Int. j. econ. manag. soc. sci., Vol(3), No (12), December, 2014. pp.

898-901

TI Journals

International Journal of Economy, Management and Social Sciences

www.tijournals.com

ISSN:
2306-7276

Copyright 2014. All rights reserved for TI Journals.

Examine the Relationship between Parental Perfectionism and

Academic Achievement in Elementary School Students
Zohre Esmaili
Assistant Professor, Department of Education, Payame Noor University (PNU), Iran.

Mohammad Hassan Pour*

M. A., Department of History and Philosophy of Education, Payame Noor University (PNU), Iran.

Maryam Ansari
Assistant Professor, Department of Education, Payame Noor University (PNU), Iran.
*Corresponding author: shamym21@gmail.com

Keywords

Abstract

Academic Achievement
Perfectionism Dimensions
Perfectionism Types
Parents
Perfectionism

The current study was conducted to examine the relationship between parental perfectionism and academic
achievement of elementary school students. The survey method with a questionnaire was used. The
population consists of female students is Minab, with 175 subjects were selected by multistage sampling. Our
results indicate that there was a significant negative correlation between parental perfectionism and academic
achievement. Moreover, there was a significant negative correlation between self- oriented perfectionism,
other-oriented perfectionism, and socially- prescribed perfectionism with academic achievement at rates of 0.80, -0.70 and -0.68, respectively. So that the increased the parental perfectionism in the egocentric
perfectionism, other-oriented perfectionism, and community-based perfectionism, student achievement
decreases. Accordingly, parents play an important role in their children's academic achievement.

1.

Introduction

Academic achievement and related issues are among the main concerns of the education system, since the government authorities and political,
economic, social, cultural decision-makers all around the world see the development of their communities in the development of the educational
system, and the development and progress are operational through the academic achievement of students in schools and classrooms.The family
as the first center of living in collective is the illustration of educational institutions are love creating. Therefore, the human civilization has
emerged in the heart of "family" as the primary education center entity. Transmission of cultural traditions, cultural heritage or culture of
evaluation and criticism first were adopted by the family. Thus the family institution as the old center of culture based on feedback from the
distant past has always been the center of social change and the origin of human variation (Bahram, 1998: 43). Thus, the family home is as a
sanatorium where a child shows all the honors and achievements. Where he seeks treatment for pain and heals for wounds of defeat that brings
serenity. In other words, home is where children brings their daily social experience to evaluate the experience, they might be admired and
encouraged or forgotten and considered as a lesson to learn from and the role of parents is very important in this field (Rice and Ashby, 2002:
199). As a result, rapid and complex changes in human societies over time have left a major impact on people's parenting styles. Now families
are trying to prepare their children to win competitive advantages over their peers from early childhood. This style made children feel valuable in
the case of parents approvals. Therefore, parental and other individuals approvals play major role in the structure of personality, they redouble
their efforts and expect a positive response. Sometimes this sensitivity and concern over parents' expectations can affect some personality and
psychological factors of their children (and others, 2004: 54Soenens). Perfectionist parents not only to serve contempt for their successes but
also are difficult to accept and reward children's efforts. They rather to confirm their children's behavior make them to do better and warn them.
These children do not always feel happy because their behavior is not good enough to appeal to parents, therefore, these children, like their
parents belittle their success and feel they will never meet their parents expectations (Abasinia, 1999: 67). In general, in a glance the
psychological perspective, one can see that, unfortunately, few families in our community can be find out that do not criticize a child committed
a minor mistake, and shouldered the responsibilities, regardless of their skills and assumed that responsibility. If we listen to families about their
children's educational status, they complain that they were not able to score top score (which is 20 out of 20 in Iran). Sometimes these parents'
high sensitivity and concern over their children academic performance or their high expectations could effect on some psychological and
personal factors including (the self- esteem, assertiveness and self-efficacy). (Mehrabizadeh Honarmand, 2003: 21). In our country,
perfectionism did not gain much of attention by researchers and there are few researches and studies in this field. Since perfectionism and all its
aspects creates difficulties for people is growing and expanding in the current population, day by day; as well as considering the important role
of parents, this study examined the relationship between parental perfectionism is student achievement in elementary schools. To achieve this
objective the extent of parental perfectionism and student achievement goals were described to investigate the relationship of different
dimensions of perfectionism and student achievement. Generally, two important implications of this research are the academic achievement and
perfectionism. Academic achievement is the success of students in one or more subject (eg, understanding, comprehension, reading or numerical
calculation) that are measured by standardized academic tests. Also, the term is referred to progress in the classroom as the school is evaluated
(Acharyaand Joshi, 2009: 75). Elsewhere, the effect of educational progress (exponential) used as the student status to indicate a score for a
course of study, means of a course in a specific subject, or means of all subjects in one course. Various criteria can be considered for academic
achievement that class means score is the most popular (Cassady :2004 , 12). Also academic achievement is one of the indicators of progress in
the achievement in the education system, the concept of 'homework and student achievement in graduate courses in a specific grade "or"
students' success in learning the course material ". the opposite to academic achievement is academic failure that is one of the problems of the
educational system that appears in a variety of ways, such as failure to achieve the goal of school years by students, failing and repeating basic
education, early school dropout, unemployment, and uncertainty (and others, 2010: 150Deryakulu). In general, the academic achievement is the
ultimate responsibility for active learning process that takes place with the help of training and educational activities. Also, the speed at which

