with self-stigma of seeking help and adaptive versus maladaptive coping with dyslexia. Results from regression and mediation analyses showed that perfectionistic self-presentation predicted higher levels of self-stigma and maladaptive coping, and lower levels of adaptive coping. Furthermore, both forms of dispositional perfectionism predicted higher levels of self-stigma and maladaptive coping, and lower levels of adaptive coping, via perfectionistic self-presentation (dispositional perfectionism => perfectionistic self-presentation => self-stigma and coping). The findings suggest that perfectionistic self-presentation plays a central role in the relationships of perfectionism, self-stigma, and coping in students with dyslexia, and that impression management aimed at presenting a perfect self-image (and hiding imperfections) represents a significant risk for students’ seeking help for and successful coping with dyslexia

Perfectionism and self-conscious emotions in British and Japanese students: Predicting pride and embarrassment after success and failure

Regarding self-conscious emotions, studies have shown that different forms of perfectionism show different relationships with pride, shame, and embarrassment depending on success and failure. What is unknown is whether these relationships also show cultural variations. Therefore, we conducted a study investigating how self-oriented and socially prescribed perfectionism predicted pride and embarrassment after success and failure comparing 363 British and 352 Japanese students. Students were asked to respond to a set of scenarios where they imagined achieving either perfect (success) or flawed results (failure). In both British and Japanese students, self-oriented perfectionism positively predicted pride after success and embarrassment after failure whereas socially prescribed perfectionism predicted embarrassment after success and failure. Moreover, in Japanese students, socially prescribed perfectionism positively predicted pride after success and self-oriented perfectionism negatively predicted pride after failure. The findings have implications for our understanding of perfectionism indicating that the perfectionism–pride relationship not only varies between perfectionism dimensions, but may also show cultural variations