The mediating role of causal attributions on the relationship between perfectionism and academic well-being among gifted adolescents

Subject Areas : روان درمانگری

Mojtaba Malek Jafarian ¹ (M.A in School Counseling Shahid Beheshti University)
Omid Shokri ² (PhD Shahid Beheshti University)
Masoud Sharifi ³ (PhD Shahid Beheshti University)

Received: 2022-06-12 Accepted : 2022-06-12 Published : 2021-12-22

Keywords: sex differences, perfectionism, causal attributions, academic well-being, gifted psychology,

Abstract :

This study examined the mediating effect of causal attributions on the relationship between positive and negative perfectionism and academic well-being among male and female gifted students. In this correlational study, 352 gifted students (152 male and 200 female) responded to the Multidimensional Perfectionism Cognitions Inventory (MPCI), the Attributional Style Questionnaire (ASQ), the School Engagement Inventory (SEI) and the School Burnout Inventory (SBI). Multi-group structural equation modeling was used to assess causal attributions on the relationship between positive and negative perfectionism and academic well-being among male and female gifted students. Results indicated that for total sampel and for male and female gifted students, the partially mediated model of positive and negative causal attributions on the relationship between positive and negative perfectionism and academic well-being had good fit to data. The results of the group specificity of structural relations showed that the relationship between perfectionism, causal attributins and academic well-being were equivalent for both groups. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model' predictors accounted for 41% and 32% of the variance in academic engagement and academic burnout, respectively. In sum, these findings show that the positive and negative perfectionism affect academic well-being of male and femle gifted students through affecting on adaptive and nonadaptive causal attributions. 

References:

 

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