¿Es característica exclusiva del alumnado superdotado el perfeccionismo? Revisión sistemática
Palabras clave:
altas capacidades, perfeccionismo, revisión sistemática, PRISMA
Resumen
Antecedentes: actualmente, existe un gran interés por analizar el perfeccionismo como un rasgo especialmente característico de las personas con altas capacidades (AA.CC). Sin embargo, la evidencia científica ha aportado resultados heterogéneos y poco concluyentes, lo que podría deberse a la naturaleza multidimensional de dicho constructo, que comprende, tanto el perfeccionismo negativo (PN) como el perfeccionismo positivo (PP). Estado del arte: la presente revisión sistemática pretende profundizar si el perfeccionismo es una característica definitoria y exclusiva del estudiantado superdotado. Conclusiones: según los criterios de la declaración PRISMA, solo diez publicaciones cumplieron los criterios de inclusión. Los resultados obtenidos fueron poco concluyentes, ya que en algunos trabajos se encontraron diferencias significativas en perfeccionismo entre el grupo de AA.CC. vs. no superdotados,
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Gross, M. U. (1998). The «Me» Behind the Mask: Intellectually Gifted Students and the Search for Identity. Roeper Review, 20(3), 167-174. https://doi.org/10.1080/02783199809553885
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Hamachek, D. E. (1978). Psychodynamics of Normal and Neurotic Perfectionism. Psychology: A Journal of Human Behavior, 15(1), 27-33.
Hewitt, P. L., Flett, G. L., Mikail, S. F., Kealy, D., & Zhang, L. C. (2018). Perfectionism in the Therapeutic Context: The Perfectionism Social Disconnection Model. In J. Stoeber (ed.), The psychology of perfectionism: Theory, research, applications (pp. 306-329). Routledge. https://www.proquest.com/books/perfectionismtherapeutic-context-social/docview/1979167517/se-2
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Lavrijsen, J., Soenens, B., Vansteenkiste, M., & Verschueren, K. (2020). Is Intelligence Related to Perfectionism? Multidimensional Perfectionism and Parental Antecedents among Adolescents Across Varying Levels of Cognitive Ability. Journal of Personality, 89(4), 652-671. https://doi.org/10.1111/jopy.12606
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Broido, E. M., & Schreiber, B. (2016). Promoting Student Learning and Development. New Directions for Higher Education, 2016(175), 65-74. https://doi.org/10.1002/he.20200
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Damasceno, R. O., Nascimento, A. M., & Roazzi, A. (2022). Reflexões teóricas, metodológicas e práticas do modelo triárquico da inteligencia de Sternberg. Revista AMAzônica. Revista de Psicopedagogia, Psicologia escolar e Educação, 15 (2), 151-188.
Dunkley, D. M., Zuroff, D. C., & Blankstein, K. R. (2003). Self-Critical Perfectionism and Daily Affect: Dispositional and Situational Influences on Stress and Coping. Journal of Personality and Social Psychology, 84(1), 234-252. https://doi.org/10.1037/0022-3514.84.1.234
Ferber, K., Chen, J., Tan, N., Sahib, A., Hannaford, T., & Zhang, B. (2024). Perfectionism and Social Anxiety: A Systematic Review and Meta-Analysis. Clinical Psychology: Science and Practice. [advance online publication]. https://doi.org/10.1037/cps0000201
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Flett, G. L., & Hewitt, P. L. (2002). Perfectionism and Maladjustment: An Overview of Theoretical, Definitional, and Treatment Issues. In G. L. Flett, & P. L. Hewitt (eds.), Perfectionism: Theory, Research and Treatment (pp. 5-31). American Psychological Association. https://doi.org/10.1037/10458-001
Freeman, J. (1983). Emotional Problems of the Gifted Child. Journal of Child Psychology and Psychiatry, 24, (3),
481-485. https://doi.org/10.1111/j.1469-7610.1983.tb00123.x
Freeman, J. (1994). Some Emotional Aspects of Being Gifted. Journal for the Education of the Gifted, 17(2), 180-197. https://doi.org/10.1177/016235329401700207
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(1), 119-126. https://doi.org/10.1016/0191-8869(93)90181-2
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Gillioz, C., Nicolet-dit-Félix, M., & Fiori, M. (2023). Emotional Intelligence and Emotional Hypersensitivity in Gifted Individuals. Journal of Intelligence, 11(2), 20. https://doi.org/10.3390/jintelligence11020020
González, A., Gómez-Arízaga, M. P., & Conejeros-Solar, M. L. (2017). Caracterización del perfeccionismo en estudiantes con alta capacidad: un estudio de casos exploratorio. Revista De Psicología, 35(2), 581-616. https://doi.org/10.18800/psico.201702.008
Gross, M. U. (1998). The «Me» Behind the Mask: Intellectually Gifted Students and the Search for Identity. Roeper Review, 20(3), 167-174. https://doi.org/10.1080/02783199809553885
Grugan, M., Hill, A., Madigan, D., Donachie, T., Olsson, L., & Etherson, M. (2021). Perfectionism in Academically Gifted Students: A Systematic Review. Educational Psychology Review, 33, 1631-1673. https://doi.org/10.1007/s10648-021-09597-7
Guignard, J. H., Jacquet, A. Y., & Lubart, T. I. (2012). Perfectionism and Anxiety: A Paradox in Intellectual Giftedness? PLoS ONE, 7(7), e41043. https://doi.org/10.1371/journal.pone.0041043
Hamachek, D. E. (1978). Psychodynamics of Normal and Neurotic Perfectionism. Psychology: A Journal of Human Behavior, 15(1), 27-33.
