| The concept of perfectionism has been divided into various subtypes, such as self-oriented and socially prescribed perfectionism. When previously examined within the undergraduate population, the self-oriented type of perfectionism was found to be significantly associated with positive outcomes, such as lower levels of psychopathology and higher grade point averages, while socially prescribed perfectionism has been significantly associated with negative outcomes, such as higher levels of psychopathology and lower grades. However, few studies have examined these relationships within the adolescent population. The purpose of the present study was to examine levels of perfectionism and gender and their relationship with social functioning and academic achievement in the adolescent population. One hundred thirty-seven adolescents were recruited from middle schools and high schools in central Indiana from grades 7, 8, 9, and 10. Participants completed three questionnaires measuring levels of self-oriented and socially prescribed perfectionism, average grades, perceived academic performance, importance, and effort, and social skill frequency and importance. Hypotheses were examined using separate 4 (Type of Perfectionism) x 2 (Gender) ANOVA's. Based on their perfectionism measure scores, participants were divided into four groups including self-oriented perfectionists, socially prescribed perfectionists, high overall perfectionists, and non-perfectionists. Results indicated that adolescents reporting higher levels of self-oriented perfectionism reported significantly higher average grades, perceived academic performance, perceived academic effort, and perceived academic importance than the other groups within the present sample. Socially prescribed perfectionists, on the other hand, reported significantly lower average grades, perceived academic effort, perceived academic importance, and self-reported social skill performance than the other groups. Individuals reporting high levels of both self-oriented and socially prescribed perfectionism (high overall perfectionists) reported significantly higher average grades and perceived academic performance than non-perfectionists, and reported significantly higher average grades, perceived academic effort, perceived academic importance, and self-reported social skill performance than socially prescribed perfectionists. No significant differences were found among groups with regard to the importance of social skills. The results support previous research examining perfectionism within the undergraduate population. Implications, limitations and directions for future research are discussed with regard to the examination of perfectionism in the adolescent population. |