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Examine the Relationship between Parental Perfectionism and Academic Achievement in Elementary School Students
International Journal of Economy, Management and Social Sciences Vol(3), No (12), December, 2014.

students complete the courses and varying degrees and is measured based on the amount of speed, and or disability (Guayand others, 2011: 646).
One of the concepts addressed in this study is perfectionism. Perfectionism a structure has been considered by many researchers in recent
decades, each according to their view has a different definition. However, most researchers have found that the criteria for high-performance
compromise the basic concept of perfectionism. Webster's dictionary defines Perfectionism as the doctrine that the perfection of moral
character constitutes a person's highest good; the theological doctrine that a state of freedom from sin is attainable on earth; and a disposition to
regard anything short of perfection as unacceptable( Besharat, 2007:55).
Horney defines perfectionism as a person's neurotic striving for flawlessness, the smallest mistake deem unforgivable sin and anxiously await
the negative outcome. Hollander writes: "Perfectionism indicates the individual's tendency to perceive their surroundings as the" all or nothing ",
which the outcome is either a complete success or a complete failure." Hamachek divides perfectionism into two dimensions of normal and
abnormal perfectionism. He believes that abnormal perfectionism is: Excessive worry and fear about committing errors and judgment of others.
Weissman, A.N argues that perfectionism is a strong need for advances and this tendency appears as unrealistic high personal standards. Frost,
R.O, Marten, P. A, Lahart, C &Rosenblate, R also defined perfectionism as set of very high standards for the performance associated with
critical self evaluations (Tashakor, 1998: 43). Generally, perfectionists have certain features. The main features of perfectionism are ambitious,
ambiguous and unattainable goals and extreme efforts to achieve these goals. It is believed that compatibility problems caused by those
perfectionist attitudes have the following features :
-Having unrealistic standards and extreme efforts to achieve the standards
-selective attention and extreme generalized failures
-Strict self-evaluation and tendency toward all or nothing attitude Perfectionism like everything has its place and done on time. For them,
discipline and trend is important even about trivial things. Mistakes are not tolerated. They re-write an informal handwritten letters even if their
pencil slides or a word misspelled. Such living is although hard and full of anxiety, but until things are stable and predictable, it goes on. These
people are usually hardworking, prolific and reliable but are not prepared to deal with sudden changes and unexpected situations. Difficulties in
adapting to changes and the lack of tendency to leave the chores make them severely stressed when the routine is disturbed. Excessive attention
to details means that they are constantly creating stress for themselves, while dealing with simpler and better prioritizing of less important things
they can easily avoid all waste of time (Pishghadamand Akhondpoor, 2011: 437). Generally, perfectionism has dimensions including: Selforiented perfectionism: Self- Oriented Perfectionism; it is a motivational component including individual efforts to achieve full self and in this
dimension people have a strong incentive to perfection perfectionism, unrealistic high standards, forced efforts with all or nothing attitude about
the outcomes as full successes or full failures. These people focus on their past flaws and faults with unrealistic personal standards across their
field of pervasive form of behavior. They are critical and pedantical, so that they do not recognize their mistakes and failures in different aspects
of life. 2) Other- oriented perfectionism: Another important dimension of perfectionism is on the holder's beliefs and expectations about others'
competencies. Other- oriented perfectionism is an interpersonal dimension which encompasses Tendency toward having perfectionist standards
for entities that are important for the person. Other-oriented perfectionism is associated with mistrust and hostility toward others may lead to
difficult interpersonal relationships. On the other hand, Heimberg, R.G, Holt, S &Mattia, J.I defines other-oriented perfectionism as: A tendency
to have unrealistic expectations of others and their rigid evaluate. A perfectionist wants see others in an exaggerated form of perfection with
unrealistic standards. 3) Socially- prescribed perfectionism: this dimension consists of intrapersonal dimensions, exaggerated and unrealistic
expectations excreted on the person that though difficult to satisfy, must be met by an individual to be accepted by others. These extreme
measures as criteria imposed by others are experienced as external criteria creates a sense of uncontrollability leading to feelings of failure,
