Perfectionism differences depending on low and high and leve lof negative emotion that cause stimuli or situations related to school

Main Article Content

Mª Pilar Aparicio Flores
Virginia Narcisa Ortega Sandoval
Aitana Fernández Sogorb
José Manuel García Fernández

Abstract

Perfectionism is understood as that tendency to establish high performance standards, accompanied by an excessively critical evaluation of them and a great concern for making mistakes, which is why it is related to various pathological problems. In turn, one of the factors of school refusal, evaluates the avoidance of stimuli that provoke negative affectivity, referring to the anxiety caused by the obligation to attend and stay in school. That is, those negative feelings that can cause in some subjects. The objective of the following study was to analyze whether there are statistically significant differences in perfectionism in adolescents with high and low scores in the avoidance of negative affectivity that provoke stimuli or situations related to the school environment, factor I of the School Refusal Assessment Scale Revised for Children (SRAS-RC). For this, the Child-Adolescent Perfectionism Scale (CAPS) was also used to evaluate perfectionism. The selected sample reached a total of 1920 students between 15 and 18 years old (Mage = 16.31; SD = 1.00). The observed results show differences in the Socially Prescribed Perfectionism (SPP) and Self-Oriented Perfectionism-Critical (SOP-C) groups, with higher scores in SPP (d = .19) and SOP-C (d = .42) the higher school refusal. These results provide new knowledge in the scientific field considering that few studies in the country of Ecuador measure the differences between the two constructs.

Downloads

Download data is not yet available.

Article Details

How to Cite
Aparicio Flores, M. P., Ortega Sandoval, V. N., Fernández Sogorb, A., & García Fernández, J. M. (2019). Perfectionism differences depending on low and high and leve lof negative emotion that cause stimuli or situations related to school. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 1(2), 421–430. https://doi.org/10.17060/ijodaep.2019.n2.v1.1712
Section
Articles
Author Biographies

Mª Pilar Aparicio Flores, Universidad de Alicante

Universidad de Alicante

Virginia Narcisa Ortega Sandoval, Universidad Central del Ecuador

Universidad Central del Ecuador

Aitana Fernández Sogorb, Universidad de Alicante

Universidad de Alicante

José Manuel García Fernández, Universidad de Alicante

Universidad de Alicante

References

Antamba-Chacua, L. (2015). Estadística Educativa, Reporte de indicadores, 1 (1), 1-30.

Attwood, G. y Croll, P. (2006). Truancy in secondary school pupils: Trajectories and pupil perspectives. Research Papers in Education, 21 (4), 467-484. doi: 10.1080/02671520600942446

Cava, M. J. y Musitu, G. (2003). Dificultades de integración social en el aula: relación con la autoestima y propuestas de intervención. Informació psicológica, 83, 60-68.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum.

Egger, H. L., Costello, J. E. y Angold, A. (2003). School refusal and psychiatric disorders: a community study. Journal of the American Academy of Child & Adolescent Psychiatry, 42 (7), 797-807, doi:10.1097/01.CHI.0000046865.56865.79

Essau, C.A., Conradt, J., Sasagawa, S. y Ollendick, T. H. (2012). Prevention of anxiety symptoms in children: results from a universal school-based trial. Behavior Therapy, 43, 450-464. doi: 10.1016/j.beth.2011.08.003

Flett, G. L. y Hewitt, P. L. (2014). Perfectionism and perfectionistic self-presentation in social anxiety. In S. G. Hofman, y P. M. Dibartolo (Eds.), Sociall anxiety: Clinical, developmental, and social perspectives (pp.160-183) (3rd ed). London, UK: Elservier

Flett, G. L., Hewitt, P. L., Boucher, D. J., Davidson, L. A. y Munro, Y. (2000). The Child-Adolescent Perfectionism Scale: development, validation, and association with adjustment. Manuscrito inédito, York University, Toronto, Ontario, Canadá.

Flett, G. L., Hewitt, P. L., Besser, A., Su. C., Vaillancourt, T., Boucher, D., … Gale, O. (2016). The child-adolescent perfectionism scale: development, psychometric of Psychoeducational Assessment, 34 (7), 634-652. doi: 10.1177/07342829166651381

Frost, R. O., Heimberg, R. G., Holt, C. S., Mattia, J. I. y Neubauer, A. L. (1993). A comparison of two measures of perfectionism. Personality and Individual Differences, 14 (1), 119-126. doi: 10.1016/0191-8869(93)90181-2

Gonzálvez, C., Inglés, C. J., Kearney, C. A., Vicent, M., Sanmartín, R. y García-Fernández, J. M. (2016). School Refusal Assessment Scale-Revised: Factorial Invariance and Latent Means Differences across Gender and Age in Spanish Children. Frontiers in Psychology, 7, 1-10. doi:10.3389/fpsyg.2016.02011

Gonzálvez, C., Vicent, M., Inglés, C. J., San Martín, N. L., García-Fernández, J. M. y Martínez-Monteagudo, M. C. (2015). Diferencias en Perfeccionismo Socialmente Prescrito en función del rechazo escolar. International Journal of Developmental and Educational Psychology, 1 (1), 455-461. doi: 10.1760/ijodaep.2015.n1.v1.47

Hamacheck, D. (1978). Psycho-dynamics of normal and neurotic perfectionism. Phychology. 15, 27-33

Jones, A. M. y Suveg, C. (2015). Flying under the radar: School reluctante in anxious youth. School Mental Health: A multidisciplinary Research and Practice Journal, 7 (3), 212-223. doi: 10.1007/s12310-015-9148-x

Kearney, C. A. (2002). Identifiyng the Function of School Refusal Behavior: A Revision of the School Refusal Assessment Scale. Journal of Psychopathology and Behavioral Assessment, 24 (4) 235-245.

Kearney, C. A. (2005). Confirmatory Factor Analysis of the School Refusal Assessment Scale-Revised: Child and Parent Versions. Journal of Psychopathology and Behavioral Assessment, 28 (3), 139-144. doi: 10.1007/s10862-005-90005-6

Kearney, C. A. (2006). Confirmatory factor analysis of the School Refusal Assessment Scale–Revised: Child and parent versions. Journal of Psychopathology and Behavioral Assessment, 28 (3), 139-144. doi: 10.1007/s10862-005-9005-6

Kearney, C. A. y Albano, A. M. (2004). The functional profiles of school refusal behavior: Diagnostic aspects. Behavior Modification, 28(1), 147-161. doi: 10.1177/0145445503259263

Kearney, C. A. y Bates, M. (2005). Addressing school refusal behavior: suggestions for frontline professionals. Children and Schools, 27 (4), 207-216. doi: 10.1093/cs/27.4.207

Ortega- Sandoval, V. N. (2019). Rechazo escolar del alumnado de Bachillerato en la ciudad de Quito (Tesis doctoral). Universidad de Alicante, Alicante, España.

Stoeber, J. y Otto, K. (2006). Positive conceptions of perfectionism: Approaches, evidence, challengs. Personality and Social Psychology review, 10 (4), 295-319. doi:10.1207/s15327957pspr1004_2

Vicent, M. (2017). Estudio del perfeccionismo y su relación con variables psicoeducativas en la infancia tardía (Tesis doctoral). Universidad de Alicante, Alicante, España.

Vicent, M., Gonzálvez, C., Lagos-San Martín, N., Gomis, N., Inglés, C. J. y García-Fernández, J. M. (2014). El perfeccionismo como predictor del rechazo escolar. En Espada, Orgilés, Piqueras y Carratalá (comps.), IV Symposium nacional de psicología clínica y de la salud con niños y adolescentes (pp.73). Madrid: Pirámide