許多文獻顯示探討完美主義組型的重要，在教育現場亦可發現學生完美主義組型在學習適應上的差異一直是教師關心的議題，然國內甚少研究採個人中心分析完美主義組型。故本研究以相關完美主義組型理論觀點，探討國內學生完美主義組型及其與父母期望／苛責、學業情緒、動機涉入之關係。本研究抽取兩批國二學生為樣本，共918人，以集群分析、區別分析、多變量變異數分析進行探討。研究結果顯示：一、完美主義特質組型有低追求低在意、中追求高在意、高追求高在意、高追求低在意四組；完美主義來源組型有低自我低社會、高自我低社會、高自我高社會、低自我高社會四組；二、父母期望／苛責能預測完美主義特質組型、完美主義來源組型；三、完美主義特質組型、完美主義來源組型在學業情緒、動機涉入差異的結果皆支持2 × 2組型模式。

» 展開更多

1. 施淑慎（2010）。父母態度、教師之自主支持及心理控制與國中生完美主義傾向間關係之探究。彰化師大教育學報，17，1-16。https://doi.org/10.6769/JENCUE.201006.0001【Shih, S.-S. (2010). An examination of the relations among parental attitudes, teacher autonomy support along with psychological control, and junior high students’ perfectionistic tendencies. Journal of Education National Changhua University of Education, 17, 1-16. https://doi.org/10.6769/JENCUE.201006.0001】
2. 張映芬（2019）。四向度完美主義之建構暨其與成就目標、學習倦怠之關係。教育心理學報，50（4），611-635。https://doi.org/10.6251/BEP.201906_50(4).0003【Chang, Y.-F. (2019). Construction of 4-dimensional perfectionism and its relationship with achievement goals and burnout. Bulletin of Educational Psychology, 50(4), 611-635. https://doi.org/10.6251/BEP.201906_50(4).0003】
3. 張映芬、程炳林（2011）。國中生動機涉入之分類結構及其相關因素探討。教育心理學報，43（2），521-546。https://doi.org/10.6251/BEP.20101018【Chang, Y.-F., & Cherng, B.-L. (2011). The classification and related factors of motivational engagement for junior high school students. Bulletin of Educational Psychology, 43(2), 521-546. https://doi.org/10.6251/BEP.20101018】
4. 張映芬、程炳林（2015）。國中生自我決定動機、目標導向與動機涉入之關係。教育心理學報，46（4），541-564。https://doi.org/10.6251/BEP.20140825【Chang, Y.-F., & Cherng, B.-L. (2015). The relations of self-determination motivation, goal orientation, and motivational engagement for junior high school students. Bulletin of Educational Psychology, 46(4), 541-564. https://doi.org/10.6251/BEP.20140825】
5. 陳正昌、程炳林、陳新豐、劉子鍵（2011）。多變量分析方法－統計軟體應用（第六版）。五南。【Chen, J.-C., Cherng, B.-L., Chen, S.-F., & Liu, T.-J. (2011). The methods of multivariate analysis: Application of statistical software (6th ed.). Wu-Nan.】
6. 陳正嘉、柯慧貞、林旻沛、周鉦翔、陳廣圻（2011）。中文版多向度完美主義量表之心理計量分析。中華心理衛生學刊，24（1），61-96。https://doi.org/10.30074/FJMH.201103_24(1).0003【Chen, C.-C., Ko, H.-C., Lin, M.-P., Chou, C.-H., & Chen, K.-C. (2011). Psychometric analyses of the Chinese version of the Multidimensional Perfectionism Scale (CMPS): Reliability and validity. Formosa Journal of Mental Health, 24(1), 61-96. https://doi.org/10.30074/FJMH.201103_24(1).0003】
7. 陳奐妤、林杏足（2016）。國中資優生完美主義類型、生活壓力與幸福感之相關研究。特殊教育學報，43，29-62。【Chen, H.-Y., & Lin, S.-D. (2016). A related research on types of perfectionism, life stress, and well-being of junior high school gifted students. Journal of Special Education, 43, 29-62.】
8. 黃豊茜（2010）。學業情緒歷程模式：探析情緒調整策略的效果（未出版碩士論文）。國立成功大學。https://doi.org/10.6844/NCKU.2010.01199【Huang, L.-C. (2010). Examination of the effect of emotion regulation strategies on academic emotions process model [Unpublished master’s thesis]. National Cheng Kung University. https://doi.org/10.6844/NCKU.2010.01199】
9. 蕭偉智、梁綺修（2013）。成也完美，敗也完美！？簡述完美主義研究。資優教育季刊，126，23-32。https://doi.org/10.6218/GEQ.2013.126.23-32【Hsiao, W.-C., & Liang, C.-H. (2013). Every “perfectionist” has a silver lining!? Psychological review on perfectionism. Gifted Education, 126, 23-32. https://doi.org/10.6218/GEQ.2013.126.23-32】
