A mixed methods study exploring perfectionism, well-being and flourishing in U.K. secondary school students

Abstract

Perfectionism has been conceptualised as a multidimensional personality characteristic with adaptive and maladaptive aspects. Much research on perfectionism amongst children and young people (CYP) has focused on its links with negative mental health outcomes.

The systematic literature review examined the effectiveness of interventions targeting perfectionism in children and adolescents. 16 studies were identified and quality assessed. Findings were grouped according to participant samples: universal samples, gifted students, participants with elevated perfectionism and clinical samples. Results suggested that interventions targeting perfectionism can be effective in adolescents from clinical and non-clinical samples and those with elevated perfectionism. However, interventions were often not effective in lowering all perfectionism dimensions measured. Furthermore, dimensions conceptualised as adaptive were often reduced in addition to those conceptualised as maladaptive. The studies contained several methodological limitations, including lack of blinding and fidelity assessment, and reliance on self-report measures. It was concluded that those considering implementing such interventions should exercise caution. More research is needed to clarify when and how perfectionism can be helpful and harmful to CYP to inform decisions around intervention.

The empirical paper used a mixed methods design to explore differences in well-being and flourishing between students classed as adaptive, maladaptive and non-perfectionists, and to identify factors that support adaptive perfectionists’ well-being in school. In the quantitative phase, 260 secondary school students (aged 13–15) completed measures of perfectionism, well-being and flourishing. In the qualitative phase, semi-structured interviews were conducted with 11 participants identified as flourishing adaptive perfectionists. Kruskal-Wallis tests and pairwise comparisons revealed that adaptive perfectionists had significantly higher total, emotional, social and psychological well-being than maladaptive and non-perfectionists. Maladaptive perfectionists also had significantly higher total and psychological well-being than non-perfectionists. The emotional and social well-being scores of maladaptive and non-perfectionists did not significantly differ. Furthermore, a chi-square test revealed that significantly more adaptive perfectionists were classed as ‘flourishing’ than would be expected if they were equally distributed across mental health status categories. Significantly more non-perfectionists were classed as ‘languishing’ than expected. Thematic analysis of the qualitative data revealed four overarching themes: ‘social support’, ‘life outside of school’, ‘reactions to imperfection’ and ‘coping with challenges’. Overall, findings highlighted the importance of examining how perfectionism may promote well-being as well as suggesting useful implications for practice, including helping CYP to develop coping strategies, growth mindsets and social support networks.

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