Pub Date : 2024-07-01DOI: 10.1080/20590776.2024.2371138
Linda Gilmore, Marilyn Campbell, Glenn Howard, Claire Ting
{"title":"Best practice in psychoeducational assessment: beyond the manual","authors":"Linda Gilmore, Marilyn Campbell, Glenn Howard, Claire Ting","doi":"10.1080/20590776.2024.2371138","DOIUrl":"https://doi.org/10.1080/20590776.2024.2371138","url":null,"abstract":"","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141707507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Parental involvement in school and quality of life: a longitudinal study with Portuguese parents during the COVID-19 pandemic period","authors":"Helena Mocho, Cátia Martins, Beatriz Marcelo, Francisca Ferreira Cunha, Cristina Nunes","doi":"10.1080/20590776.2024.2363191","DOIUrl":"https://doi.org/10.1080/20590776.2024.2363191","url":null,"abstract":"","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141352541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-22DOI: 10.1080/20590776.2024.2341783
Julia R. Hall, Ben Deery, Margaret Kern, Janet Clinton, Jon Quach
{"title":"An adaptation of the KidCOPE: the KidCOPE-parent (KidCOPE-P) – a parent-report measure of child coping strategies","authors":"Julia R. Hall, Ben Deery, Margaret Kern, Janet Clinton, Jon Quach","doi":"10.1080/20590776.2024.2341783","DOIUrl":"https://doi.org/10.1080/20590776.2024.2341783","url":null,"abstract":"","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140675150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-22DOI: 10.1080/20590776.2024.2341777
Meltem Kubat, Louise McLean, Fiona May, Gina Sartore, Jan Matthews, M. Kienhuis, Catherine Wade
{"title":"Parental experience and distress: the protective role of self-care and employment flexibility on parenting practices in parents of adolescents","authors":"Meltem Kubat, Louise McLean, Fiona May, Gina Sartore, Jan Matthews, M. Kienhuis, Catherine Wade","doi":"10.1080/20590776.2024.2341777","DOIUrl":"https://doi.org/10.1080/20590776.2024.2341777","url":null,"abstract":"","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140674955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-24DOI: 10.1080/20590776.2023.2230335
Faramarz Asanjarani, Gökmen Arslan, M. Ghezelseflo, Farhad Akbari
{"title":"Psychometric properties of the Persian version of Bullying and Cyberbullying Scale for Adolescents (BCS-A) in Iranian students","authors":"Faramarz Asanjarani, Gökmen Arslan, M. Ghezelseflo, Farhad Akbari","doi":"10.1080/20590776.2023.2230335","DOIUrl":"https://doi.org/10.1080/20590776.2023.2230335","url":null,"abstract":"","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87801419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-20DOI: 10.1080/20590776.2022.2131389
L. Moharana, Niva Das, Satyajit Nayak, A. Routray
{"title":"Applying computer vision techniques to depression symptomatology through eye blink patterns in university students","authors":"L. Moharana, Niva Das, Satyajit Nayak, A. Routray","doi":"10.1080/20590776.2022.2131389","DOIUrl":"https://doi.org/10.1080/20590776.2022.2131389","url":null,"abstract":"","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88677705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-18DOI: 10.1080/20590776.2023.2225700
Paul Ginns, Katherine Muscat, Ryan S. Naylor
ABSTRACT Objective When students learn or solve problems, attentional resources are depleted; rest breaks may restore cognitive functioning in support of learning. Research framed by attention restoration theory holds that exposure to natural environments may be another means to restore attentional resources. The study investigated the effects of alternative rest break formats on learning a challenging mental mathematics strategy. Method Students first completed a series of timed arithmetic tests expected to deplete attentional resources. Students in the control condition proceeded directly onto a mental mathematics lesson, while students in the unstructured rest and nature-based rest conditions took a 5-min break before the lesson. All students then completed a self-reported questionnaire on directed attention levels during the lesson, then completed a problem-solving post-test. Results The unstructured rest condition reported higher levels of directed attention during the lesson than the control condition; no other comparisons were statistically significant. The unstructured rest condition solved more post-test problems than the control condition, and the nature-based rest condition also solved more problems than the control condition. The post-test score difference between the two rest conditions was not statistically significant. Conclusions The study provided clearer evidence for the general benefits of rest than for the additional benefits of nature-based rest. KEY POINTS What is already known about this topic: (1) Attentional resources depleted by challenging tasks can be restored by unstructured rest breaks. (2) Rests based on exposure to nature may also restore attentional resources. (3) Both actual and video-based nature exposures have restorative effects. What this topic adds: (1) This study compares the effects of unstructured and video-based nature rest on learning a complex cognitive skill. (2) Both unstructured and nature-based rest breaks enhanced learning. (3) Instructional designers should plan for rest breaks in lessons on complex topics.
