The current work provides a multi-methods exploration of how within-person subtypes of self-oriented perfectionism (SOP) and socially prescribed perfectionism (SPP) were related to shifts in health-promoting behaviors among adolescents following the onset of the COVID-19 pandemic.
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Prospective teachers' professional self-efficacy beliefs fully mediated the relationship between doubt about actions and learning goal orientation and the relationship between socially prescribed perfectionism and performance-approach goal orientation. Self-oriented perfectionism, self-worth contingencies, entitlement, and PTs' selfefficacy beliefs positively predicted their performance-approach goal orientation. While doubt about actions positively predicted work-avoidance goal orientation, concern over mistakes positively predicted prospective teachers’ performance-avoidance goal orientation. Socially prescribed perfectionism positively and significantly predicted prospective teachers' professional self-efficacy beliefs. The results revealed that different aspects of perfectionism, and professional self-efficacy belief predicted prospective teachers’ different professional goal orientations. The present study aims to investigate associations between prospective teachers’ professional achievement goal orientations, self-efficacy beliefs, and perfectionistic characteristics.
The implications of these findings for the understanding of the construct of perfectionism are discussed. The first of these reflected maladaptive evaluation concerns, and the second reflected positive achievement strivings. A factor analysis using the 9 subscales resulted in a conceptually clean two-factor solution. Personal Standards, Other-Oriented Perfectionism).
Concern over Mistakes, Socially- Prescribed Perfectionism), while those which have been found to be related to more “healthy” characteristics were associated with positive affect (e.g. Those dimensions which have been found to be related to symptoms of psychopathology were most closely related to negative affect (e.g. The subscales from each measure showed differential relationships with measures of positive and negative affect. Frost et al.'s Concern over Mistakes, Parental Expectations and Parental Criticism scales were independently correlated with Hewitt and Flett's Socially-Prescribed Perfectionism scale.
Frost et al.'s Personal Standards scale was most closely associated with Hewitt and Flett's Self-Oriented Perfectionism scale. Frost et al.'s Total Perfectionism score appears to reflect a global dimension of perfectionism which is correlated with Hewitt and Flett's Self-Oriented and Socially-Prescribed scales, and less closely related to the Other-Oriented scale. There was considerable overlap in the two measures of perfectionism. Their relationship to each other, as well as to measures of affect, were examined. College students completed the Frost, Marten, Lahart and Rosenblate (1990 Cognitive Therapy and Research, 14, 449–468) Multidimensional Perfectionsim Scale and the Hewitt and Flett (1991 Journal of Personality and Social Psychology, 60, 456–470) scale of the same name. This study compares two recently developed measures of perfectionism.
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