Hewitt, P. L., Flett, G. L., Mikail, S. F., Kealy, D., & Zhang, L. C. (2018). Perfectionism in the Therapeutic Context: The Perfectionism Social Disconnection Model. In J. Stoeber (ed.), The psychology of perfectionism: Theory, research, applications (pp. 306-329). Routledge. https://www.proquest.com/books/perfectionismtherapeutic-context-social/docview/1979167517/se-2
Janos, P. M., & Robinson, N. M. (1985). Psychosocial Development in Intellectually Gifted Children. In F. D. Horowitz, & M. O’Brien (eds.), The Gifted and Talented: Developmental Perspectives (pp. 149-195). American Psychology Association. https://doi.org/10.1037/10054-006
Kakavand, A., Kalantari, S., Noohi, S., & Taran, H. (2017). Identifying the Relationship of Parenting Styles and Parent’s Perfectionism with Normal Students’ and Gifted Students’ Perfectionism. Independent Journal of Management & Production, 8(1), 108-123. https://doi.org/10.14807/ijmp.v8i1.501
Kirdök, O. (2004). Olumlu ve Olumsuz Mükemmeliyetçilik Ölçegi Gelistirme Çaliþmasi. [Tesis de maestría, Universidad Çukurova]. https://toad.halileksi.net/olcek/olumlu-ve-olumsuz-mukemmeliyetcilik-olcegi/
Lavrijsen, J., Soenens, B., Vansteenkiste, M., & Verschueren, K. (2020). Is Intelligence Related to Perfectionism? Multidimensional Perfectionism and Parental Antecedents among Adolescents Across Varying Levels of Cognitive Ability. Journal of Personality, 89(4), 652-671. https://doi.org/10.1111/jopy.12606
Leana-Tascilar, Z., & Kanli, M. (2014). Investigation of Perfectionism and Self–Esteem Scores of Gifted and Average Students. Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi, 47(2), 1-20.
Madigan, D. J. (2019). A Meta-Analysis of Perfectionism and Academic Achievement. Educational Psychology Review, 31, 967-989. https://doi.org/10.1007/s10648-019-09484-2
Mayer, R. E. (1983). Pensamiento, resolución de problemas y cognición. Paidós Ibérica.
Mofield, E. L., & Parker, M. (2018). Mindset Misconception? Comparing Mindsets, Perfectionism, and Attitudes of Achievement in Gifted, Advanced, and Typical Students. Gifted Child Quarterly, 62(4), 327-349. https://doi.org/10.1177/0016986218758440
Molero, C., Esteban, C., & Saiz, E. (1998). Revisión histórica del concepto de inteligencia: una aproximación a la
inteligencia emocional. Revista Latinoamericana de Psicología, 30(1), 11-30.
Mudrak, J. (2011). ‘He was Born that Way’: Parental Constructions of Giftedness. High Ability Studies, 22(2), 199-217. https://doi.org/10.1080/13598139.2011.622941
National Association for Gifted Children. (2019, July 10th). A Definition of Giftedness that Guides Best Practice. https://eric.ed.gov/?q=source%3A%22National+Association+for+Gifted+Children%22&id=ED600145
Navarro-Saldaña, G., Flores-Oyarzo, G., & González, M. G. (2022). Estudiantes con alta capacidad: explorando su
distribución según tipo de establecimiento educativo. Liberabit, 28(1), e500. https://doi.org/10.24265/liberabit.2022.v28n1.02
Ogurlu, U. (2020). Are Gifted Students Perfectionistic? A Meta-Analysis. Journal for the Education of the Gifted, 43(3), 227-251. https://doi.org/10.1177/0162353220933006
Ozdogan, D., & Akgul, S. (2023). Emotional Intelligence and Perfectionism among Gifted and Non-Identified Students. International Journal of Emotional Education, 15(1), 105-118. https://doi.org/10.56300/LAGP3672
Parker, W. D., & Mills, C. J. (1996). The Incidence of Perfectionism in Gifted Students. Gifted Child Quarterly, 40(4), 194-199. https://doi.org/10.1177/001698629604000404
Parker, W. D., Portesová, S., & Stumpf, H. (2001). Perfectionism in Mathematically Gifted and Typical Czech Students. Journal for the Education of the Gifted, 25(2), 138-152. https://doi.org/10.1177/016235320102500203
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Publicado
2024-06-28
Cómo citar
Jiménez Morales, M., & Checa Fernández, P. (2024, junio 28). ¿Es característica exclusiva del alumnado superdotado el perfeccionismo? Revisión sistemática. LIBERABIT. Revista Peruana De Psicología, 30(1), e806. Recuperado a partir de https://ojs3.revistaliberabit.com/index.php/Liberabit/article/view/806
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