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- W2002804965 abstract "This study focuses on a pan-disciplinary scheme that targeted high-achieving undergraduate students. Earlier research from the scheme argued that high achievers have discernibly different learning and personal development support needs. One of the most frequent self-reported challenges within this high-achieving group is perfectionism. This “problematizing” of perfectionism by high-achieving students may present a challenge for learning professionals. Often the traits associated with perfectionism have played a key role in previous academic successes, yet are also reportedly experienced as injurious to the student's overall well-being. A discourse of academic resilience was employed to restructure students' perceptions and subsequent management of perfectionism. Literature from the fields of psychology and education were synthesised to create a conceptualisation of perfectionism that contributed positively to student well-being. This study suggests that reframing perfectionism within a discourse of academic resilience can lead to modifications in behaviour that contribute positively to the overall student experience." @default.
- W2002804965 created "2016-06-24" @default.
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- W2002804965 date "2014-05-07" @default.
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- W2002804965 title "Practically perfect in every way: can reframing perfectionism for high-achieving undergraduates impact academic resilience?" @default.
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- W2002804965 doi "https://doi.org/10.1080/03075079.2014.912625" @default.
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