{"title":"Rest breaks aid directed attention and learning","authors":"Paul Ginns, Katherine Muscat, Ryan S. Naylor","doi":"10.1080/20590776.2023.2225700","DOIUrl":"https://doi.org/10.1080/20590776.2023.2225700","url":null,"abstract":"ABSTRACT Objective When students learn or solve problems, attentional resources are depleted; rest breaks may restore cognitive functioning in support of learning. Research framed by attention restoration theory holds that exposure to natural environments may be another means to restore attentional resources. The study investigated the effects of alternative rest break formats on learning a challenging mental mathematics strategy. Method Students first completed a series of timed arithmetic tests expected to deplete attentional resources. Students in the control condition proceeded directly onto a mental mathematics lesson, while students in the unstructured rest and nature-based rest conditions took a 5-min break before the lesson. All students then completed a self-reported questionnaire on directed attention levels during the lesson, then completed a problem-solving post-test. Results The unstructured rest condition reported higher levels of directed attention during the lesson than the control condition; no other comparisons were statistically significant. The unstructured rest condition solved more post-test problems than the control condition, and the nature-based rest condition also solved more problems than the control condition. The post-test score difference between the two rest conditions was not statistically significant. Conclusions The study provided clearer evidence for the general benefits of rest than for the additional benefits of nature-based rest. KEY POINTS What is already known about this topic: (1) Attentional resources depleted by challenging tasks can be restored by unstructured rest breaks. (2) Rests based on exposure to nature may also restore attentional resources. (3) Both actual and video-based nature exposures have restorative effects. What this topic adds: (1) This study compares the effects of unstructured and video-based nature rest on learning a complex cognitive skill. (2) Both unstructured and nature-based rest breaks enhanced learning. (3) Instructional designers should plan for rest breaks in lessons on complex topics.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72507615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-15DOI: 10.1080/20590776.2023.2210762
David J. Mander, L. Lester
ABSTRACT Objective To explore the symptomatic features of homesickness in Australian adolescent males during their first year at boarding school, as well as its dimensionality, coping strategies, and the relationship with academic, resilience, emotional and mental health factors. Method Drawing on a larger, longitudinal study (n = 174 students), survey responses were collected from 29 male participants aged 11–12 years at one non-government boarding school (K-12) located in Western Australia. Results Exploratory statistical analysis found one-third did not experience homesickness, with almost one-third of participants experiencing a single episode of homesickness lasting for one week and one in five reporting recurrent episodes throughout the first year. Further, homesickness was not necessarily associated with specific negative emotions such as sadness or provoking problematic thoughts towards boarding school, cognitive impairment in class and somatisation. However, school-orientated homesickness was associated with a greater vulnerability to non-specific psychological distress, conduct problems, peer problems, and overall total difficulties. A range of productive coping strategies used by participants to ameliorate homesickness. Conclusion Findings are discussed within the context of the existing literature and wider setting of adolescence and insight from a developmental science perspective. Potential implications for practice and future directions are presented, as are the limitations of this study. KEY POINTS What is already known about this topic: (1) A general paucity exists in Australian empirical studies exploring homesickness in adolescent male boarding students. (2) International studies link homesickness in boys with a wide range of somatic, internalising and externalising behavioural problems, as well as with social and emotional instability, and greater vulnerability to psychopathology such as anxiousness and depressive symptoms. (3) Prior research suggests help-seeking skill deficits and maladaptive responses to homesickness by Australian male boarding students, such as ignoring problems or keeping difficulties to self. What this topic adds: (1) It provides new insight into symptomatic features of homesickness as reported by Australian adolescent male boarding students and evidences the utilisation of adaptive behaviours and productive coping strategies. (2) It offers a preliminary understanding of the relationship homesickness might have with academic, resilience, emotional and mental health factors. (3) In practice, this study may serve to underscore the benefits of a dual approach when treating homesickness in Australian adolescent male boarding students. One that considers factors specific to home and school and integrates this knowledge to guide case formulation and treatment planning.
