The Scale of Perfectionism and Excellencism (SCOPE): An Adolescent-Based Validation Study for the Measurement of Perfectionism and Excellencism

This item is only available electronically.While perfectionism is often perceived to be something positive, maladaptive perfectionism can lead to a number of mental health issues including depression, anxiety, and eating disorders. Contemporary definitions suggest perfectionism is composed of two higher-order dimensions: maladaptive ‘perfectionistic strivings’ and adaptive ‘perfectionistic concerns’. However, recent studies suggest that frequently used measures of perfectionistic strivings predict both maladaptive and adaptive outcomes, contradicting current definitions. To resolve this issue, the Scale of Perfectionism and Excellencism (SCOPE) was created. It attempts to separate maladaptive perfectionism from adaptive striving for excellence in the hope to unpack the perfectionistic strivings dimension. The primary aim of this study was to examine the reliability and validity of the SCOPE on an adolescent population. Further, the study also explored associations between perfectionism and academic performance. The study was conducted using an online survey of Australian adolescents (n = 376, M age = 17.99, SD = 1.28) from both a Senior College and University. Results revealed both SCOPE subscales demonstrate high internal consistency indicating the measure is reliable, and promising initial evidence for construct validity. Furthermore, the SCOPE excellencism subscale was more strongly associated with academic performance than the SCOPE personal standards perfectionism subscale contributing further evidence to construct validity. Future studies should test the longitudinal validity of the SCOPE in detecting changes in perfectionism over time in a more generalisable sample.Thesis (M.Psych(Clinical)) -- University of Adelaide, School of Psychology, 202

The Impact of Psychological Health on Academic Performance: A Longitudinal and Cross-Sectional Study

This item is only available electronically.A child’s education should prepare them to meet the challenges of the world. Identifying factors that determine academic performance is paramount as success sets a pathway for lifelong opportunities. Intellectual ability fails as the sole predictor of academic outcomes, therefore additional factors must exist. Positive emotions have been linked to attaining skills that foster academic performance (Fredrickson, 2004) suggesting well-being may have predictive value. Limited studies exist investigating the relationship between well-being and academic performance. Cross-sectional methodology is commonly employed leaving findings based on longitudinal design under researched. The present study conducted at Blackwood High School aims to narrow this gap by investigating well-being and academic performance incorporating a longitudinal design. Respondents were 327 South Australian middle and high school students (n=163 males, 164 females) who completed surveys of wellbeing and ill-being analysed against academic grades. Well-being was found to explain 5 to 6% of the variance in academic performance with the domain of Perseverance the most significant predictor. Given intelligence is a well-established predictor which cannot be taught, this finding is meaningful as Perseverance can be learnt through positive education programs. These results can be applied to positive education within schools as they offer educators an avenue for simultaneously improving the well-being of students and their academic performance. It is hoped these results will inspire further investigations and guide future positive psychology programs.Thesis (B.PsychSc(Hons)) -- University of Adelaide, School of Psychology, 201