¿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,
Descargas
La descarga de datos todavía no está disponible.
Citas
Anderson, M. (2005). Intelligence. In Z. Wildsmith (ed.), Microsoft Encarta Premium Suite (vol. 2005). Microsoft Corporation.
Andrews, D. M., Burns, L. R., & Dueling, J. K. (2014). Positive Perfectionism: Seeking the Healthy «Should», or Should We? Open Journal of Social Sciences, 2(8), 27-34. http://doi.org/10.4236/jss.2014.28005
Beer, J. (1991). Depression, General Anxiety, Test Anxiety, and Rigidity of Gifted Junior High and High School Children. Psychological Reports, 69(3), 1128-1130. https://doi.org/10.2466/pr0.1991.69.3f.1128
Barriopedro, M. I., Quintana, I., & Ruiz, L. M. (2018). La perseverancia y pasión en la consecución de objetivos: Validación española de la Escala Grit de Duckworth. RICYDE. Revista Internacional de Ciencias del Deporte, 54(14), 297-308. https://doi.org/10.5232/ricyde2018.05401
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
Çavas, B., & Çavas, P. (2020). Multiple Intelligences Theory–Howard Gardner. In B. Akpan, & T. Kennedy (eds.), Science Education in Theory and Practice, An Introductory Guide to Learning Theory (pp. 405-418). Springer. https://doi.org/10.1007/978-3-030-43620-9_27
Chan, D. W. (2007). Positive and Negative Perfectionism among Chinese Gifted Students in Hong Kong: Their Relationships to General Self-Efficacy and Subjective Well-Being. Journal for the Education of the Gifted, 31(1), 77-102. https://doi.org/10.4219/jeg-2007-512
Chemisquy, S. (2017). Las dificultades interpersonales de los perfeccionistas: consideraciones teóricas sobre el modelo de desconexión social. Revista Argentina De Ciencias Del Comportamiento, 9(2), 77-92.
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
Fletcher, K. L., & Speirs, K. L. (2012). Research on Perfectionism and Achievement Motivation: Implications for Gifted Students. Psychology in the Schools, 49(7), 668-677. https://doi.org/10.1002/pits.21623
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
Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The Dimensions of Perfectionism. Cognitive Therapy and Research, 14(5), 449-468. https://doi.org/10.1007/bf01172967
Gardner, H. E. (1993). Multiple intelligences: The theory in practice. Basic Books/Hachette Book Group.
Gardner, H. E. (2011). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
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
Patti, J., Brackett, M. A., Ferrándiz, C., & Fernando, M. (2011). ¿Por qué y cómo mejorar la inteligencia emocional de los alumnos superdotados? Revista electrónica interuniversitaria de formación del profesorado, 14(3), 145-156.
Plominski, A. P., & Burns, L. R. (2017). An Investigation of Student Psychological Wellbeing: Honors Versus Nonhonors Undergraduate Education. Journal of Advanced Academics, 29(1), 5-28. https://doi.org/10.1177/1932202x17735358
Prieto, M. D., Ferrándiz, C., Ferrando, M., Sáinz, M., Bermejo, R., & Hernández, D. (2017). Inteligencia emocional en alumnos superdotados: un estudio comparativo entre España e Inglaterra. Electronic Journal of Research in Education Psychology, 6(15). https://doi.org/10.25115/ejrep.v6i15.1288
Renzulli, J. S. (1994). New Directions for the Schoolwide Enrichment Model. Gifted Education International, 10(1), 33-36. https://doi.org/10.1177/026142949401000108
Roedell, W. C. (1986). Socio-Emotional Vulnerabilities of Young Gifted Children. Journal of Children in Contemporary Society, 18, (3-4), 17-29. https://doi.org/10.1300/J274v18n03_03
Sastre-Riba, S., & Fonseca-Pedrero, E. (2019). Perfectionism and High Intellectual Capacity. Gifted Child Today, 79(1), 33-37. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061865379&partnerID=40&md5=f33ebf8d2568945c17b767bf3dcaedf5
Sastre-Riba, S., Fonseca-Pedrero, E., & Ortuño-Sierra, J. (2019). From High Intellectual Ability to Genius: Profiles of Perfectionism. Comunicar, 27(60), 9-17. https://doi.org/10.3916/c60-2019-01
Schuler, P. (1994). Goals and Work Habits Survey [unpublished instrument]. University of Connecticut.
