• Korean Journal of Childcare and Education
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• v.17 no.6
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• pp.1-14
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• 2021

Objective: The purpose of this study was to classify early childhood educators' perfectionism types and to identify differences in teacher self-efficacy and teachers burnout according to the types of perfectionism. Methods: The participants of this study were 309 teachers working at early childhood education centers in Seoul, Gyeonggi-do, Daejeon, Se-jong, Kim-Cheon, and Hong-Sung, South Korea. Early childhood educators were surveyed regarding perfectionism, teacher self-efficacy and teacher burnout. The collected data were analyzed using K-means cluster analyses and analysis of covariance. Results: Cluster analyses with self-oriented perfectionism and other-oriented perfectionism as cluster variables resulted in three types of perfectionism among early childhood educators; 'self-other directed perfectionism(33.0%)', 'other directed perfectionism(35.0%)' and 'non perfectionism(32.0%)'. Educators with self-other directed perfectionism reported higher teacher self-efficacy and lower teacher burnout than educators with other directed perfectionism or with non perfectionism. Conclusion/Implications: Early childhood educators' perfectionism may be a significant personality trait linked to quality of education and care in real education settings.

• Journal of the Korean Home Economics Association
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• v.45 no.10
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• pp.83-95
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• 2007

The purpose of this study was to investigate the effect of parental attachment on the subjective well-being of undergraduate students and the role of perfectionism. Undergraduate students(N=416) were administered a questionnaire on parent and peer attachment, and the results were characterized by the well-being scale, and multidimensional perfectionism scale. The results indicated that trust had a positive effect on life satisfaction, whereas isolation had a negative effect on life satisfaction. Parental communication had a positive effect on self-oriented perfectionism and socially prescribed perfectionism. Self-orientated perfectionism and socially prescribed perfectionism had a positive effect on positive affection and life satisfaction and, socially prescribed perfectionism had a positive effect on negative affection. A hierarchial strategy for multiple regression was conducted to examine the role of perfectionism. The result indicated that self-oriented perfectionism mediated the effect of communication on positive affection, and socially prescribed perfectionism mediated the effect of trust on negative affection. In addition, socially prescribed perfectionism mediates the effect of isolation on negative affection.

• Journal of the Korean Home Economics Association
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• v.43 no.10 s.212
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• pp.25-38
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• 2005

The purpose of this study was to investigate the effects of personal and parental variables on perfectionism of gifted children. The study subjects were 113 gifted children who were taking a special educational program at D academy of Gifted Education, located in the city of Taegu. They were in the 5th and 6th grades at elementary school. The instruments of measurement were Perfectionism Scale, Achievement Goal Scale, and Parenting Behavior Scale. The major findings of this study are as follows 1) The gifted children's perfectionism didn't have any significant difference according to nx, grade, and parent's educational level. 2) There were significant correlations between the gifted children's perfectionism and achievement goal. 3) There were significant correlations between the gifted children's perfectionism and parent's perfectionism. 4) There were significant correlations between the gifted children's perfectionism and parenting behavior.5) Achievement goal affected perfectionism.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.9
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• pp.5875-5887
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• 2015

This research aimed to investigate the relations of perfectionism and multicultural attitude upon a premise that sub-factors of the perfectionism : self-oriented perfectionism, other-oriented perfectionism and socially-prescribed perfectionism are related to multicultural attitude and to examine the moderation effect of self-acceptance on the relation between perfectionism and multicultural attitude. The questionnaires designed to measure multidimensional perfectionism, unconditional self-acceptance and multicultural attitude were administered to 258 office workers in Seoul and Gyeoggi-Do. The results from correlation analysis and regression analysis were as followed. First, sub-factors of the perfectionism was partially associated with sub-factors of multicultural attitude. In particular two sub-factors of the perfectionism : 'self-oriented perfectionism', 'other-oriented perfectionism' yielded effect on multicultural attitude, controlling the effects of other subscales. Second, unconditional self-acceptance moderated the relation between 'self oriented perfectionism' and sub-factor of the multicultural attitude : 'recognizing difference'. And unconditional self-acceptance moderated the relation between 'socially prescribed perfectionism' and sub-factors of the multicultural attitude : 'recognizing difference', 'openness and acceptance'. This present findings not only extend understandings about relationship between perfectionism and multicultural attitude by examining self-concept : unconditional self-acceptance but also provide that it isn't helpful that further support and rationale for unconditional self-acceptance as intervention for targets to focus in counseling process for those who suffer from perfectionism.

• Korean Journal of Child Studies
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• v.31 no.2
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• pp.209-227
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• 2010

This study examined the relationship among parenting behaviors, children's perfectionism and achievement motivation, using a sample of 338 fifth and sixth graders. The participants completed questionnaires on parenting behaviors and their perfectionism and achievement motivation. Data were analyzed by factor analyses and multiple regression analysis. Both boys and girls had higher achievement motivation when they perceived higher parental levels of acceptance, and girls showed higher achievement motivation when they perceived higher maternal control/over-expectation. Boys who exhibited self-oriented and socially prescribed perfectionism and girls who exhibited self-oriented perfectionism showed higher achievement motivation. Boys had higher self-oriented and socially prescribed perfectionism when perceiving higher parental acceptance and control/over-expectation. Girls showed higher self-oriented perfectionism when perceiving higher parental acceptance and control/over-expectation, and they showed higher socially prescribed perfectionism when perceiving higher paternal control/over-expectation and maternal acceptance and control/over-expectation. It was revealed that both boys' and girls' perfectionism tended to play mediating roles between parenting behaviors and achievement motivation.

