Kristie L. Speirs Neumeister

Factors Influencing the Development of Perfectionism in Gifted College Students

This study is part of a larger research investigation of perfectionism in gifted college students. Employing a qualitative interview design, this study examined factors contributing to the development of two dimensions of perfectionism, socially prescribed and self-oriented, in gifted college students. Findings indicated that exposure to parental perfectionism and an authoritarian parenting style led to the perception of stringent expectations, self-worth tied to achievement, and a fear of disappointing others, which collectively influenced the development of socially prescribed perfectionism. Factors contributing to the development of self-oriented perfection included mastery of early academic experiences without effort, no previous experience with academic failure, and modeling of parental perfectionism. Implications for future research and recommendations for parents and educators of gifted children are suggested.

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

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.

Understanding the Relationship Between Perfectionism and Achievement Motivation in Gifted College Students

This study is a slice of an overarching research investigation of perfectionism in gifted college students. Utilizing a qualitative interview design, this study examined how gifted college students scoring high on 1 of 2 different dimensions of perfectionism (socially prescribed or self-oriented) perceived their achievement motivation. Findings indicated that, for the socially prescribed perfectionists, an underlying motive to avoid failure influenced their achievement goals and behaviors. Based on this motive, they set both performance-avoidance and performance-approach goals and tended toward procrastination in their work. In contrast, an underlying motive to achieve influenced the achievement goals and behaviors of the self-oriented perfectionists. These participants set both mastery and performance approach goals. They developed a strong work ethic, and they were motivated to seek out challenges. Implications of these findings are suggested, and recommendations for parents and educators working with gifted perfectionistic students are discussed.

Fourth-Grade Teachers' Perceptions of Giftedness: Implications for Identifying and Serving Diverse Gifted Students.

The present study sought to examine the perceptions of giftedness and identification procedures held by experienced teachers of gifted minority students. Twenty-seven 4th-grade teachers of gifted students in an urban school system with a high representation of minority and economically disadvantaged students were surveyed. Results indicated that experienced teachers still held a narrow conception of giftedness and were not aware of how culture and environmental factors may influence the expression of giftedness in minority and economically disadvantaged students. Findings also indicated that these teachers expressed concerns for approximately one third of their students qualifying for the gifted program. These concerns were based primarily on students having a skill deficit in one area, poor work habits, or behavioral or family problems. Teachers were less likely to notice gifted characteristics in these students compared to other identified students, even though both groups were identified in the same way. Implications for teaching gifted minority and economically disadvantaged students are discussed.

Gifted High-School Students' Perspectives on the Development of Perfectionism

Through the use of in-depth interviews, this study investigated how gifted high-school students scoring high on at least one measure of perfectionism (self-oriented, socially prescribed, or other-oriented) perceived their perfectionism as developing. Findings suggested support for three family history models outlined by Flett, Hewitt, Oliver, and Macdonald (2002). Lack of challenge in their early academic experiences was also indicated as an influence. Findings are discussed within the context of the current literature on perfectionism in gifted students, and avenues for future research are suggested.

Development of an identification procedure for a large urban school corporation: Identifying culturally diverse and academically gifted elementary students

This paper describes the identification process of a Priority One Jacob K. Javits grant, Clustering Learners Unlocks Equity (Project CLUE), a university‐school partnership. Project CLUE uses a “sift‐down model” to cast the net widely as the talent pool of gifted second‐grade students is formed. The model is based on standardized test scores, a nonverbal ability test score, and/or a checklist completed by parents and/or teachers. Analysis of the year one data revealed an increase in Hispanic and English as a Second Language (ESL) student representation in the gifted program. Teachers’ reactions to the identification process after working with the gifted students identified through Project CLUEs screening process are also described.

Psychological Types of Academically Gifted Adolescents.

This study provides descriptive information about the psychological types of a sample of 931 gifted adolescents who attended a public residential academy. Psychological types are assessed with the Myers-Briggs Type Indicator (MBTI). The MBTI reports on four pairs of personality types: Extraversion/Introversion (E/I), Sensing/Intuition (S/N), Thinking/Feeling (T/F), and Judging/Perceiving (J/P). Overall, the most common types reported by this sample were INTJ, INTP, INFP, ENFP, and ENTP. Comparisons between gifted and norming samples are reported. Gender differences for the gifted sample were found on E/I, with males orienting toward I and females orienting toward E. Gender-specific comparisons between gifted and norming samples reveal that gifted females had a greater tendency toward I and T, and gifted males had a greater tendency for I. Overall, both genders in the gifted sample tended to be NP types.

Interpreting Successes and Failures: The Influence of Perfectionism on Perspective.

The findings reported in this article are part of a larger study investigating perfectionism in gifted college students. This qualitative interview study examined differences in the interpretation of successes and failures between gifted college students scoring high on either socially prescribed or self-oriented perfectionism. Findings indicated that socially prescribed perfectionists tended to minimize their successes. They made internal attributions for failure, and they overgeneralized and inflated its ramifications. In contrast, self-oriented perfectionists took pride in their successes and made internal attributions for them. With regard to their failures, they made attributions that were situation-specific, and they were able to keep them in perspective. However, they did report frustration and anger when confronting a failure in a situation where they had applied their greatest effort. Based on these findings, implications for future research and recommendations for parents and educators of gifted children are suggested.

Parenting Style, Perfectionism, and Creativity in High-Ability and High-Achieving Young Adults

The current study explores the potential relationships among perceived parenting style, perfectionism, and creativity in a high-ability and high-achieving young adult population. Using data from 323 honors college students at a Midwestern university, bivariate correlations suggested positive relationships between (a) permissive parenting style and creativity and (b) authoritarian parenting style and socially prescribed perfectionism. Furthermore, negative relationships were also found between authoritarian parenting style and creativity. These relationships were further investigated using a path model that included control variables for gender and parent education level. Findings suggest statistically significant relationships between creativity and gender, authoritarian parenting and socially prescribed perfectionism, authoritarian parenting and creativity, and permissive parenting and creativity.

Fostering the Social and Emotional Development of Gifted Children through Guided Viewing of Film.

Teachers of gifted elementary school students seek strategies appropriate for fostering healthy social and emotional development in children. The authors propose guided viewing of film as a strategy through which teachers and counselors may assist young gifted students in gaining helpful insights to deal with problems they face. This article presents a theoretical foundation for this approach, a variety of strategies for implementation, and a collection of films appropriate for use with gifted students.