Schuler, P. A. (2000). Perfectionism and Gifted Adolescents. Journal of Secondary Gifted Education, 11(4), 183-196. https://doi.org/10.4219/jsge-2000-629
Silverman, L. K. (1997). The Construct of Asynchronous Development. Peabody Journal of Education, 72(3-4), 36-58. https://doi.org/10.1080/0161956x.1997.9681865
Simonton, D. K. (2003). An interview with Dr. Simonton. In J. A. Plucker (ed.), Human intelligence: Historical Influences, Current Controversies, Teaching Resources.
Speirs, K. (2007). Perfectionism in Gifted Students: An Overview of Current Research. Gifted Education International, 23(3), 254-263. https://doi.org/10.1177/026142940702300306
Speirs, K., & Finch, H. (2006). Perfectionism in High-Ability Students: Relational Precursors and Influences on Achievement Motivation. Gifted Child Quarterly, 50(3), 238-251. https://doi.org/10.1177/001698620605000304
Sternberg, R. J. (2012). Intelligence. In Handbook of Psychology, Second Edition (eds I. Weiner and D. K. Freedheim). https://doi.org/10.1002/9781118133880.hop201009
Stricker, J., Buecker, S., Schneider, M., & Preckel, F. (2019). Intellectual Giftedness and Multidimensional Perfectionism: A Meta-Analytic Review. Educational Psychology Review, 32(2), 391-414. https://doi.org/10.1007/s10648-019-09504-1
Stoeber, J., & Rambow, A. (2007). Perfectionism in Adolescent School Students: Relations with Motivation, Achievement, and Well-Being. Personality and Individual Differences, 42(7), 1379-1389. https://doi.org/10.1016/j.paid.2006.10.015
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking Giftedness and Gifted Education. Psychological Science in the Public Interest, 12(1), 3-54. https://doi.org/10.1177/1529100611418056
Terry-Short, L. A., Owens, R. G., Slade, P. D., & Dewey, M. E. (1995). Positive and Negative Perfectionism. Personality and Individual Differences, 18(5), 663-668. https://doi.org/10.1016/0191-8869(94)00192-U
Wang, K. T., Fu, C. C., & Rice, K. G. (2012). Perfectionism in Gifted Students: Moderating Effects of Goal Orientation and Contingent Self-Worth. School Psychology Quarterly, 27(2), 96-108. https://doi.org/10.1037/a0029215
Yazici, H., & Altun, F. (2015). Gifted and Nongifted Students’ Perfectionism, School Motivation, Learning Styles and Academic Achievement. Croatian Journal of Education, 16(4), 1031-1054. https://doi.org/10.15516/cje.v16i4.559
Yi, S., & Kim, A. (2012). Construction and Validation of the Academic Perfectionism Scale. The Korean Journal of Educational Psychology, 26(4), 837-860.