anxiety, anger, helplessness and hopelessness, and are related to thoughts of suicide and depression. People with high levels of sociallyprescribed perfectionism are concerned in dealing with others standards, they are afraid of negative evaluation and avoid others disapproval and
show more importance to achieving respect from others.
Perfectionism was theorized by different theorists such as Freud and Horney. Freud observation of "superego" theory is as the following. Some
neurotics are abiding strict moral and religious rules, meaning that the main motive in their life is not happiness but the development and
outreach. They live in a series of "shoulds and musts". They should reach to perfection in everything, and do it the best way or else they will not
be pleased. Someone with these qualities should not be confused with any judgment and be either the perfect husband or wife or son or daughter.
In short, s/he should be known as a perfect person. If these people fail to achieve their difficult moral aspirations they will feel anxious and
guilty. Patients who are embracing with these perspectives blame themselves not only because of unachieved ethical ideals, but also for the past
failures faced with in this path. Another aspect of neurotic ethics is what Freud's calls Ego- alien ". This term means that the neurotic person has
no authority on their own imposed strict rules, meaning that s/he does not judge if s/he likes the rules, if s/he believes in them, if s/he gives
any value to them. It is commonly thought that the limits an individual defines for himself is the result of environmental laws and ethical rules,
but Freud thinks that the rules and customs of moral are inclinations of human to harass others. The limitations instead making bullying person
aware of the environment, seems to make him aware of himself, and thus instead of abuse and slander and hatred towards others rather makes
them abuse, insults and hatred themselves. Freud gives us two reasons to support this theory, 1) One that people's caught in the need to be
complete make themselves miserable and desperate means that their expectations are so high that they fail to realize them. 2) Freud believes that
whatever the person controls desires to his aggressiveness towards others more is strict regarding their ideals. According to Freud, the attempt to
achieve completeness and perfection is usually superficial and false and the one with the extremist goal of moral evolution is no longer honest
with him and others. They continuously struggle in need of perfection and only emulate the honesty, but deep in the heart do not believe in their
beliefs. The human tendency to maintain the appearance and to be perfect is natural, but whatever is remarkable regarding a neurotic person is
that all figures become masks as somewhat exaggerated to pretend, so that his real needs are surrendered by his tendency (Kadivar et al, 2010:
43). Horney also believed that one of the factors that prevents normal growth of the "real self" is that since the most important need of the child
(in unfavorable conditions) is to eliminate anxiety, resolve conflicts and gain inner peace, s/he no longer pays attention to emotions, desires,
interests and true wishes and authentic self. Child is trying to keep away from others harm. Thus, do not use real desires and feelings in
relationships with others, but nurtures artificial desire and emotions that is suitable for the special relationship, as a result stays ignorant and
unaware of the real self. Finally, seeks for all problems solution in the "imagination and thought". It means that in this way, s/he is successful in
imagining themselves at prime and prominent superior to others and sooth the feeling of triviality and insignificant. Then, the child tries to
resolve their contradiction in the imagination. This means that there is no contradiction in the drawn ideal image, but whatever s/he does
although conflicting and contradictory from the others perspective, is decent from his point of view. The person, in attempt to make real self
closer reality requires a glory and magnificence. To obtain glory, s/he should develop its own attributes and methods to apply in respect of the
"ego ideal". The first trait, the force to be perfect in all aspects grows spontaneously. Ego ideal is perfect and without blemish or defect, and the
person should strive to build itself accordingly. The second trait that grows as a means to gain glory is thirst or ambitions and strong tendency to
supremacy, and the third trait is great desire for conquest, revenge and vindictive toward others. All three, strong tendency to be perfect,
ambition and revenge supremacy is rooted from the same origin with close connection and usually appear concurrently in one person, but to
varying degrees. Horney notes that supremacy seekers find specific solutions to hide their failures. She divided these solutions into three
different types: Narcissism, perfectionism, self-perceptions - revenge

Zohre Esmaili, Mohammad Hassan Pour *, Maryam Ansari

900

International Journal of Economy, Management and Social Sciences Vol(3), No (12), December, 2014.

