바로가기메뉴

본문 바로가기 주메뉴 바로가기

The Clusters of Multidimensional Perfectionism and Self-Determination, and their Differences in Academic Procrastination

Korean Journal of Social and Personality Psychology / Korean Journal of Social and Personality Psychology, (P)1229-0653;
2009, v.23 no.3, pp.39-56
https://doi.org/10.21193/kjspp.2009.23.3.003





  • Downloaded
  • Viewed

Abstract

This study examined natural groupings of people in terms of the sub-factors of Self-Oriented Perfectionism (Importance of Being Perfect and Perfectionistic Striving), Socially Prescribed Perfectionism (Conditional Acceptance and Others' High Standard) as well as Self Determination (Autonomy, Competence, Relatedness) and their differences in Academic Procrastination. The results from cluster analysis with a college student sample (N = 138) suggested the presence of three clusters. "The Adaptive Perfectionism-Pursuit Group" is characterized by the highest scores on Perfectionistic Striving and Being Perfect, and a higher score on Self-Determination than other groups, and showed a significantly low score on Academic Procrastination than others. By contrast, "Non-Perfectionism Group" is characterized by the lowest scores on Perfectionistic Striving, Others' High Standard, and Conditional Acceptance as well as the highest scores across two the sub-factors of Self-Determination, and showed a relatively high score on Academic Procrastination. Finally, "Expectation Correspondence Group", characterized by the highest scores on Conditional Acceptance and the lowest score on Self-Determination, showed the highest score on Academic Procrastination. This result suggests that those who believe others imposed them high standards along with a low level of Self-Determination may experience more Academic Procrastination behaviors than other people.

keywords
multidimensional perfectionism, self-determination, academic procrastination, 자기지향적 완벽주의, 사회부과적 완벽주의, 자기결정성, 학업지연행동

Reference

1.

권정혜, 박재우 (1998). 과제의 자아 위협도와 완벽주의가 과제 지연행동에 미치는 영향. 한국심리학회연차학술대회 논문집.

2.

고희경, 현명호 (2009). 완벽주의와 분노 표현양상 간 관계에서의 인지적 대처전략의 매개효과 검증. 한국심리학회지 임상, 28(1), 97-116.

3.

박재우 (1998). 대학생의 과제 지연 행동에 대한 완벽주의 모델과 역기능적 태도 모델의 비교. 고려대학교 석사학위 논문.

4.

배병훈, 심희천 (2007). 자기 결정성과 학업 꾸물거림이학업 스트레스에 미치는 영향 다변량잠재성장모형을 이용한 종단 분석. 아주대학교 석사학위 논문.

5.

서은희 (2006). 학업적 지연행동 극복 프로그램 개발 및효과연구. 연세대학교 석사학위 논문.

6.

서은희, 박승호 (2007). 의지통제와 학업적 지연행동의관계. 한국교육심리학회, 21, 423-436.

7.

윤숙경 (1996). 완벽성향과 자기개념에 따른 대학생의지연 특성의 차이. 연세대학교 석사학위 논문.

8.

이명희, 김아영(2008). 자기결정성이론에 근거한 한국형기본 심리 욕구 척도 개발 및 타당화. 한국심리학회지 사회 및 성격, 22(4), 157-174.

9.

이미라(2004). 완벽주의 성향과 학업동기관련 문제가 지연행동에 미치는 영향. 연세대학교 석사학위 논문.

10.

이은정(2002). 대학생의 학업적 지연행동과 완벽주의 및통제소재와의 상관 연구. 연세대학교 석사학위 논문.

11.

한기연(1993). 다차원적 완벽성 : 개념, 측정 및 부적응과의 관련성. 고려대학교 박사학위 논문.

12.

홍석인, 현명호 (2007). 완벽주의와 우울의 관계에서 우울반응양식의 효과검증. 한국심리학회 연차학술대회 논문집.

13.

Aitken, M. (1982). A personality profile of the student procrastinator. Unpublished doctoral dissertation. University of Pittsburg.

14.

Arthur, N. & Hayward, L. (1997). The relationships between perfectionism, achievement, and emotional distress in postsecondary students. Journal of College Student Development, 38, 622–632.

15.

Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497–529.

16.

Bowlby, R. (1979). Chaplains are different. British Medical Journal, 6256-1689.

17.

