Introduction
Perfectionism in gifted students has been widely studied as a manifestation that reflects both exceptional potential and the psychological challenges associated with high achievement. The literature suggests that gifted individuals often set extremely high standards and may experience emotional and social difficulties resulting from excessive self-criticism and external expectations. This study aims to identify the determinants of perfectionism in gifted high school students in Sorong City, Indonesia, by analyzing its manifestations in three dimensions: self-oriented perfectionism, other-oriented perfectionism, and socially prescribed perfectionism.
M is all
A qualitative research design with a naturalistic approach and an instrumental case study was used. Participants were selected based on an intelligence test administered to 50 students recommended by their teachers, of whom 10 obtained an IQ above 120, being considered gifted according to the IST scale. Data collection was conducted through systematic observations and semi-structured interviews, based on the criteria of the Multidimensional Perfectionism Scale (MPS). Progressive data analysis used the triangulation method, combining qualitative reports and behavioral indicators.
Results
The data revealed that the determining factors of perfectionism in gifted students can be classified into two main groups: internal and external factors.
1. Self-Oriented Perfectionism (SOP)
Individuals in this group showed a high level of self-demand and need for control over their academic and personal activities. Among the behaviors observed, the following stand out:
Persistent dissatisfaction with one’s own performance, repeatedly revising work until a level of subjective perfection is reached;
Difficulty relaxing until tasks are completed with excellence;
Excessive prioritization of academic performance to the detriment of social life;
Intense fear of making mistakes, resulting in procrastination and anxiety.
2. Other-Oriented Perfectionism (OOP)
This dimension of perfectionism was characterized by students’ tendency to project high standards onto others. Behaviors include:
Expectations and criticisms about the performance of colleagues in academic activities;
Difficulty delegating tasks within group work, preferring to do everything individually to ensure the desired quality;
Frustration with what they perceive as others’ “failures” in living up to their high prices.
3. Socially Prescribed Perfectionism (SPP)
In this category, students report feeling significant pressure from parents, teachers and society to achieve exceptional performance. The main aspects observed were:
High parental expectations, demanding impeccable performance and highly qualified professional choice;
Fear of disappointing family and mentors, leading to symptoms of anxiety and stress;
Constant comparison with colleagues and concern about external evaluation of their performance.
In addition to these categories, two major axes of influence on the development of perfectionism were identified:
Internal Factors:
High level of ambition and intrinsic motivation to achieve excellence;
Fear of failure and exclusion of mistakes as part of the learning process;
Tendency towards exacerbated critical thinking, resulting in self-deprecation;
Difficulty accepting praise or considering one’s own successes.
External Factors:
Family pressure to achieve high standards and demonstrate superior competence;
Competitive academic environment that reinforces the need to constantly stand out;
Cultural and media influence that promotes the idea of absolute success and minimizes ease of use.
Discussion
The results of this study reinforce the view that perfectionism in gifted students is not a unidimensional trait, but rather a multifaceted construct influenced by individual and environmental factors. The presence of perfectionism can be both adaptive and maladaptive, depending on the level of difficulty of the established standards and the individual’s ability to cope with his or her own expectations. Students who internalize excessive standards without flexibility tend to present high levels of stress, while those who channel perfectionism in a constructive way demonstrate greater resilience.
The literature on the subject has already shown that perfectionism in gifted students can be a risk factor for psychological disorders, including anxiety, depression and academic burnout (MARGOT; RINN, 2016). The findings of this study corroborate these concerns, indicating that internal and external pressure can lead to a cycle of constant dissatisfaction and emotional exhaustion.
Conclusion
Perfectionism in gifted students is a complex phenomenon, resulting from the interaction between internal factors (self-demand, high standards, fear of failure) and external factors (parental pressure, competitive academic environment, cultural influence). This study highlights the need for educational programs that promote a balance between high performance and emotional well-being, offering psychological support and strategies to manage perfectionism. In addition, the results suggest the importance of training teachers and parents to consider and moderate the expectations placed on these students, allowing for a healthier academic and emotional development.
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