10. Bong, M., Hwang, A., Noh, A., & Kim, S. (2014). Perfectionism and motivation of adolescents in academic contexts. Journal of Educational Psychology, 106(3), 711-729. https://doi.org/10.1037/a0035836
11. Boone, L., Soenens, B., Braet, C., & Goossens, L. (2010). An empirical typology of perfectionism in early-to-mid adolescents and its relation with eating disorder symptoms. Behaviour Research and Therapy, 48(7), 686-691. https://doi.org/10.1016/j.brat.2010.03.022
12. Brock, G., Pihur, V., Datta, S., & Datta, S. (2008). ClValid: An R package for cluster validation. Journal of Statistical Software, 25(4), 1-22. https://doi.org/10.18637/jss.v025.i04
13. Chang, E., Lee, A., Byeon, E., Seong, H., & Lee, S. M. (2016). The mediating effect of motivational types in the relationship between perfectionism and academic burnout. Personality and Individual Differences, 89, 202-210. https://doi.org/10.1016/j.paid.2015.10.010
14. Cumming, J., & Duda, J. L. (2012). Profiles of perfectionism, body-related concerns, and indicators of psychological health in vocational dance students: An investigation of the 2 × 2 model of perfectionism. Psychology of Sport and Exercise, 13(6), 729-738. https://doi.org/10.1016/j.psychsport.2012.05.004
15. Damian, L. E., Stoeber, J., Negru, O., & Bâban, A. (2013). On the development of perfectionism in adolescence: Perceived parental expectations predict longitudinal increases in socially prescribed perfectionism. Personality and Individual Differences, 55(6), 688-693. https://doi.org/10.1016/j.paid.2013.05.021
16. Flett, G. L., & Hewitt, P. L. (2006). Positive versus negative perfectionism in psychopathology: A comment on Slade and Owens’s dual process model. Behavior Modification, 30(4), 472-495. https://doi.org/10.1177/0145445506288026
17. Franche, V., & Gaudreau, P. (2016). Integrating dispositional perfectionism and within-person variations of perfectionism across life domains into a multilevel extension of the 2 × 2 model of perfectionism. Personality and Individual Differences, 89, 55-59. https://doi.org/10.1016/j.paid.2015.09.046
18. Frost, R. O., Heimberg, R. G., Holt, C. S., Mattia, J. I., & Neubauer, A. L. (1993). A comparison of two measures of perfectionism. Personality and Individual Differences, 14(1), 119-126. https://doi.org/10.1016/0191-8869(93)90181-2
19. Gaudreau, P., & Thompson, A. (2010). Testing a 2 × 2 model of dispositional perfectionism. Personality and Individual Differences, 48(5), 532-537. https://doi.org/10.1016/j.paid.2009.11.031
20. Gong, X., Fletcher, K. L., & Paulson, S. E. (2017). Perfectionism and emotional intelligence: A test of the 2 × 2 model of perfectionism. Personality and Individual Differences, 106, 71-76. https://doi.org/10.1016/j.paid.2016.10.015
21. Hair, J. F., Jr., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis (5th ed.). Prentice-Hall.
22. Hamachek, D. E. (1978). Psychodynamics of normal and neurotic perfectionism. Psychology: A Journal of Human Behavior, 15(1), 27-33.
