多向度完美主義對國中生使用正、負向學習策略之預測效應

The Predicting Effects of Multidimensional Perfectionism on Junior High Students’ Use of Positive vs. Negative Learning Strategies

本研究以多向度的完美主義構念，探討481位國中八年級學生之人際與個人面向的各向度與其認知調整策略的運用及逃避求助傾向間之關係。研究結果顯示：一、父母的期望正向預測適應性與不適應性完美主義；父母的苛責則負向預測適應性完美主義，正向預測不適應性完美主義。二、個人表現標準及重視秩序與組織能夠正向預測認知調整策略，而父母的苛責則負向預測該變項；個人表現標準及重視秩序與組織可負向預測逃避求助，至於父母的苛責及懷疑自己的表現則正向預測該變項。根據上述結果，本研究針對輔導實務工作與未來研究提出討論與建議。

By conceptualizing perfectionism as a multidimensional construct， the present study attempted to explore the relations of the interpersonal (parental expectation and parental criticism) as well as intrapersonal (personal standards， order and organization， doubting the quality of one’s performance， and concern over making mistakes) dimensions of perfectionism to 481 eighth-grade students’ use of cognitive strategies and help-avoidance tendencies. Results from the present study indicated that: (1) parental expectation positively predicted both adaptive and maladaptive perfectionism. Parental criticism negatively predicted adaptive perfectionism， whereas the very predictor was positively associated with maladaptive perfectionism. (2) Variables including personal standards and an emphasis on order and organization positively predicted students’ use of cognitive strategies， whereas parental criticism negatively predicted this outcomevariable. Both personal standards and an emphasis on order and organization negatively predicted help avoidance， whereas parental criticism and doubting the quality of one’s performance positively predicted students’ reluctance to seek academic help. Implications for counseling practices and future research are discussed.