Yi, S., & Gentry, M. (2021). Academic Perfectionism of High-Ability and High-Achieving Students in Mathematics and Science: Differential Relations by Identification Criteria of Giftedness. Roeper Review, 43(3), 173-186. https://doi.org/10.1080/02783193.2021.1923592
Zeigler-Hill, V., & Terry, C. (2007). Perfectionism and Explicit Self-Esteem: The Moderating Role of Implicit Self-Esteem. Self and Identity, 6(2-3), 137-153. https://doi.org/10.1080/15298860601118850
Andrews, D. M., Burns, L. R., & Dueling, J. K. (2014). Positive Perfectionism: Seeking the Healthy «Should», or Should We? Open Journal of Social Sciences, 2(8), 27-34. http://doi.org/10.4236/jss.2014.28005
Beer, J. (1991). Depression, General Anxiety, Test Anxiety, and Rigidity of Gifted Junior High and High School Children. Psychological Reports, 69(3), 1128-1130. https://doi.org/10.2466/pr0.1991.69.3f.1128
Barriopedro, M. I., Quintana, I., & Ruiz, L. M. (2018). La perseverancia y pasión en la consecución de objetivos: Validación española de la Escala Grit de Duckworth. RICYDE. Revista Internacional de Ciencias del Deporte, 54(14), 297-308. https://doi.org/10.5232/ricyde2018.05401
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
Çavas, B., & Çavas, P. (2020). Multiple Intelligences Theory–Howard Gardner. In B. Akpan, & T. Kennedy (eds.), Science Education in Theory and Practice, An Introductory Guide to Learning Theory (pp. 405-418). Springer. https://doi.org/10.1007/978-3-030-43620-9_27
Chan, D. W. (2007). Positive and Negative Perfectionism among Chinese Gifted Students in Hong Kong: Their Relationships to General Self-Efficacy and Subjective Well-Being. Journal for the Education of the Gifted, 31(1), 77-102. https://doi.org/10.4219/jeg-2007-512
Chemisquy, S. (2017). Las dificultades interpersonales de los perfeccionistas: consideraciones teóricas sobre el modelo de desconexión social. Revista Argentina De Ciencias Del Comportamiento, 9(2), 77-92.
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
Fletcher, K. L., & Speirs, K. L. (2012). Research on Perfectionism and Achievement Motivation: Implications for Gifted Students. Psychology in the Schools, 49(7), 668-677. https://doi.org/10.1002/pits.21623
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
Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The Dimensions of Perfectionism. Cognitive Therapy and Research, 14(5), 449-468. https://doi.org/10.1007/bf01172967
Gardner, H. E. (1993). Multiple intelligences: The theory in practice. Basic Books/Hachette Book Group.
Gardner, H. E. (2011). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
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
Patti, J., Brackett, M. A., Ferrándiz, C., & Fernando, M. (2011). ¿Por qué y cómo mejorar la inteligencia emocional de los alumnos superdotados? Revista electrónica interuniversitaria de formación del profesorado, 14(3), 145-156.
Plominski, A. P., & Burns, L. R. (2017). An Investigation of Student Psychological Wellbeing: Honors Versus Nonhonors Undergraduate Education. Journal of Advanced Academics, 29(1), 5-28. https://doi.org/10.1177/1932202x17735358
Prieto, M. D., Ferrándiz, C., Ferrando, M., Sáinz, M., Bermejo, R., & Hernández, D. (2017). Inteligencia emocional en alumnos superdotados: un estudio comparativo entre España e Inglaterra. Electronic Journal of Research in Education Psychology, 6(15). https://doi.org/10.25115/ejrep.v6i15.1288
Renzulli, J. S. (1994). New Directions for the Schoolwide Enrichment Model. Gifted Education International, 10(1), 33-36. https://doi.org/10.1177/026142949401000108
Roedell, W. C. (1986). Socio-Emotional Vulnerabilities of Young Gifted Children. Journal of Children in Contemporary Society, 18, (3-4), 17-29. https://doi.org/10.1300/J274v18n03_03
Sastre-Riba, S., & Fonseca-Pedrero, E. (2019). Perfectionism and High Intellectual Capacity. Gifted Child Today, 79(1), 33-37. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85061865379&partnerID=40&md5=f33ebf8d2568945c17b767bf3dcaedf5
Sastre-Riba, S., Fonseca-Pedrero, E., & Ortuño-Sierra, J. (2019). From High Intellectual Ability to Genius: Profiles of Perfectionism. Comunicar, 27(60), 9-17. https://doi.org/10.3916/c60-2019-01
Schuler, P. (1994). Goals and Work Habits Survey [unpublished instrument]. University of Connecticut.
Schuler, P. A. (2000). Perfectionism and Gifted Adolescents. Journal of Secondary Gifted Education, 11(4), 183-196. https://doi.org/10.4219/jsge-2000-629
Silverman, L. K. (1997). The Construct of Asynchronous Development. Peabody Journal of Education, 72(3-4), 36-58. https://doi.org/10.1080/0161956x.1997.9681865
Simonton, D. K. (2003). An interview with Dr. Simonton. In J. A. Plucker (ed.), Human intelligence: Historical Influences, Current Controversies, Teaching Resources.