• Korean Journal of Child Studies
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• v.35 no.1
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• pp.61-76
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• 2014

This study examined the effects of perfectionism and cognitive-emotion regulation strategies on the test anxiety. The participants in this study were 423(227 boys, 196 girls) 6th graders recruited from four elementary schools in Seoul, Korea. The participants completed the Test Anxiety Inventory-Korea(Kim, 1991), the Child and Adolescent Perfectionism Scale(CAPS; Flett at al, 2000), and the Cognitive-Emotion Regulation Questionnaire(CERQ; Garnefski, 2001). The results of this study were as follows. First, self-oriented perfectionism and socially prescribed perfectionism were both positively associated with test anxiety. Additionally, the children who used more adaptive cognitive-emotion regulation strategies reported lower test anxiety, whereas the children who used more maladaptive cognitive-emotion regulation strategies reported higher test anxiety. Secondly, there was an interactional effect between self-oriented perfectionism and maladaptive cognitive-emotion regulation strategies on test anxiety. Lastly, socially prescribed perfectionism and cognitive-emotion regulation strategies had a significant effect on children's test anxiety. However, there were no interactional effects observed between socially prescribed perfectionism and cognitive-emotion regulation strategies on test anxiety.

• Journal of the Korean Home Economics Association
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• v.50 no.1
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• pp.15-28
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• 2012

The purpose of this study was to examine: (1) the relationships among two dimensions of children's perfectionism (both self-oriented and socially prescribed), and levels of depression, anxiety, and self-esteem; (2) whether or not self-esteem mediates the relationship between children's self-oriented perfectionism, and depression and anxiety; and (3) whether self-esteem mediates the relationship between socially prescribed perfectionism, and depression and anxiety. The participants were 406 fifth and sixth graders. Their data were collected with questionnaires. It was found that there are significant correlations between children's self-oriented perfectionism, and depression and self-esteem, and there are also significant correlations between children's socially prescribed perfectionism, and depression, anxiety, and self-esteem. It was also found that self-esteem mediates the relationship between the two dimensions of children's perfectionism, and depression and anxiety. These results seem to indicate that enhancing healthy self-esteem could lower the risks of experiencing depression and anxiety in children with perfectionistic personality.

• Human Ecology Research
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• v.57 no.2
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• pp.281-293
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• 2019

This study aimed to examine the effects of socially prescribed perfectionism, sleep duration, and sleep quality on suicidal ideation in Korean high school students and to investigate if sleep duration and quality moderated the relationship between socially prescribed perfectionism and suicidal ideation. The participants of this study were 840 students (544 boys and 296 girls) from six high schools located in Seoul and Gyeonggi-do. The Suicidal Ideation Questionnaire (Reynolds, 1988) was used to measure suicidal ideation. And the socially prescribed perfectionism was assessed by the Multidimensional Perfectionism Scale (Hewitt & Flett, 1991). The students were asked to respond to a question regarding how long they slept a day as well as the Sleep Quality Scale (Yi, 2005). The data were analyzed with descriptive statistics and hierarchical regressions. The moderating effect of sleep duration and quality were investigated using the analysis procedures proposed by Baron and Kenny (1986). The results showed that the level of socially prescribed perfectionism and sleep quality increased the level of suicidal ideation. In addition, sleep quality moderated the relationship between socially prescribed perfectionism and suicidal ideation. The effect of socially prescribed perfectionism on suicidal ideation was greater when sleep quality was poor, compared to when it was good.

• Human Ecology Research
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• v.62 no.1
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• pp.165-179
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• 2024

This study examined the effects of perceived discrimination on multicultural adolescents regarding feelings of This study examined the direct effect of socially prescribed perfectionism on interpersonal anxiety in upper elementary school students and the sequential mediating effect of dichotomous thinking and rejection sensitivity on this relationship. The sample comprised 306 upper elementary school students (grades 4 to 6; 149 boys, 48.7%) in Seoul, Incheon, and Busan. The Data were collected through an online self-report questionnaire completed by the participants and analyzed using SPSS version 27.0 and MPlus version 8.7 software. The analyses revealed three key findings. First the direct effect of socially prescribed perfectionism on interpersonal anxiety was not statistically significant. Second dichotomous thinking mediated the relationship between socially prescribed perfectionism and interpersonal anxiety, whereas rejection sensitivity did not. Finally, socially prescribed perfectionism influenced interpersonal anxiety through the sequential mediation of dichotomous thinking and rejection sensitivity. In conclusion, although socially prescribed perfectionism does not directly influence interpersonal anxiety, children may experience interpersonal anxiety in situations involving dichotomous thinking due to socially prescribed perfectionism, leading to rejection sensitivity. These findings suggest that interventions for interpersonal anxiety in upper elementary school students should focus on psychological problems attributed to socially prescribed perfectionism.

• The Journal of the Korea Contents Association
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• v.22 no.7
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• pp.290-306
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• 2022

The purpose of this study was to look how workaholism regulates the effect on the relation between the perfectionism types - self-oriented perfectionism (SOP), other-oriented perfectionism (OOP), Socially prescribed perfectionism (SPP) - and burnout. To do this study, 250 data collected from people who would be over 20 years old in the country using Korean Version of Hewitt's Multidimensional Perfectionism Scale, Korean Version of Workaholism Battery, Maslach Burnout Inventory. To analyze the result of the questionnaire survey, Descriptive statistic, correlation analysis, t-test, regression analysis, two-way ANOVA were performed using SPSS. As a result, the interaction between SPP and workaholism showed the meaningful effect on burnout. In other words, while SPP lower group experiences less cynicism regardless of the degree of workaholism, SPP upper group experiences noticeable more cynicism when they are in the lower workaholism group, suggesting that workaholism may have a positive effect of making someone experience less burnout.