Perfectionism is a solutions for people with high intellectual, and spiritual ethical standards, and on this basis, they belittle the other individuals
and take pride in their right judgment and action as well as excellence and perfection in all aspects of life. The individual tries to adjust moral
values because of the difficulty of living with one's own standards. A perfectionist, when makes decisions in this way insist that others live
according to their standards of perfection and belittles others in failing to comply with the standards. Perfectionists have an extreme rigid
commitment and say to themselves because I'm always honest, with integrity and conscientiousness, people must know how to behave towards
me, and be fair, this certainly that they act flawlessly gives them a feeling of superiority (Alden and others, 1994: 270). Accordingly, family
plays an in important role in the children academic achievement. Families, particularly in the age range of 2 to 10 years old teach children the
skills to play a major role in relation to school work. These include language skills, ability to learn from adults, those aspects of the need to
progress, working habits and attention to tasks. Although families differ in teaching these skills to children, the results of some families in
developing skills and abilities are significant. Results of the research show that a large part of the academic achievement changes, particularly
changes in classroom abilities are rooted at different family environments. Although the families features can have positive effects on the
academic achievement of children at various aspects of the structure of the dominant values, expectations of parental rearing practices, social,
cultural and economic status, size and the number of children and parental character and rearing practices, but Blumer in longitudinal studies
indicate that whatever the parents do to interact with the children in the family are the main factor determining the character, not the level of
income or education or other characteristics, related to their social status. In summary, family environment plays a decisive role in a number of
features emergence needed for subsequent learning in school, both positively and negatively. A study shows that 85% of the most successful
students find themselves inspired by their parents, so in most cases parents cooperative partnership creates successful students (Kadivar, 2002).
In general, the child efforts to successes are affected by achievement values, success expectation, and their understanding of success and finding
their causes. Parents by raising their reasonable expectations can lead to higher levels of academic performance of their children. In this context,
a study conducted at the University of Michigan's on success in mathematics, it was found that the value parents give to different fields affect
children values, as well. In addition, parents' perceptions of childrens abilities have a direct impact on expectations and performance sense.
Children expectation of success is more depends on their parents to their performance. Apparently, parents presumption on the ability of the
children directly affects their confidence and their success rate, as well. Also, parents are influential in shaping children's attitudes. In this
context, perfectionism is one of the features of parental influence on children. Missildine states that perfectionist parents not only to serve
contempt for their successes, but also difficult to accept and reward children's efforts. They rather to confirm their children's behavior make them
to do better and warn them. These children do not always feel happy because their behavior is not good enough to appeal to parents. These
children, like their parents belittle their success and feel they will never meet their parents expectations. Thus, perfectionist parents express
excessive criticism; they are strict and generally less support their children.
Hamachek believes disapproval and or occasional disapproval or conditional approval of the parent is the causes of perfectionism in children.
Children are able to make sense or understand a good enough performance. Their performance is assessed excessively that ends up at the cost of
losing affection and closeness. They should always be perfect to meet the critical demands of the parents and stay away from criticism.
Moreover, consecutive and non-constructive criticism of others causes children to stay away from activities to avoid insults and humiliations, do
not give value to them and deal with issues from lower status and fear. Such a child does not involve in innovation and new works, is anxious
and distressed, and does not trust their abilities. S/he learns to maintain credibility and respect act toward satisfaction of others. Burns states:
perfectionist parents stay away from love and support for their children and in this way children are punished. These children response to their
mistakes with frustration, anxiety and fear, because the mistake is something that should be avoid. Once the self-assessment of this style
stabilized in a person creates pressure on individuals and consequently negatively affects on student achievement (Young and others, 2004: 54).

2.

Methodology

The study is applied - descriptive correlational. The population consists of all elementary school students in Minab. This elementary school was
chosen to control age and education level variables. In accordance with the same researches the sample size of 175 students were selected by
multistage sampling. Firstly, a number of schools were randomly selected among all primary school for girls in Minab. Next, a number of classes
were randomly selected among each school classes and 175 subjects completed the study questionnaires. Then students parents were invited and
in some cases were visited at homes, and perfectionism questionnaire were given to one of the parents to be completed by the parents of 175
school girl subjects. In the current study, two questionnaires were used as measuring instruments that include:
Perfectionism dimensions questionnaire: the scale is made by Besharat is a 30-item test that evaluates three self-oriented perfectionism, otheroriented perfectionism and socially - prescribed perfectionism measures. Each of the three sub-scales constitutes 10 items and is based on 5point Likert scale. To assess the reliability of multidimensional perfectionism, correlation coefficient between scores of the subjects on two
occasions with an interval of four weeks for self-oriented perfectionism, other-oriented perfectionism and socially - prescribed perfectionism has
been reported to be 0.92, 0.87 and 0.84, respectively. In the current study, Cronbach's alpha values for self-oriented perfectionism, other-oriented
perfectionism and socially - prescribed perfectionism has been reported to be 0.90, 0.91 and 0.81, respectively.
Hermansen Achievement Motivation Questionnaire: Hermen has prepared this questionnaire based on theoretical and empirical research related
to the need for achievement reviewing the extant literature (Kadivar et al, 2010). Akbari (2007) examined the validity of achievement motivation
test. Factor analysis of the questionnaire results showed that the questionnaire constitutes four general factors namely confidence, hardworking,
perseverance and foresight that in total explain 40.27 % of the variance. He retested the questionnaire and obtained the reliability of 0.74.
Cronbach's alpha coefficients for the subscales of confident, perseverance, foresight and hard working are 0.72, 0.65, 0.60, and 0.57,
respectively. In the current study Cronbach's alpha reliability for achievement motivation subscales of hard working, self-confidence,
perseverance and foresight were 62.58, 0.70, 0.53, and 0.54, respectively.

