Perfectionism Profiles and Academic Causal Self-Attributions in Spanish Primary Education Students

  1. Vicent, María 2
  2. Inglés, Cándido J. 1
  3. Gonzálvez, Carolina 2
  4. Sanmartín, Ricardo 2
  5. Aparicio-Flores, María Pilar 2
  6. García-Fernández, José Manuel 2
  1. 1 Universidad Miguel Hernández de Elche
    info

    Universidad Miguel Hernández de Elche

    Elche, España

    ROR https://ror.org/01azzms13

  2. 2 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

Revista:
Revista de psicodidáctica

ISSN: 1136-1034

Ano de publicación: 2019

Volume: 24

Número: 2

Tipo: Artigo

DOI: 10.1016/J.PSICOD.2019.01.001 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Revista de psicodidáctica

Obxectivos de Desenvolvemento Sustentable

Resumo

The aim of this study is to identify the relationship between child perfectionism and academic causal self-attributions using a dual approach: variable-oriented and person-oriented. The sample consists of 431 Spanish students (49.42% girls) between the ages of eight and 11 years (M = 9.60, SD = 1.08). The Child and Adolescent Perfectionism Scale and the Sydney Attribution Scale are employed. Three perfectionism profiles are identified using latent class analysis: high perfectionism, moderate perfectionism and non-perfectionism. Non-perfectionism scores significantly higher than high and moderate perfectionism on failure and success self-attributions to external causes, although in the case of success, these differences are only significant for the language area and the total scores. In contrast, non-perfectionism scores significantly lower than the other two profiles on self-attributions of failure to lack of effort. Effect sizes for the observed differences are generally moderate (d = between 0.44 and 0.75). In addition, results of the bivariate and partial correlational analyses indicate the shared and unique relationships between perfectionist dimensions and causal self-attributions. Thus, it allows discussing the perfectionist dimension which explains the inter-class differences found.

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Información de financiamento

Este trabajo ha recibido la información del Ministerio de Economía y Competitividad de España a través de un proyecto (EDU2012-35124) concedido a José Manuel García-Fernández, así como por la ayuda para la contratación de personal investigador de carácter predoctoral de la Generalitat Valenciana concedida a María Vicent (ACIF/2014/328)

Financiadores

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