Browsing by Subject "perfektionismi"
Now showing items 1-7 of 7
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(2023)In spite of the current wide-spread use of the idea of our personal liberties, not enough attention is given to the actual justification of this concept itself: from what philosophical grounds our liberties can be argued from and how the value of our personal liberties stands itself as a philosophical concept. One of the most important philosophers defending our personal liberties is widely perceived to be John Stuart Mill (1806-1873), an English philosopher who developed his thinking on liberty in the 19th century. However, the plausibility Mill’s hedonistic ethics has been widely criticized in philosophical literature. This research examines John Stuart Mill’s hedonistic ethics and his hedonistic defence for our personal liberties. The thesis asks, can Mill’s defence of our liberty that relies purely on the foundation of hedonism be plausible? The first chapter introduces the research question and the structure of the research. The second chapter first presents Mill’s core ethical ideas and then introduces how a perfectionist reading can challenge the hedonism of Mill’s ethics. The third chapter discusses G.E. Moore’s critique against hedonism. Chapter 4 defends Mill’s justification for his hedonistic foundation for morality with Geoffrey Sayre-McCord’s thinking. Chapters 5 and 6 examine Sarah Conly’s theory and her critique against Mill’s simple principle for liberty and argue the critique is not plausible if we read Mill as a hedonist. The concluding chapter draws together the results of the study. The thesis focuses on the problems of the arguments against Mill’s hedonistic ethics showing how these arguments fail to convince that the hedonistic reading of Mill’s ethics is not plausible. As a conclusion, the research provides arguments for why it is plausible to continue to interpret and examine Mill as a hedonist and argue for a hedonistic defence of our personal liberties regardless of the several things Mill states that appear to not adhere to the single value of hedonism. The research suggests that despite the challenges presented in this work, there remains a plausible rationale to continue to read Mill as a hedonist and argue for our personal liberties from this foundation. However, the conclusion is conditional. The research also shows that to plausibly argue for our personal liberties, Mill’s overall concept of happiness that contains the ideas of individuality and social flourishing, needs to be understood through the aspect of constant human progress. Whether such a concept of happiness can be argued to be a merely hedonistic concept, however, falls out of the scope of this research.
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(2022)The study examined Finnish classroom teachers’ self-compassion and perfectionism in relation to burnout. The study sought to find out how self-compassion and perfectionism affect the burnout experienced by classroom teachers and what kind of relationship there is between self- esteem and perfectionism. Previous studies have shown that perfectionistic concerns are a risk factor for burnout. Self-compassion has been found to affect very positively for a person's well- being and resilience. In Finland, no research has been conducted among teachers about these topics. The data was collected via an online questionnaire. The questionnaire was sent to teachers by Luokanopettajat ry -email list and Alakoulun Aarreaitta -Facebook group. The questionnaire measured burnout by Maslach Burnout Invetory, perfectionism by The Short Almost Perfect and self-compassion by Self-Compassion Short Form. Answers were received from 153 classroom teachers. Self-compassion was negatively correlated with perfectionist concerns and all dimensions of burnout. Perfectionist concerns were positively correlated with all dimensions of burnout. Two different groups of perfectionism and self-compassion were found. The second group (46%) consisted of teachers with high self-criticism, high perfectionistic concerns and perfectionistic strivings and low self-compassion This group was named as self-critical teachers. Teachers in the second group (54%) were more self-compassionate and less critical about themselves. This group was named as self-compassionate teachers. Self-critical teachers experienced more exhaustion than self-compassionate teachers. No statistically significant difference was found between these groups for cynicism and inefficacy. Based on the correlation matrix, self- compassion was negatively and perfectionistic concerns were positively related to all the dimensions of burnout. Perfectionistic strivings correlated negatively with inefficacy so striving for perfection seems to be protective factor against inefficacy. According to the study, self- criticism and perfectionist concerns are predisposing factors for burnout. Self-compassion seems to protect teachers from burnout.