Burns, D. D. (1980). The perfectionist's script for self-defeat. Psychology Today, 14, 34-51.

18.

Campbell, J. C. & Paula, A. D. (2002). Perfectionistic self-belifs: Their relation to personality and goal pursuit. In G. I. Fett & P. L. Hewitt(Eds.), Perfectionism: Theory, Research, and Treatment(pp.182-198). Washington, DC: American Psychological Association.

19.

Chandlelr, C. L., & Connell, J. P. (1987). Children's intrinsic, extrinsic, and internalized motivation: A developmental study of behavioral regulation. British Journal of Developmental Psychology, 5, 357-362.

20.

Connell, J. P., & Ryan, R. M. (1984). A developmental theory of motivation in the classroom. Teacher Education Quarterly, 11, 64-77.

21.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York : Plenum.

22.

Deci, E. L., & Ryan, R. M. (1992). The initiation and regulation of intrinsically motivated learning and achievement. In A. K. Boggiano & T. S. Pittman (Eds.). Achievement and motivation: social-developmental perspective. (pp. 9-36). Cambridge: Cambridge University Press.

23.

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.

24.

Ferrari, J. R. (1992). Procrastinators and perfect behavior: an exploratory factor analysis of self-presentation, self-awareness and self-handicapping components. Journal of Research in Personality, 26, 75–84.

25.

Ferrari, J. R. (2001). Procrastination as self-regulation failure of performance: Effects of cognitive load, self-awareness, and time limits on ‘working best under pressure. European Journal of Personality, 15, 391–406.

26.

Ferrari, J., Johnson, J., & McCown, W. (1995). Assessment of academic and everyday procrastination: the use of self-report measures. In: J. Ferrari, J. Johnson and W. McCown (Ed.), Procrastination and task avoidance: theory, research and treatment. (pp. 47–70). Plenum Press, London,

27.

Flett, G. L., Hewitt, P. L., Blankstein, K. R. & Koledin, S. (1991). Dimensions of perfectionism and irrational thinking. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 9, 185–201.

28.

Flett, G. L., Hewitt, P. L., Blankstein, K. R., & Mosher, S. W. (1991). Perfectionism, self-actualization, and personal adjustment. Journal of Social Behavior and Personality, 6, 147-160.

29.

Flett, G. L., Hewitt, P. L., Blankstein, K. R., & O'Brien, S. (1991). Perfectionism and learned resourcefulness in depression and self-esteem. Personality and Individual Differences, 12, 61-68.

30.

Flett, G. L. Blankstein, K. R. Hewitt P. L. & Koledin, S. (1992). Components of perfectionism and procrastination in college students. Social Behavior and Personality, 20, 85–94.

31.

Flett, G. L. & Blankstein, K. R. (1994). Worry as a component of test anxiety: A multidimensional analysis. In: G. C. L. Davey and F. Tallis (Eds.), Worrying: Perspectives on theory, assessment and treatment (pp. 135-181). Wiley, London.

32.

Flett, G. L., Hewitt, P. L., Blankstein, K. R., & Dynin, C. (1994). Dimensions of perfectionism and Type A behaviour. Personality and Individual Differences, 16, 477–485.

33.

Flett, G. L., Hewitt, P. L., & De Rosa, T. (1996). Dimensions of perfectionism, psychosocial adjustment, and social skills. Personality and Individual Differences, 20, 143-150.

34.

Flett, G. L., Hewitt, P. L., Blankstein, K. R., & Mosher, S. W. (1995). Perfectionism, life events, and depressive symptoms: A test of a diathesis-stress model. Current Psychology, 14, 112-137.

35.

Flett, G. L., Hewitt, P. L., & Sawatzky, D. L. (1995). Perfectionism and goal commitment in symptoms of depression and anxiety. Paper presented at the World Congress of Behavioral and Cognitive Therapies, Copenhagen, Denmark.

36.

Flett, G. L., Russo, F. A., & Hewitt, P. L. (1994). Dimensions of perfectionism and constructive thinking as a coping response. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 12, 163-179.

37.

Flett, G. L., Sawatzky, D. L., & Hewitt, P. L. (1995). Dimensions of perfectionism and goal commitment: A further comparison of two perfectionism measures. Journal of Psychopathology and Behavioral Assessment, 17, 111-124.

38.

Frost, R., Marten, P., Lahart, C., and Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14, 449–468.

