Intellectual giftedness can affect students in a variety of ways. Research often examines some of these potential effects, such as how giftedness impacts performance in school or attitude regarding academics. However, little research has been done on whether gifted students are more driven by internal pressures to succeed that they place on themselves or by external pressures to succeed that are placed on them by others. The present study examined how perfectionism (an internal pressure) and parental expectations (an external pressure) might affect a student’s self-esteem and achievement. Participants were 250 undergraduate students (M age = 20.35 years old, M GPA = 3.53) who completed an online survey. Different aspects of perfectionism had unique associations with self-esteem, whereas parental expectations were not associated with self-esteem. Perfectionism, parental expectations, and self-esteem were not associated with academic achievement. Taken together, it appears that internal pressure, specifically concern over mistakes, corresponds to lower self-esteem, whereas having high personal standards may be adaptive. Implications and future research are discussed.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:honors-1873 |
| Date | 01 May 2022 |
| Creators | Scarbrough, Hannah |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Undergraduate Honors Theses |
| Rights | Copyright by the authors., http://creativecommons.org/licenses/by-nc-nd/3.0/ |
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