{"title":"Self-reported homesickness in Australian adolescent males during their first year at boarding school: an exploratory study of symptomatic features, its dimensionality, coping strategies, and the relationship with academic, resilience, emotional and mental wellbeing factors","authors":"David J. Mander, L. Lester","doi":"10.1080/20590776.2023.2210762","DOIUrl":"https://doi.org/10.1080/20590776.2023.2210762","url":null,"abstract":"ABSTRACT Objective To explore the symptomatic features of homesickness in Australian adolescent males during their first year at boarding school, as well as its dimensionality, coping strategies, and the relationship with academic, resilience, emotional and mental health factors. Method Drawing on a larger, longitudinal study (n = 174 students), survey responses were collected from 29 male participants aged 11–12 years at one non-government boarding school (K-12) located in Western Australia. Results Exploratory statistical analysis found one-third did not experience homesickness, with almost one-third of participants experiencing a single episode of homesickness lasting for one week and one in five reporting recurrent episodes throughout the first year. Further, homesickness was not necessarily associated with specific negative emotions such as sadness or provoking problematic thoughts towards boarding school, cognitive impairment in class and somatisation. However, school-orientated homesickness was associated with a greater vulnerability to non-specific psychological distress, conduct problems, peer problems, and overall total difficulties. A range of productive coping strategies used by participants to ameliorate homesickness. Conclusion Findings are discussed within the context of the existing literature and wider setting of adolescence and insight from a developmental science perspective. Potential implications for practice and future directions are presented, as are the limitations of this study. KEY POINTS What is already known about this topic: (1) A general paucity exists in Australian empirical studies exploring homesickness in adolescent male boarding students. (2) International studies link homesickness in boys with a wide range of somatic, internalising and externalising behavioural problems, as well as with social and emotional instability, and greater vulnerability to psychopathology such as anxiousness and depressive symptoms. (3) Prior research suggests help-seeking skill deficits and maladaptive responses to homesickness by Australian male boarding students, such as ignoring problems or keeping difficulties to self. What this topic adds: (1) It provides new insight into symptomatic features of homesickness as reported by Australian adolescent male boarding students and evidences the utilisation of adaptive behaviours and productive coping strategies. (2) It offers a preliminary understanding of the relationship homesickness might have with academic, resilience, emotional and mental health factors. (3) In practice, this study may serve to underscore the benefits of a dual approach when treating homesickness in Australian adolescent male boarding students. One that considers factors specific to home and school and integrates this knowledge to guide case formulation and treatment planning.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77075039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-14DOI: 10.1080/20590776.2023.2210761
M. Sousa, C. Moreira, Orlanda Cruz, Sara Cruz
ABSTRACT Objective This study investigated the role of cognitive flexibility and temperament as predictors of academic performance, in children in care and children from a community sample, longitudinally. Also, it examined the mediating role of child’s temperament in the relationship between cognitive flexibility and academic performance, as well as between-group differences. Method Participants were 46 children in care and 48 children from a community sample, aged 6 to 10 years. Cognitive flexibility, temperament, and academic performance were assessed with the Raven’s Colored Progressive Matrices set B (RCPM-B), the Portuguese version of School-Age Temperament Inventory (SATI), and the competence academic scale (CAS) of the Portuguese version of the Social Skills Rating System – Teacher Form (SSRS-T), respectively. Results Cognitive flexibility was a significant predictor of academic performance only for children in care. In both groups, negative reactivity and task persistence predicted academic performance, and children’s task persistence mediated the relationship between cognitive flexibility and academic performance. However, a between group difference was observed in this mediation: in addition to the mediation effect observed in both groups, a direct effect was also found in the in-care group. Conclusions These findings highlight the importance of promoting cognitive and task persistence competencies in normative and at-risk populations. KEY POINTS What is already known about this topic: Cognitive abilities are widely recognized as a determinant factor for academic performance in both nonclinical and at-risk populations. The predictive effect of temperament on school academic performance is widely described. Cognitive flexibility difficulties and poor academic performance among children in care are widely documented. What this study adds: In the in-care group, cognitive flexibility predicted academic performance one year later, but this longitudinal prediction was not significant for the community sample group. The mediating role of temperament dimensions in the relationship between cognitive flexibility and academic performance was examined and only task persistence showed a significant mediation effect in both groups. This mediation effect was different between groups, as, in addition to the mediator effect observed in both groups, a direct effect was found in the in-care group.
