Perfectionism and Academic Self-Handicapped among Gifted Students: An Explanatory Model

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https://doi.org/10.17583/ijep.2020.4426

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Abstract

This study aimed to examine the relationship between perfectionism and academic self-handicapping strategies among gifted students in Jordan. This study used a mixed-method approach to explore the relationship as well as exploring any other factors associated with using such strategies. The Revised Almost Perfect Scale (APS-R) and the Academic Self-Handicapping Strategies Scale were used to measure perfectionism and academic self-handicapping among 242 gifted students on a high school for gifted learners. Subsequently, the researchers conducted four focus group discussions with 23 gifted students to identify the factors that may lead those students to use self-handicapping strategies. The results showed that Self-handicapped students were 4.58 times more likely to be maladaptive perfectionists than non-self-handicapped students. The results also revealed a combination of environmental, personal, and cultural factors that contributed to the use of these strategies by gifted students. This study has proposed an explanatory model to illustrate the relationship between perfectionism, academic self-handicapping, and factors that might be related. Finally, this study provided a range of educational implications that can be used in the field of gifted education.

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Author Biographies

Ali M. Alodat, Yarmouk University

Assistant Professor of Special Education

Counseling and Educational Psychology Department

Faculty of Education - Yarmouk University

Moawyah M. Abu Ghazal

Associate Professor of Educational Psychology

Counseling and educational psychology Dept.

Faculty of Education, Yarmouk University, Irbid-Jordan

Firas A. Al-Hamouri

Professor of Educational Psychology

Counseling and educational psychology Dept.

Faculty of Education, Yarmouk University, Irbid-Jordan

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2020-06-24

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Alodat, A. M., Abu Ghazal, M. M., & Al-Hamouri, F. A. (2020). Perfectionism and Academic Self-Handicapped among Gifted Students: An Explanatory Model. International Journal of Educational Psychology, 9(2), 195–222. https://doi.org/10.17583/ijep.2020.4426

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