Addressing Multidimensional Perfectionism in Gifted Adolescents with Affective Curriculum

Abstract

This study investigated the effects of an affective curriculum on multiple dimensions of perfectionism among middle school (grades 6–8) gifted students. A quasi-experimental nonequivalent control group design was employed; all participants (N = 153) completed pre- and posttests of the Goals and Work Habits Survey. The experimental group received affective curriculum consisting of nine 45–50-minute lessons in a gifted classroom for 6 weeks. Among participants with moderate to high levels of unhealthy perfectionism, t-tests showed the experimental group reported lower scores on Concern over Mistakes than the control group. Results of paired t-tests further revealed significant decreases in Concern over Mistakes, Doubts about Actions, and Personal Standards among unhealthy perfectionists in the experimental group. Translating multidimensional perfectionism theory into classroom-based interventions was successful in helping students decrease self-critical evaluative tendencies; however, the study showed no evidence of enhancing healthy perfectionism. Future directions and recommendations are discussed.

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