{"title":"Cognitive flexibility and academic performance of children in care and children from a community sample: the contrasting mediator effect of task persistence","authors":"M. Sousa, C. Moreira, Orlanda Cruz, Sara Cruz","doi":"10.1080/20590776.2023.2210761","DOIUrl":"https://doi.org/10.1080/20590776.2023.2210761","url":null,"abstract":"ABSTRACT Objective This study investigated the role of cognitive flexibility and temperament as predictors of academic performance, in children in care and children from a community sample, longitudinally. Also, it examined the mediating role of child’s temperament in the relationship between cognitive flexibility and academic performance, as well as between-group differences. Method Participants were 46 children in care and 48 children from a community sample, aged 6 to 10 years. Cognitive flexibility, temperament, and academic performance were assessed with the Raven’s Colored Progressive Matrices set B (RCPM-B), the Portuguese version of School-Age Temperament Inventory (SATI), and the competence academic scale (CAS) of the Portuguese version of the Social Skills Rating System – Teacher Form (SSRS-T), respectively. Results Cognitive flexibility was a significant predictor of academic performance only for children in care. In both groups, negative reactivity and task persistence predicted academic performance, and children’s task persistence mediated the relationship between cognitive flexibility and academic performance. However, a between group difference was observed in this mediation: in addition to the mediation effect observed in both groups, a direct effect was also found in the in-care group. Conclusions These findings highlight the importance of promoting cognitive and task persistence competencies in normative and at-risk populations. KEY POINTS What is already known about this topic: Cognitive abilities are widely recognized as a determinant factor for academic performance in both nonclinical and at-risk populations. The predictive effect of temperament on school academic performance is widely described. Cognitive flexibility difficulties and poor academic performance among children in care are widely documented. What this study adds: In the in-care group, cognitive flexibility predicted academic performance one year later, but this longitudinal prediction was not significant for the community sample group. The mediating role of temperament dimensions in the relationship between cognitive flexibility and academic performance was examined and only task persistence showed a significant mediation effect in both groups. This mediation effect was different between groups, as, in addition to the mediator effect observed in both groups, a direct effect was found in the in-care group.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89498901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-10DOI: 10.1080/20590776.2023.2210760
Renz Louis T. Montano
ABSTRACT Objective The present study aimed to (1) to determine how the two dimensions of perfectionism – perfectionistic strivings (PS) and evaluative concerns (EC) are associated with academic engagement and (2) to determine if failure mindset mediates the relationship between perfectionism and academic engagement. Method Four hundred and forty-eight Filipino undergraduate students with an average age of 20.91 SD = 2.37participated in the survey. Results The results indicate that PS is positively linked to academic engagement through failure-is-enhancing beliefs. In contrast, EC is associated with lower academic engagement through a reduced failure-is-enhancing mindset. Conclusion This study provides evidence that believing that failure is essential rather than unhelpful is an important factor in predicting academic engagement among perfectionists. Specifically, it was found that having high PS promotes the belief that failures are important in learning, while the opposite pattern was observed among those high in EC. This supports the view that perfectionism has an adaptive and a maladaptive side. KEY POINTS What is already known about this topic: Perfectionistic strivings domain is linked to higher engagement in the educational context, while the evaluation concerns is associated with task aversion, avoidance, and procrastination, which are indicative of disengagement. Individuals high in perfectionistic strivings usually display higher aspirations and hopes of success, while people high in evaluative concerns exhibit fear of failure and negative evaluation (Stoeber & Rambow, 2007; Stoeber et al., 2008). Fear of failure is associated with self-handicapping, helpless attribution and disengagement (Caraway et al., 2003; De Castella et al., 2013). What this topic adds: Individuals who are high in perfectionistic strivings are more likely to adopt the failure-is-enhancing mindset, while those high in evaluative concerns are less likely to endorse this belief. Perfectionistic strivings perfectionism is linked to higher academic engagement via failure-is-enhancing beliefs. In contrast, evaluation concern perfectionism is correlated with disengagement through a reduced failure-is-enhancing mindset. The present study offers initial evidence that perfectionists differ in the assumptions they hold about the meaning of failure.
