Perfectionism, attachment, and adjustment.
By Kenneth G. Rice, Saied Ali Mirzadeh. 2000
293 citations recorded by the source corpus.
Subfields: Clinical Psychology, Public Health, Environmental and Occupational Health, Social Psychology
View Paper: https://www.semanticscholar.org/paper/6d0ca2893a9272d9970a25851201b2d58afd26fb
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Clinical Psychology
- Joachim Stoeber
- Meifen Wei
- Bart Soenens
- Maarten Vansteenkiste
- Daniel W. Russell
- Kenneth G. Rice
- John G. H. Dunn
- M. Aldea
In Public Health, Environmental and Occupational Health
- Maarten Vansteenkiste
- Bart Soenens
- R. Gilman
- R. B. Slaney
- Jeffrey S Ashby
- Kenneth G. Rice
- K. S. Neumeister
- Holmes Finch
In Social Psychology
- Meifen Wei
- Maarten Vansteenkiste
- Bart Soenens
- Daniel W. Russell
- Joachim Stoeber
- Brent Mallinckrodt
- John K. Gotwals
- John G. H. Dunn
Citations in the corpus
- Perfectionism, Depression, Loneliness, and Life Satisfaction (2009, background): “Depression has been a commonly used mental health indicator in comparing different groups of perfectionists (Grzegorek et al., 2004; Rice & Dellwo, 2002; Rice & Mirzadeh, 2000; Rice & Slaney, 2002).”
- The relationship between perfectionism and multidimensional life satisfaction among Croatian and American youth (2005, background): “For example, normal (or adaptive) perfectionism has been significantly and positively related to self-esteem (Ashby & Rice, 2002), internal locus of control (Perisamy & Ashby, 2002), and positive affect (Rice & Mirzadeh, 2000).”
- Using Emotional and Social Factors to Predict Student Success (2003, background): “Similar to previous studies (Foster, 1998; Rice & Mirzadeh, 2000; Tross et al., 2000), we found that perfectionists were more likely to have a high GPA, whereas students reporting high stress levels were more likely to have a lower GPA.”
- Psychometric Properties of the Frost Multidimensional Perfectionism Scale With Australian Adolescent Girls (2006, methodology): “Although no statistically significant gender differences have been reported in most previous studies using the FMPS (Ablard & Parker, 1997; Adkins & Parker, 1996; Parker & Adkins, 1995; Rice & Lapsley, 2001; Rice & Mirzadeh, 2000; Slaney et al., 2002), with statistically significant, albeit small,”
- Maladaptive perfectionistic self-representations: The mediational link between psychological control and adjustment ☆ (2005, background): “Instead, research on the relation between parenting and perfectionism has focused on measures of overtly hostile, authoritarian, and neglectful parenting (Flett, Hewitt, & Singer, 1995; Kawamura, Frost, & Harmatz, 2002; Rice, Ashby, & Preusser, 1996; Rice & Mirzadeh, 2000).”
- Positive Conceptions of Perfectionism: Approaches, Evidence, Challenges (2006, unknown): “…& Ashby, 2005; Dixon et al., 2004; Gilman et al., 2005; LoCicero et al., 2000; Mobley et al., 2005; Periasamy & Ashby, 2002; Rice et al., 2003; Rice & Mirzadeh, 2000; Rice & Slaney, 2002; Slaney et al., 2004), healthy perfec-tionists were conceptualized as individuals with high scores on…”
- Maladaptive perfectionism and ineffective coping as mediators between attachment and future depression: A prospective analysis. (2006, background): “Rice and Mirzadeh (2000) reported that maladaptive perfectionism was related to insecure attachment among college students, whereas adaptive perfectionism was related to secure attachment.”
- A Multi-Method Multi-Analytic Approach to Establishing Internal Construct Validity Evidence: The Sport Multidimensional Perfectionism Scale 2 (2009, background): “In addition to providing a potentially incomplete representation of athletes' perfectionistic orientations, the impact of this under-representation is compounded by the fact that perfectionism research in sport (eg, Gotwals, Dunn, & Wayment, 2003 ; Gould, Dieffenbach, & Moffet, 2002 ) and non-spor”
- Cognitive-affective mediators of perfectionism and college student adjustment (2006, background): “E-mail address: kgr1@ufl.edu (K.G. Rice). understood as dimensional or categorical (Rice & Mirzadeh, 2000; Rice, Ashby, & Slaney, 1998), and, although controversial, (c) may involve relatively adaptive aspects as well as clearly maladaptive aspects (Chang, 2003; Rice et al., 1998).”