Speirs, K. (2007). Perfectionism in Gifted Students: An Overview of Current Research. Gifted Education International, 23(3), 254-263. https://doi.org/10.1177/026142940702300306
Speirs, K., & Finch, H. (2006). Perfectionism in High-Ability Students: Relational Precursors and Influences on Achievement Motivation. Gifted Child Quarterly, 50(3), 238-251. https://doi.org/10.1177/001698620605000304
Sternberg, R. J. (2012). Intelligence. In Handbook of Psychology, Second Edition (eds I. Weiner and D. K. Freedheim). https://doi.org/10.1002/9781118133880.hop201009
Stricker, J., Buecker, S., Schneider, M., & Preckel, F. (2019). Intellectual Giftedness and Multidimensional Perfectionism: A Meta-Analytic Review. Educational Psychology Review, 32(2), 391-414. https://doi.org/10.1007/s10648-019-09504-1
Stoeber, J., & Rambow, A. (2007). Perfectionism in Adolescent School Students: Relations with Motivation, Achievement, and Well-Being. Personality and Individual Differences, 42(7), 1379-1389. https://doi.org/10.1016/j.paid.2006.10.015
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking Giftedness and Gifted Education. Psychological Science in the Public Interest, 12(1), 3-54. https://doi.org/10.1177/1529100611418056
Terry-Short, L. A., Owens, R. G., Slade, P. D., & Dewey, M. E. (1995). Positive and Negative Perfectionism. Personality and Individual Differences, 18(5), 663-668. https://doi.org/10.1016/0191-8869(94)00192-U
Wang, K. T., Fu, C. C., & Rice, K. G. (2012). Perfectionism in Gifted Students: Moderating Effects of Goal Orientation and Contingent Self-Worth. School Psychology Quarterly, 27(2), 96-108. https://doi.org/10.1037/a0029215
Yazici, H., & Altun, F. (2015). Gifted and Nongifted Students’ Perfectionism, School Motivation, Learning Styles and Academic Achievement. Croatian Journal of Education, 16(4), 1031-1054. https://doi.org/10.15516/cje.v16i4.559
Yi, S., & Kim, A. (2012). Construction and Validation of the Academic Perfectionism Scale. The Korean Journal of Educational Psychology, 26(4), 837-860.
Yi, S., & Gentry, M. (2021). Academic Perfectionism of High-Ability and High-Achieving Students in Mathematics and Science: Differential Relations by Identification Criteria of Giftedness. Roeper Review, 43(3), 173-186. https://doi.org/10.1080/02783193.2021.1923592
Zeigler-Hill, V., & Terry, C. (2007). Perfectionism and Explicit Self-Esteem: The Moderating Role of Implicit Self-Esteem. Self and Identity, 6(2-3), 137-153. https://doi.org/10.1080/15298860601118850
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. https://doi.org/https://doi.org/10.24265/liberabit.2024.v30n1.806
Sección
Artículos Teóricos
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
Derechos de autor: En caso de que el manuscrito sea aprobado para su publicación, los autores conservarán los derechos de autoría y cederán a la revista los derechos de publicación, edición, reproducción, distribución, exhibición y comunicación a nivel nacional e internacional en las diferentes bases de datos, repositorios y portales.
Política de autoarchivo: El autor puede compartir, difundir y divulgar sus investigaciones publicadas por los medios de comunicación (e.g., redes sociales académicas, repositorios y portales) disponibles en la web. Durante el proceso de revisión editorial, la revista entregará al autor las versiones previas (post-print), las cuales NO deben ser divulgadas por ningún medio de difusión y son solo de uso personal con fines de aprobación final. Liberabit enviará al autor la versión final del artículo (published version) en formato PDF y HTML para ser compartida, difundida y divulgada por los medios de comunicación disponibles en la web. Después de la publicación de los artículos, los autores pueden realizar acuerdos independientes o adicionales para la difusión no exclusiva de la versión del artículo publicado en la revista (por ejemplo, publicación en libros o repositorios institucionales), siempre que se indique con la referencia respectiva que el trabajo ha sido publicado por primera vez en esta revista.
