The purpose of this study was to examine the 2 × 2 model of dispositional perfectionism via a person-oriented approach in a sample of 1588 Ecuadorian students aged 12- to 18-years-old (M = 14.83, SD = 1.86). The Child and Adolescent Perfectionism Scale (CAPS) and the School Anxiety Inventory (IAES) were employed. The statistical analysis included a non-hierarchical cluster analysis, analysis of variance (ANOVA), effect size (Cohen's d index), and bivariate and partial correlations. Four perfectionism profiles were obtained by using cluster analysis: Non-Perfectionism, Mixed Perfectionism, Pure Perfectionistic Strivings (Pure PS) and Pure Perfectionistic Concerns (Pure PC). Mixed Perfectionism and Pure Perfectionistic Strivings were the most maladaptive profiles whereas Non-Perfectionism was the most adaptive profile. Pure PC did not significantly differ from Mixed Perfectionism and Pure PS, with the exception of the mean scores on Anxiety about Academic Evaluation and Cognitive Anxiety. Results from bivariate and partial correlations revealed that both Perfectionistic Strivings and Perfectionistic Concerns showed shared relationships with all the dimensions of IAES. However, only Perfectionistic Concerns showed a consistent pattern of unique relationships with school anxiety. The current study provides evidenced about the importance of implementing strategies to prevent school anxiety in Ecuadorian population focused on Perfectionistic Concerns.

中文翻译：

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完美主义和学校焦虑：更多关于厄瓜多尔人口 2×2 完美主义模型的证据

本研究的目的是通过以人为本的方法在 1588 名 12 至 18 岁的厄瓜多尔学生样本（M = 14.83，SD = 1.86）中检验 2 × 2 性格完美主义模型。使用了儿童和青少年完美主义量表 (CAPS) 和学校焦虑量表 (IAES)。统计分析包括非层次聚类分析、方差分析 (ANOVA)、效果大小（Cohen's d 指数）以及双变量和偏相关。通过使用聚类分析获得四种完美主义概况：非完美主义、混合完美主义、纯粹完美主义的努力（Pure PS）和纯粹的完美主义关注（Pure PC）。混合完美主义和纯粹的完美主义奋斗是最不适应的配置文件，而非完美主义是最适合的配置文件。纯 PC 与混合完美主义和纯 PS 没有显着差异，除了关于学术评估和认知焦虑的焦虑的平均分数。双变量和偏相关的结果表明，完美主义努力和完美主义关注都显示出与 IAES 的所有维度的共享关系。然而，只有完美主义的担忧表现出与学校焦虑的独特关系的一致模式。当前的研究证明了实施策略以防止关注完美主义关注的厄瓜多尔人的学校焦虑的重要性。双变量和偏相关的结果表明，完美主义努力和完美主义关注都显示出与 IAES 的所有维度的共享关系。然而，只有完美主义关注与学校焦虑表现出一种独特的关系模式。当前的研究证明了实施策略以防止关注完美主义关注的厄瓜多尔人的学校焦虑的重要性。双变量和偏相关的结果表明，完美主义努力和完美主义关注都显示出与 IAES 的所有维度的共享关系。然而，只有完美主义的担忧表现出与学校焦虑的独特关系的一致模式。当前的研究证明了实施策略以防止关注完美主义关注的厄瓜多尔人的学校焦虑的重要性。