摘要目的本研究旨在(1)确定完美主义的两个维度——完美主义努力(PS)和评价关注(EC)与学业投入之间的关系;(2)确定失败心态是否在完美主义与学业投入之间起到中介作用。方法对448名菲律宾籍大学生进行调查，平均年龄为20.91 SD = 2.37。结果结果表明，PS通过“失败是增强信念”与学业投入呈正相关。相比之下，EC与较低的学术投入有关，因为失败是一种减少的心态。本研究提供的证据表明，相信失败是必要的，而不是无益的，是预测完美主义者学业投入的重要因素。具体来说，研究发现，高PS促进了失败在学习中很重要的信念，而在高EC中观察到相反的模式。这支持了完美主义有适应和不适应两方面的观点。关于这个话题我们已经知道的是:完美主义的努力领域与教育环境中更高的投入有关，而评估关注与任务厌恶、回避和拖延有关，这表明了脱离投入。追求完美的人通常表现出更高的抱负和对成功的希望，而高度关注评价的人则表现出对失败和负面评价的恐惧(Stoeber & Rambow, 2007;Stoeber et al.， 2008)。对失败的恐惧与自我设限、无助归因和脱离接触有关(Caraway等，2003;De Castella et al.， 2013)。本主题补充:追求完美的人更有可能采用失败是一种进步的心态，而那些高度关注评估的人则不太可能赞同这种信念。完美主义的努力完美主义与更高的学术投入有关，因为他们相信失败是有益的。相比之下，评估关注完美主义通过减少“失败是促进”的心态与脱离投入相关。目前的研究提供了初步证据，证明完美主义者对失败的意义持有不同的假设。
{"title":"Believing that failure is essential: failure-is-enhancing mindset mediates the relationship of perfectionism and academic engagement","authors":"Renz Louis T. Montano","doi":"10.1080/20590776.2023.2210760","DOIUrl":"https://doi.org/10.1080/20590776.2023.2210760","url":null,"abstract":"ABSTRACT Objective The present study aimed to (1) to determine how the two dimensions of perfectionism – perfectionistic strivings (PS) and evaluative concerns (EC) are associated with academic engagement and (2) to determine if failure mindset mediates the relationship between perfectionism and academic engagement. Method Four hundred and forty-eight Filipino undergraduate students with an average age of 20.91 SD = 2.37participated in the survey. Results The results indicate that PS is positively linked to academic engagement through failure-is-enhancing beliefs. In contrast, EC is associated with lower academic engagement through a reduced failure-is-enhancing mindset. Conclusion This study provides evidence that believing that failure is essential rather than unhelpful is an important factor in predicting academic engagement among perfectionists. Specifically, it was found that having high PS promotes the belief that failures are important in learning, while the opposite pattern was observed among those high in EC. This supports the view that perfectionism has an adaptive and a maladaptive side. KEY POINTS What is already known about this topic: Perfectionistic strivings domain is linked to higher engagement in the educational context, while the evaluation concerns is associated with task aversion, avoidance, and procrastination, which are indicative of disengagement. Individuals high in perfectionistic strivings usually display higher aspirations and hopes of success, while people high in evaluative concerns exhibit fear of failure and negative evaluation (Stoeber & Rambow, 2007; Stoeber et al., 2008). Fear of failure is associated with self-handicapping, helpless attribution and disengagement (Caraway et al., 2003; De Castella et al., 2013). What this topic adds: Individuals who are high in perfectionistic strivings are more likely to adopt the failure-is-enhancing mindset, while those high in evaluative concerns are less likely to endorse this belief. Perfectionistic strivings perfectionism is linked to higher academic engagement via failure-is-enhancing beliefs. In contrast, evaluation concern perfectionism is correlated with disengagement through a reduced failure-is-enhancing mindset. The present study offers initial evidence that perfectionists differ in the assumptions they hold about the meaning of failure.","PeriodicalId":44410,"journal":{"name":"Educational and Developmental Psychologist","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74346494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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