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(2020)Tutkielman tavoite on esittää argumentti, joka vastaa tyypilliseen liberalismia vastustavaan argumenttiin. Vasta-argumentti liberalismille nousee yleensä viitekehyksestä, jota voi kuvata konservatismiksi, kommunitarismiksi tai perfektionismiksi. Työssä käsitellään Thomas Hobbesin, John Stuart Millin, Isaiah Berlinin, Gerald MacCallumin, Quentin Skinnerin ja Joel Feinbergin vapauskäsityksiä. Analyysin ja argumentoinnin kautta esitetään oma vapauden käsite. Tämä käsitys vapaudesta määrittelee samalla sitä, millainen on neutraali liberalistinen yhteiskunta. Neutraalilla tarkoitetaan sitä, ettei tällaisessa yhteiskunnassa ohjata tai pakoteta ihmisiä tietynlaiseen käsitykseen hyvästä elämästä, tiettyihin hyvän elämän arvoihin. Robert Audin artikkelin kautta käsitellään liberalistisen valtion suhdetta erilaisiin maailmankatsomuksiin. Tässä todetaan, että Audin argumentti keskittyy arkikäsityksen mukaisesti uskonnoiksi ymmärrettyihin maailmankatsomuksiin. Tämän huomioidaan johtavan ristiriitaan Audin itsensä esittämän neutraliteetin periaatteen kanssa. Tutkielmassa argumentoidaankin, että uskonnon käsitettä ei tarvitse lainkaan yhteiskuntafilosofisessa keskustelussa. Jos uskonnon luokittelukäsitettä käytetään jollain tavalla, rajataan jotain ilmiöitä pois uskonnon luokasta. Tämä aiheuttaisi ihmisten eriarvoisen aseman, mikä ei ole mahdollista neutraalissa yhteiskunnassa. Jos vain tietyllä tavalla uskonnoksi luokitellut maailmankatsomukset saisivat erityisen aseman, loukattaisiin muunlaisia elämänkatsomuksia arvostavien ihmisten vapautta. Tutkielmassa käsitellään Steven Wallin perfektionistista argumenttia rajoitetun neutraaliuden periaatteesta. Tämän todetaan vetoavan tyypilliseen liberalismia vastustavaan argumenttiin, jonka mukaan autonomiaa eli vapautta arvostava yhteiskunta ei ole neutraali. Työssä argumentoidaan, että neutraalius kaikkien arvojen suhteen ei voi määritelmällisesti olla mahdollista, mikäli on jokin yhteiskunta, johon on valittu joitakin elementtejä. Näitä valittuja elementtejä tutkielman pääargumentissa kutsutaan konstitutiivisiksi arvoiksi. Konstitutiivisten arvojen tarkoitus on mahdollistaa neutraali liberalismi: tarjota ihmisille kyvyt ja valmiudet mahdollisimman itsenäisesti muodostaa käsitystään hyvästä elämästä ja tavoitella sen mukaista elämää; suojata ihmisiä sorrolta ja pakottamiselta, kaikelta, mikä estää vapautta halutunlaiseen toimintaan. Pääargumentissa viitataan Heta Gyllingin argumenttiin, jonka tavoite on osoittaa, että liberalismi on kaikille toiseksi paras vaihtoehto.
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(2021)Goals. The general upper secondary school (high school) has faced several reforms lately. Meanwhile high school students’ school burnout has increased. Some of the reforms, for example, the student admissions reform in higher education institutions, has been feared to put even more pressure on the already exhausted high school students. Perhaps they may experience pressure to perform perfectly in their studies. The purpose of this study was to explore the relationship between high school students’ perfectionism and school burnout. The study examined the connection between high school students’ perfectionism, school burnout and some background factors. It also analyzed how the students’ perfectionism and school burnout explained and predicted each other taking the background factors into account. Differences in the students’ perfectionism and school burnout in relation to different background factors were also examined. Methods. The research data was collected with an online survey, which was answered by 111 students from two high schools in Uusimaa. The data was analyzed with SPSS Statistics 27.0. The relationship between the students’ perfectionism and school burnout, as well as their relationship with some background factors were studied by exploring their correlations. How the students’ perfectionism and school burnout explained and predicted each other, taking the background factors into account, was analyzed with linear regression analysis. To study differences in the students’ perfectionism and school burnout in relation to some background factors, variance analysis (ANOVA) and the t-test, among others, were used. Results and conclusions. High school students’ perfectionism and school burnout correlated positively, but the connection was stronger with perfectionistic concerns than perfectionistic strivings. Being female and experiencing the need of special education or other support for learning were positively correlated with perfectionistic concerns and school burnout, while higher education of the students’ caretakers was negatively correlated with them. The strongest predictors for, for example, school-related exhaustion were perfectionistic concerns and being female. In addition, for example, girls reported more perfectionistic concerns and school burnout than boys. Thus, perfectionism should be taken into account in the prevention of school burnout.
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(2020)Multidimensional perfectionism is characterised by a combination of two individual tendencies: perfectionistic strivings, which refer to striving for excessively high personal standards, and perfectionistic concerns, which refer to evaluating overly critically one’s own accomplishments. Achievement goal orientations refer to individuals generalized tendencies to favour certain types of goals in achievement settings. Together these frameworks address both the level and the quality of goals students set for themselves. The purpose of the present study was to examine the relationships between perfectionism and achievement goal orientations among upper secondary school students. This study ultilized a group-based approach and classified students based on their patterns of perfectionistic strivings and perfectionistic concerns. In previous studies, subgroups of perfectionists have differed in their achievement goal orientations. Here, it was further investigated whether these subgroups show meaningful differences also in their subject-specific (i.e., mathematics and English) achievement goal orien-tations. The participants in the present study were 434 general upper secondary school students from Southern Finland, who completed online questionnaires. Students were classified by using TwoStep cluster analysis, and group differences in achievement goal orientations in two different school subjects were examined through analyses of variance. Four distinct perfectionism profiles (perfectionists 21,3%, ambitious 23,8%, concerned 35,6% and non-perfectionists 19,2%) were identified. The ambitious students highlighted mastery-intrinsic, mastery-extrinsic, and performance-approach orientations, while the concerned highlighted relatively more performance-avoidance and avoidance orientations. The perfectionists displayed high values in all orientations, while the non-perfectionists had relatively low value in all orientations, except for the avoidance orientation. Differences in subject-specific orientations were rather similar in both subjects, yet small differences were found. High concerns seemed to be linked with performance- and avoidance orientations. Especially the perfectionists, but also the concerned, are at the risk of adopting maladaptive goals and it might be useful to consider this in teaching and student counselling.
