FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W289908096> ?p ?o ?g. }

• W289908096 startingPage "469" @default.
• W289908096 abstract "Over past few decades, American society has become increasingly fixated on performance outcomes, and winning or being declared best has become of paramount importance (e.g., Crain, 2004; Kohn, 1986). Winning is often viewed as an all or nothing virtue, whereby greatness is a descriptive term reserved only for those whose names appear at top of list. The message conveyed is that only one's final results matter, regardless of intensity of his/her effort. Toward this end, Nicholls (1976) wrote that the largest rewards are generally associated with outstanding performance, not outstanding effort (p. 313). For many individuals ideas of achievement, excellence, and self-worth have become highly dependent upon perceived outcomes of competitions or events in which they engage. That is, outperforming one's competitors serves as defining characteristic of success or excellence which, in turn, appear to serve as a key determinant in individual's self-assessment of life satisfaction (Harackiewicz, Barron, & Elliot, 1998). The premise that success is defined in terms of competitive results or peer-referenced standards seems especially applicable within our education system. Previous authors (e.g., Covington & Berry, 1976; Harackiewicz et al., 1998; Shim & Ryan, 2005) have hypothesized that today's students who are seeking academic advancement have begun to place too much of their focus on comparative markers that are perceived to be indicative of success (e.g., grades, admissions tests scores), instead of viewing education as a way of enhancing their knowledge base or level of competency (i.e., learning). Thus, students' emphasis on performance-related outcomes coincides with a sacrificing of more intrinsically-motivated achievements, such as advancing their personal growth or enhancing quality of their scholarship (Ames, 1992; Harackiewicz et al., 1998). Two prominent psychological constructs, namely perfectionism and achievement goal orientation, appear to bear important implications for manner by which students vary in their approaches to achievement-related endeavors. Indeed, perfectionism and achievement goal orientation have become important conceptual frameworks for understanding means by which students meet demands imposed upon them and, more globally, how they perceive, interpret, and respond to their environment (Archer, 1994; Hamachek, 1978). Moreover, both constructs have been linked with varying cognitive styles, behavioral patterns, manifestations of affectivity, and academic-related outcomes. However, a review of literature suggests that perfectionism and achievement goal orientation have been studied relatively independently of each other, despite apparent similarities they share. The current study sought to bridge this gap by demonstrating that groups of perfectionists vary in their reported achievement goal orientations in addition to their differing profiles of psychological adjustment and academic functioning. A Brief History of Perfectionism Within recent decades, perfectionism has become an increasingly popular construct for psychological investigation. In fact, publications related to study of perfectionism increased over 300% in 1990s as compared to 1980s (e.g., Flett & Hewitt, 2002), with many researchers investigating its psychological and educational implications across all different age groups, especially college student population (e.g., Mills & Blankstein, 2000; Rice & Lapsley, 2001; Rice & Mizradeh, 2000). Hence, perfectionism has emerged as an important and relevant concept for understanding individual differences across numerous domains of functioning, including presence of mental health symptoms (e.g., Frost & Marten-DiBartolo, 2002; Marten-DiBartolo, Li, & Frost, 2008; Shafran & Mansell, 2001), interpersonal functioning (e.g., Chang, 2000; Hill, Zrull, & Turlington, 1997), and academic functioning including procrastination (e. …" @default.
• W289908096 created "2016-06-24" @default.
• W289908096 creator A5023796960 @default.
• W289908096 date "2011-11-01" @default.
• W289908096 modified "2023-09-24" @default.
• W289908096 title "Examining Perfectionism through the Lens of Achievement Goal Theory" @default.
• W289908096 hasPublicationYear "2011" @default.
• W289908096 type Work @default.
• W289908096 sameAs 289908096 @default.
• W289908096 citedByCount "6" @default.
• W289908096 countsByYear W2899080962013 @default.
• W289908096 countsByYear W2899080962014 @default.
• W289908096 countsByYear W2899080962015 @default.
• W289908096 crossrefType "journal-article" @default.
• W289908096 hasAuthorship W289908096A5023796960 @default.
• W289908096 hasConcept C111472728 @default.
• W289908096 hasConcept C138885662 @default.
• W289908096 hasConcept C15744967 @default.
• W289908096 hasConcept C19417346 @default.
• W289908096 hasConcept C2777352838 @default.
• W289908096 hasConcept C2778023277 @default.
• W289908096 hasConcept C2781206393 @default.
• W289908096 hasConcept C77805123 @default.
• W289908096 hasConcept C94389720 @default.
• W289908096 hasConceptScore W289908096C111472728 @default.
• W289908096 hasConceptScore W289908096C138885662 @default.
• W289908096 hasConceptScore W289908096C15744967 @default.
• W289908096 hasConceptScore W289908096C19417346 @default.
• W289908096 hasConceptScore W289908096C2777352838 @default.
• W289908096 hasConceptScore W289908096C2778023277 @default.
• W289908096 hasConceptScore W289908096C2781206393 @default.
• W289908096 hasConceptScore W289908096C77805123 @default.
• W289908096 hasConceptScore W289908096C94389720 @default.
• W289908096 hasIssue "3" @default.
• W289908096 hasLocation W2899080961 @default.
• W289908096 hasOpenAccess W289908096 @default.
• W289908096 hasPrimaryLocation W2899080961 @default.
• W289908096 hasRelatedWork W10723181 @default.
• W289908096 hasRelatedWork W125230748 @default.
• W289908096 hasRelatedWork W1448007501 @default.
• W289908096 hasRelatedWork W1905328720 @default.
• W289908096 hasRelatedWork W2016987674 @default.
• W289908096 hasRelatedWork W2043447852 @default.
• W289908096 hasRelatedWork W2058099977 @default.
• W289908096 hasRelatedWork W2068879080 @default.
• W289908096 hasRelatedWork W2082442103 @default.
• W289908096 hasRelatedWork W2127164870 @default.
• W289908096 hasRelatedWork W2596299187 @default.
• W289908096 hasRelatedWork W2602011691 @default.
• W289908096 hasRelatedWork W2604984189 @default.
• W289908096 hasRelatedWork W2606981872 @default.
• W289908096 hasRelatedWork W294100796 @default.
• W289908096 hasRelatedWork W2991834444 @default.
• W289908096 hasRelatedWork W3029702809 @default.
• W289908096 hasRelatedWork W44268274 @default.
• W289908096 hasRelatedWork W2615040231 @default.
• W289908096 hasRelatedWork W3095104385 @default.
• W289908096 hasVolume "13" @default.
• W289908096 isParatext "false" @default.
• W289908096 isRetracted "false" @default.
• W289908096 magId "289908096" @default.
• W289908096 workType "article" @default.