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Gifted Child Quarterly
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Perfectionism in High-Ability Students: Relational Precursors and Influences on Achievement Motivation

Kristie L. Speirs Neumeister

Ball State University

Holmes Finch

Ball State University

The purpose of the present study was to create and test a model that (a) illustrated variables influencing the development of perfectionism, and (b) demonstrated how different types of perfectionism may influence the achievement goals of high-ability students. Using a multiple-groups path analysis, the researchers found that parenting style was related to attachment, with authoritative and permissive parenting associated with secure attachment and authoritarian and uninvolved parenting associated with insecure attachment. Attachment, in turn, was related to perfectionism, with insecure attachment associated with either self-oriented or socially prescribed perfectionism. In addition, the model then illustrated that perfectionism would influence achievement goals, with self-oriented perfectionists more likely to set mastery or performance-approach goals, and socially prescribed perfectionists more likely to set performance-approach or performance-avoidance goals. The findings of this study are interpreted in the context of the existing literature, and implications for working with high-ability perfectionistic students are discussed.

Gifted Child Quarterly, Vol. 50, No. 3, 238-251 (2006)
DOI: 10.1177/001698620605000304
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