Browsing by Subject "perfektionismiprofiilit"
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(2023)Aims. The first aim of this study was to identify the types of perfectionistic profiles found among university students. The second aim was to examine how these profiles differ with regards to academic burnout, engagement and procrastination. Methods. The data were collected as part of a larger ”University students’ well-being during the Covid-19 pandemic” -project. In total, 737 students from three different universities responded to the questionnaire, establishing a suitable data set. The data were analyzed with a person-centered approach, informed by the 2 x 2 -model of perfectionism. Two Step -cluster analysis was used to classify students into perfectionistic profiles and analyses of variance (ANOVA) were conducted to examine profile differences in academic well-being and procrastination. Results and conclusions. Four distinct profiles based on perfectionistic tendencies were identified; ambitious (31,1%), carefree (35,6%) perfectionists (16,7%) and concerned (16,2%). The ambitious group was associated with the highest rates of academic engagement and the lowest rates of academic burnout and procrastination. The carefree group reported the second highest rates of engagement and the second lowest rates of academic burnout and procrastination. The perfectionist group reported the highest rates of emotional exhaustion as well as feelings of inadequacy related to academic burnout. The perfectionists also reported the second highest rates of procrastination and the second lowest rates of academic engagement. The concerned group was associated with the highest rates of cynicism related to academic burnout, the highest rates of procrastination and the lowest amount of academic engagement. This study verified the severity of perfectionistic tendencies as a discerning factor regarding university students’ academic well-being. Based on the results, especially the detrimental impacts of perfectionistic concerns should be considered both on an individual and societal level. Societal impacts have been assessed relating to the individualistic and competitive nature of today’s neoliberal educational policies. On an individual level, the mitigating effects of self-compassion on perfectionistic concerns have been discussed.
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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.
Now showing items 1-2 of 2