Date of Award

Summer 2015

Document Type

Dissertation/Thesis

Degree Name

Educational Specialist (EdS)

Department

Department of Graduate Psychology

Advisor(s)

Deborah Kipps-Vaughan

Abstract

Research has demonstrated that gifted students tend to experience a higher level of perfectionism when compared to their regular education peers. While perfectionism may aid these students in their academics, it can also contribute to negative consequences in terms of the social and emotional needs of these students, such as anxiety. This research study sought to add to the literature by examining whether perfectionism does influence anxiety in gifted middle school students. Twenty-two middle school students enrolled in a center-based gifted program participated in this study by completing two measures: one examining levels of perfectionism and another examining levels of anxiety. Data was analyzed using Pearson correlations and correlated t-tests. The results demonstrated that students with higher levels of perfectionism had higher levels of anxiety as well. The gifted students did not experience one type of perfectionism more than the other, but students who had higher levels of socially prescribed perfectionism did experience higher levels of anxiety. This study also demonstrated that there was not a relationship between perfectionism or anxiety with academic achievement. Implications of this study and recommendations for further research are included.

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