ABSTRACT

We investigated whether gifted students’ academic perfectionism is associated with their intellectual abilities or learned behaviors as they aim for achievement. Comparing four groups classified by achievement and intellectual ability among 443 Korean students, we examined the differential relations between gifted students and academic perfectionism by identification methods of giftedness. Using multigroup confirmatory factor analysis and multiple indicators multiple causes analysis, we found that students identified by their high intellectual ability were neither positive nor negative perfectionists. For high-achieving students, appropriate uses of perfectionistic self-regulation in academic settings were beneficial for their achievement. However, those students had a higher risk of depression when they lost control over their academic plans and behaviors, overwhelmed by their perfectionistic beliefs and excessive self-evaluations. The findings can be applied to the guidance and counseling for gifted students and underachieving students.

摘要

我们调查了天才学生的学术完美主义是否与他们追求成就的智力或学习行为有关。比较 443 名韩国学生中按成就和智力分类的四组，我们通过天才的识别方法检查了天才学生与学术完美主义之间的差异关系。通过多组验证性因素分析和多指标多原因分析，我们发现被高智力识别的学生既不是积极的也不是消极的完美主义者。对于成绩优异的学生，在学术环境中适当使用完美主义的自我调节有利于他们的成就。然而，当这些学生对自己的学业计划和行为失去控制时，他们被完美主义的信念和过度的自我评价所淹没，他们患抑郁症的风险更高。研究结果可应用于对资优学生和成绩不佳学生的指导和辅导。