3.

Research findings

Table 1 presents descriptive statistics of subjects scores in perfectionism it dimensions and academic achievement.
Table 1. frequency description of perfectionism dimensions and academic achievement
N
175
175
175
175
175

SD
5/95
6/29
5/75
17/0
13/86

Mean
35/90
34/70
35/53
106/13
45/17

Self-oriented perfectionism
Other-oriented perfectionism
Socially - prescribed perfectionism
Perfectionism
Academic achievement

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Examine the Relationship between Parental Perfectionism and Academic Achievement in Elementary School Students
International Journal of Economy, Management and Social Sciences Vol(3), No (12), December, 2014.

Pearson's correlation coefficient was used to obtain the relationship between dimensions of perfectionism and academic achievement, Table 2
presents the results of the correlation between dimensions of perfectionism and academic achievement.
Table 2. examine the relationship between dimensions of perfectionism and academic achievement
Perfectionism
R=-0/73
sig=0/00

Socially - prescribed perfectionism

R=-0/68
Sig=0/00

Other-oriented perfectionism
R=-0/70
Sig=0/00

Self-oriented perfectionism
R=-0/80
Sig=0/00

Academic
achievement

The results reported in Table 2 indicate that there is a negative significant correlation between perfectionism and academic achievement. There is
a negative correlation between self-oriented perfectionism and academic achievement by -0.80, so that the increased self-oriented perfectionism,
academic achievement decreases. Moreover, there is a negative correlation between other-oriented perfectionism and academic achievement by 0.70, so that the increased other-oriented perfectionism, academic achievement decreases. And finally there is a negative correlation between
socially prescribed perfectionism and academic achievement by -0.68, so that the increased socially prescribed perfectionism, academic
achievement decreases.
Table 3. Regression analysis of perfectionism dimensions and academic achievement
Estimated standard error
0/39

Adjusted R Square
0/33

Significance level
0/00
0/00
0/00

Beta
-0/55
-0/47
-0/44

Coefficient
0/34

Correlation
0/58

dimension
Self-oriented
Other-oriented
Socially - prescribed

Stepwise regression analysis was used in order to evaluate the effects of each of the dimensions of parents perfectionism on the academic
achievement. As the data in Table 3 show three dimensions of self- oriented, other oriented and socially prescribed perfectionism have
entered the regression and all three are able to explain and predict according to Table (3) IN the amount of 33/0% of the variability. So that selforiented perfectionism, other oriented perfectionism and socially prescribed perfectionism explains negative impacts on academic
achievement by 0.55, 0.47 and 0.44, respectively.

4.

conclusions

Academic achievement and related issues are among the main concerns of the education system, meantime, the family is where children brings
their daily social experience to evaluate the experience, they might be admired and encouraged or forgotten and considered as a lesson to learn
from and the role of parents is very important in this field (Rice and Ashby, 2002: 199). The current study examined the relationship between
parental perfectionism and academic achievement. Our results indicate that there was a significant negative correlation between parental
perfectionism and academic achievement. Moreover, there was a significant negative correlation between self- oriented perfectionism, otheroriented perfectionism, and socially- prescribed perfectionism with academic achievement at rates of -0.80, -0.70 and -0.68, respectively. So that
the increased the parental perfectionism in the egocentric perfectionism, other-oriented perfectionism, and community-based perfectionism,
student achievement decreases. Accordingly, parents play an important role in their children's academic achievement .The following are some of
the suggestions regarding this context:

According to the other studies and the findings of this research, parental perfectionism impact on the academic achievement of
children is a category deserves attention in parents and teachers' training programs .
Also, the consultants recommend that take care of psychotherapy of children and adolescents suffering from a crisis of self-esteem,
assertiveness and self-concept with attention to parental perfectionism and possibly hold meetings for children and parents to attend.

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