39.

Frost, R. O., Heimberg, R. G., Holt, C. S., Mattia, J. I., & Neubauer, A. L. (1993). A comparison of two measures of perfectionism. Personality and Individual Differences, 14, 119-126.

40.

Hair, J. H. Jr & Black, W. C. (2000). Cluster analysis. In Grimm, L. G. and Yarnold, P. R. (Ed.), Reading and Understanding More Multivariate Statistics. American Psychological Association, (pp. 147-205). Washington DC.

41.

Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T., & Elliot, A. J. (1997). Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73, 1284-1295.

42.

Harackiewicz, J. M. & Elliot, A. J. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461-475.

43.

Hewitt, P. L., & Flett, G. L. (1990). Perfectionism and depression: A multidimensional analysis. Journal of Social Behavior and Personality, 5, 423–438.

44.

Hewitt, P. L., & Flett, G. L. (1991). Perfectionism in the self and social contexts: Conceptualization, assessment, and association with psychology. Journal of Personality and Social Psychology, 60, 456-470.

45.

Hewitt, P. L., & Flett, G. L. (1993). Dimensions of perfectionism, daily stress, and depression: A test of the specific vulnerability hypothesis. Journal of Abnormal Psychology, 105, 276-280.

46.

Hewitt, P. L., Flett, G. L., & Ediger, E. (1996). Perfectionism and depression: Longitudinal assessment of a specific vulnerability hypothesis. Journal of Abnormal Psychology, 94, 310-340.

47.

Howell, A. J., Watson, D. C., Powell, R. A., & Buro, K. (2006). Academic procrastination: The pattern and correlates of behavioral postponement. Personality and Individual Differences, 40, 1519-1530.

48.

Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94, 319-340.

49.

Kanfer, F., & Zeiss, A. M. (1983). Standards and self-efficacy in depression. Journal of Abnormal Psychology, 92, 319-329.

50.

McCown, W., & Johnson, J. (1991). Personality and chronic procrastination by university students during an academic examination period. Personality and Individual Differences, 12, 413–415.

51.

Milgram, N. A., Mey-Tal, G., & Levison, Y. (1998). Procrastination, generalized or specific, in college students and their parents. Personality and Individual Differences, 25, 297-316.

52.

Mills, J. S., & Blankstein, K. R. (2000). "Intrinsic vs. extrinsic motivation, and motivated strategies for learning: A multidimensional analysis of university students". Personality and Individual Differences, 29, 1191-1204.

53.

Onwuegbuzie, A. J., & Collins, K. M. T. (2002). Reading comprehension among graduate students. Psychological Reports, 90, 73-90.

54.

Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two acting in two domains. Journal of Personality and Social Psychology, 57, 749-761.

55.

Ryan, R. M. (1995) Psychological needs and the facilitation of integrative processes. Journal of Personality, 63, 397-427.

56.

Ryan, R. M. (2003). The dynamics of intrinsic and extrinsic motivation in school. Paper presented at the International Conference of Korean Society for the study of Education, Seoul, Korea.

57.

Sadler, C. D., & Sacks. (1993). Multidimensional perfectionism and academic procrastination: relationships with depression in university students. Psychological Reports, 73, 863-871.

58.

Saddler, C., & Buley, J. (1999). Predictors of academic procrastination in college students. Psychological Reports, 84, 686–688.

59.

Schraw, G., Wadkins, T., & Olafson, L. (2007). Doing the things we do: A grounded theory of academic procrastination. Journal of Educational Psychology, 99, 12-25.

60.

Solomon, L. J., & Rothblum, E. D. (1984). Academic Procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31, 503–509.

61.

Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133, 65–94.

62.

Stoeber, J., Kempe T., & Keogh, E. J. (2008). Facets of self-oriented and socially prescribed perfectionism and feelings of pride, shame, and guilt following success and failure. Personality and Individual Differences, 44, 1506–1516.

63.

Van Eerde, Wendelien. (2000). Procrastination: Self-regulation in Initiating Aversive Goals. Applied Psychology: An International Review, 49, 372-390.

64.

Van Yperen, N. W. (2006). A novel approach to assessing achievement goals in the context of the 2 × 2 framework: Identifying distinct profiles of individuals with different dominant achievement goals. Personality and Social Psychology Bulletin, 32, 1432–1445.

Korean Journal of Social and Personality Psychology