Department of Educational, School & Counseling Psychology, University of Missouri—Columbia, Coulumbia, MO 65211, USA.
J Couns Psychol. 2011 Jul;58(3):321-34. doi: 10.1037/a0023108.
The present study used a person-centered latent variable approach to classify types of perfectionism among 6th-grade African American children living in an urban setting. In particular, the authors were interested in determining whether an adaptive subtype could be found and validated against external criteria. The authors also attempted to identify any developmental precursors that could reliably differentiate the perfectionist subtypes. A social learning and competence framework was used to select potential 1st-grade risk and protective factors for future perfectionism profiles. Four classes best described the children's perfectionism scores in 6th grade. Three of these classes resembled the profiles most commonly seen in prior perfectionism research (Non-Critical/Adaptive, Critical/Maladaptive, and Non-Perfectionist). The fourth class, Non-Striving, was characterized by extremely low levels of reported personal standards. Sixth-grade correlates confirmed the distinctiveness of these classes. In particular, the Critical/Maladaptive and Non-Striving classes had higher rates of internalizing symptoms and disorders. Additionally, several 1st-grade predictors suggested unique developmental origins of these classes. The Critical/Maladaptive class was characterized by lower academic skills and elevated teacher-rated attention problems, hyperactivity, shyness, and peer rejection. The Non-Striving class had higher rates of family alcohol problems and lower levels of parent praise. Implications regarding the universal and culture-specific origins and effects of perfectionism are discussed.
本研究采用以人为中心的潜在变量方法，对生活在城市环境中的 6 年级非裔美国儿童的完美主义类型进行分类。特别是，作者有兴趣确定是否可以找到一种适应性亚型，并通过外部标准进行验证。作者还试图确定任何可以可靠地区分完美主义亚型的发展前体。社会学习和能力框架被用来选择未来完美主义特征的潜在一年级风险和保护因素。四类最能描述儿童在 6 年级的完美主义得分。其中三类与之前的完美主义研究中最常见的特征相似（非批判/适应性、批判/适应不良和非完美主义）。第四类，不努力，特点是报告的个人标准极低。六年级的相关因素证实了这些类别的独特性。特别是，适应不良的批判类和不努力的类具有更高的内化症状和障碍的发生率。此外，一些一年级的预测因素表明了这些类别的独特发展起源。适应不良的批判类的特点是较低的学术技能和较高的教师评定的注意力问题、多动、害羞和同伴拒绝。不努力的类具有较高的家庭酗酒问题发生率和较低的父母表扬水平。讨论了完美主义的普遍和文化特定起源和影响。