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(2016)The purpose of the present study was to examine relationships between achievement goal orientations and perfectionism, and the possible differences between general and sports program students in upper secondary school with respect to these phenomena. Achievement goal orientations refer to individual's generalized tendencies to favor certain type of goals and outcomes in an achievement context. Perfectionism is a personality characteristic, which as a multidimensional construct consists of both positive (high standards) and negative (dissatisfaction with the attainment of the goal) dimensions. Both achievement goal orientations and perfectionism have been linked to individual's well-being, interpretation of the environment, and achievement. There is only a few previous research that have studied the relationship between achievement goal orientations and perfectionism. The assumption in the present study is that students' achievement goal orientations have an effect on what kind of perfectionistic tendencies they display. Examining differences between athletes and non-athletes with respect to achievement motivation and perfectionism is a relative new study subject. By examining these differences, we might get important information whether young athletes have managed to combine the demands of their sports and upper secondary school studies. Finding the balance between these demands is one notable challenge student-athletes confront. The participants in the present study were 424 general upper secondary school students from different parts of Finland. General program was followed by 211 of students, and 213 of students followed sports program. A person-centred approach was applied to the data-analysis. Five distinct achievement goal orientation profiles were extracted by utilizing the TwoStep Cluster analysis. The profiles were named following the previous research, and according to their most dominant orientations (i.e., mastery-, success-, performance-avoidance- and avoidance-oriented, and indifferent). Differences between the profiles with respect to perfectionism were examined through a series of analyses of variance. Differences between general- and sports program students were examined through a series of analyses of variance, and through Cross Tabulation. As expected, students with different orientations towards studying differed from each other according to perfectionism. The mastery-, success- and performance-avoidance oriented students emphasized adaptive perfectionism. However, the success- and performance-avoidance-oriented students emphasized also maladaptive perfectionism. The indifferent students slightly highlighted maladaptive perfectionism. The avoidance-oriented students did highlight neither of the perfectionism dimensions. The findings suggest that students' motivational patterns have an influence on their perfectionistic tendencies. Maladaptive motivational patterns, as well as, maladaptive perfectionistic tendencies seem to accumulate to same students. It would be important to take these results into consideration at teaching and its design, so that students who need support and counseling would receive them. There were not significant differences between general and sports program students according to achievement motivation and perfectionism. The findings indicate that sport-oriented schools have managed to support young athletes to combine their intensive sports training and upper secondary school studies.
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(2015)The purpose of the present study was to examine the relationships between multidimensional perfectionism, achievement goal orientations, and distal goal setting. Multidimensional perfectionism is regarded as consisting of both positive and negative dimensions, and it is seen as a significant personality characteristic in individuals in achievement contexts. Achievement goal orientations refer to individuals' generalized tendencies to favour certain types of goals and outcomes in achievement settings. Distal goal setting refers to individuals' long-term goals, which, in the present study, are the grade goals that students have set for themselves. The relationship between perfectionism and achievement goals, as well as between perfectionism and aspiration level has been detected in previous studies. However, there has not been any previous studies concerning the relationship between multidimensional perfectionism and achievement goal orientations, which both play an important role in the adoption of goals and the interpretation of achievement contexts. Thus, the assumption in the present study is that perfectionistic characteristics in students have an effect on the adoption of achievement goal orientations, distal goals, and also on the revision of those goals. The participants in the present study were 156 first-year students (aged 16–17 years) from a general upper secondary school in a small southwestern town in Finland. The students completed two questionnaires: the first in the beginning of each course and the second during the courses. By using TwoStep cluster analysis, three distinct perfectionism profiles (i.e., adaptive, maladaptive, and non-perfectionists) were extracted. The between-group differences on the achievement goal orientations, goal setting, and goal revision were examined through a series of univariate analyses of (co)variance based on the perfectionism profile membership. As expected, the adaptive perfectionists were prone to adopt mastery-intrinsic, mastery-extrinsic, and performance-approach achievement goal orientations. In contrast, the maladaptive perfectionists highlighted performance-avoidance and avoidance goal orientations, while the non-perfectionists did not highlight any of the orientations. The adaptive perfectionists had the highest aspiration level and they also lowered their grade goals the least. The findings suggest that students' perfectionistic characteristics have an influence on their achievement goal orientations, goal setting, and goal revision. The maladaptive and non-perfectionists are at the highest risk of adopting low aspiration levels, maladaptive achievement goal orientations, and have the tendency to revise their goals downwards. It might be useful to take this into consideration at schools and in teaching, and to consider, if counselling needs to be given to those students.
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