23. Hewitt, P. L., & Flett, G. L. (1991). Perfectionism in the self and social contexts: Conceptualization, assessment, and association with psychopathology. Journal of Personality and Social Psychology, 60(3), 456-470. https://doi.org/10.1037/0022-3514.60.3.456
24. Hill, A. P., & Davis, P. A. (2014). Perfectionism and emotion regulation in coaches: A test of the 2 × 2 model of dispositional perfectionism. Motivation and Emotion, 38, 715-726. https://doi.org/10.1007/s11031-014-9404-7
25. Jowett, G. E., Hill, A. P., Hall, H. K., & Curran, T. (2016). Perfectionism, burnout and engagement in youth sport: The mediating role of basic psychological needs. Psychology of Sport and Exercise, 24, 18-26. https://doi.org/10.1016/j.psychsport.2016.01.001
26. Kljajic, K., Gaudreau, P., & Franche, V. (2017). An investigation of the 2 × 2 model of perfectionism with burnout, engagement, self-regulation, and academic achievement. Learning and Individual Differences, 57, 103-113. https://doi.org/10.1016/j.lindif.2017.06.004
27. Lawton, M. P. (1983). The varieties of wellbeing. Experimental Aging Research, 9(2), 65-72. https://doi.org/10.1080/03610738308258427
28. Levy, D. A., & Nail, P. R. (1993). Contagion: A theoretical and empirical review and reconceptualization. Genetic, Social and General Psychology Monographs, 119(2), 233-284.
29. Li, X., Hou, Z.-J., Chi, H.-Y., Liu, J., & Hager, M. J. (2014). The mediating role of coping in the relationship between subtypes of perfectionism and job burnout: A test of the 2 × 2 model of perfectionism with employees in China. Personality and Individual Differences, 58, 65-70. https://doi.org/10.1016/j.paid.2013.10.007
30. Madigan, D. J., Stoeber, J., & Passfield, L. (2016). Perfectionism and changes in athlete burnout over three months: Interactive effects of personal standards and evaluative concerns perfectionism. Psychology of Sport and Exercise, 26, 32-39. https://doi.org/10.1016/j.psychsport.2016.05.010
31. Madjar, N., Voltsis, M., & Weinstock, M. P. (2015). The roles of perceived parental expectation and criticism in adolescents’ multidimensional perfectionism and achievement goals. Educational Psychology, 35(6), 765-778. https://doi.org/10.1080/01443410.2013.864756
32. Molnar, D. S., Reker, D. L., Culp, N. A., Sadava, S. W., & DeCourville, N. H. (2006). A mediated model of perfectionism, affect, and physical health. Journal of Research in Personality, 40(5), 482-500. https://doi.org/10.1016/j.jrp.2005.04.002
33. Pekrun, R. (2005). Progress and open problems in educational emotion research. Learning and Instruction, 15(5), 497-506. https://doi.org/10.1016/j.learninstruc.2005.07.014
34. Pekrun, R., Elliot, A. J., & Maier, M. A. (2006). Achievement goals and discrete achievement emotions: A theoretical model and prospective test. Journal of Educational Psychology, 98(3), 583-597. https://doi.org/10.1037/0022-0663.98.3.583
35. Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115-135. https://doi.org/10.1037/a0013383
36. Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105. https://doi.org/10.1207/S15326985EP3702_4
37. Pintrich, P. R., & Schunk, D. H. (2008). Motivation in education: Theory, research, and applications. Prentice Hall Merrill.
38. Rice, K. G., Lopez, F. G., & Vergara, D. (2005). Parental/social influences on perfectionism and adult attachment orientations. Journal of Social and Clinical Psychology, 24(4), 580-605. https://doi.org/10.1521/jscp.2005.24.4.580
39. Sharma, S. (1996). Applies multivariate techniques. John Wiley.
40. Shih, S.-S. (2012). An examination of academic burnout versus work engagement among Taiwanese adolescents. The Journal of Educational Research, 105(4), 286-298. https://doi.org/10.1080/00220671.2011.629695
41. Shim, S. S., & Fletcher, K. L. (2012). Perfectionism and social goals: What do perfectionists want to achieve in social situations? Personality and Individual Differences, 52(8), 919-924. https://doi.org/10.1016/j.paid.2012.02.002
42. Slade, P. D., & Owens, R. G. (1998). A dual process model of perfectionism based on reinforcement theory. Behavior Modification, 22(3), 372-390. https://doi.org/10.1177/01454455980223010
43. Smith, M. M., Saklofske, D. H., Yan, G., & Sherry, S. B. (2015). Perfectionistic strivings and perfectionistic concerns interact to predict negative emotionality: Support for the tripartite model of perfectionism in Canadian and Chinese university students. Personality and Individual Differences, 81, 141-147. https://doi.org/10.1016/j.paid.2014.09.006
44. Speirs Neumeister, K. L., Fletcher, K. L., & Burney, V. H. (2015). Perfectionism and achievement motivation in high-ability students: An examination of the 2 × 2 model of perfectionism. Journal for the Education of the Gifted, 38(3), 215-232. https://doi.org/10.1177/01623532155 92502
45. Stoeber, J. (2012). The 2 × 2 model of perfectionism: A critical comment and some suggestions. Personality and Individual Differences, 53(5), 541-545. https://doi.org/10.1016/j.paid.2012.04. 029
46. Stoeber, J., & Otto, K. (2006). Positive conceptions of perfectionism: Approaches, evidence, challenges. Personality and Social Psychology Review, 10(4), 295-319. https://doi.org/10.1207/s15327957pspr1004_2
47. Stoeber, J., Feast, A. R., & Hayward, J. A. (2009). Self-oriented and socially prescribed perfectionism: Differential relationships with intrinsic and extrinsic motivation and test anxiety. Personality and Individual Differences, 47(5), 423-428. https://doi.org/10.1016/j.paid.2009.04.014
48. Taylor, J. J., Papay, K. A., Webb, J. B., & Reeve, C. L. (2016). The good, the bad, and the interactive: Evaluative concerns perfectionism moderates the effect of personal strivings perfectionism on self-esteem. Personality and Individual Differences, 95, 1-5. https://doi.org/10.1016/j.paid.2016. 02.006
49. Vicent, M., Inglés, C. J., Sanmartín, R., Gonzálvez, C., & García-Fernández, J. M. (2017). Perfectionism and aggression: Identifying risk profiles in children. Personality and Individual Differences, 112, 106-112. https://doi.org/10.1016/j.paid.2017.02.061

中文APA引文格式	張映芬（2021）。國中生完美主義組型暨其與父母期望／苛責、學業情緒、動機涉入之關係。教育科學研究期刊，66（1），203-230。https://doi.org/10.6209/JORIES.202103_66(1).0007
APA Format	Chang, Y.-F. (2021). Perfectionism profiles and their relationship with parental expectations/criticism, achievement emotions, and motivational engagement. Journal of Research in Education Sciences, 66(1), 203-230. https://doi.org/10.6209/JORIES.202103_66(1).0007

Several studies have revealed that exploring perfectionism profiles is critical. Understanding differences in learning adaptation among students’ perfectionism profiles is essential for classroom teachers. However, few domestic studies have adopted a person-oriented analysis to investigate perfectionism profiles. Therefore, this study explored Taiwanese students’ perfectionism profiles in the context of associated theories of perfectionism profiles and their relationship with parental expectations/criticism, achievement emotions, and motivational engagement. A total of 918 junior high school students participated. Analysis consisted of cluster analyses, discriminant analyses, and analyses of variance. The following results were obtained: (1) cluster analyses of perfectionistic character profiles revealed four profiles: a low strivings/low concerns group, a medium strivings/high concerns group, a high strivings/high concerns group, and a high strivings/low concerns group; cluster analyses of perfectionistic resource profiles revealed four profiles: a low self-oriented/low socially prescribed group, a high self-oriented/low socially prescribed group, a high self-oriented/high socially prescribed group, and a low self-oriented/high socially prescribed group; (2) parental expectations/criticism predicted perfectionistic character profiles and perfectionistic resource profiles; (3) differences in achievement emotions and motivational engagement among perfectionistic character profiles and perfectionistic resource profiles were all consistent with the 2 × 2 perfectionism profiles model.