An Empirical Typology of Perfectionism in Gifted Adolescents
By F. Dixon, D. Lapsley, Timothy A. Hanchon. 2004
127 citations recorded by the source corpus.
Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Public Health, Environmental and Occupational Health
View Paper: https://www.semanticscholar.org/paper/90bc5284d6af6713f69def24f5d6ce4f24399f35
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
- P. Hewitt
- Gordon L. Flett
- D. Stornelli
- Lisa Linnenbrink-Garcia
- Kate E. Snyder
- Joachim Stoeber
- A. Hill
- K. Blankstein
In Experimental and Cognitive Psychology
- Gordon L. Flett
- P. Hewitt
- D. Stornelli
- Lisa Linnenbrink-Garcia
- Kate E. Snyder
- Joachim Stoeber
- A. Hill
- Maree J. Abbott
In Public Health, Environmental and Occupational Health
- Gordon L. Flett
- P. Hewitt
- D. Stornelli
- Joachim Stoeber
- Kenneth G. Rice
- K. Blankstein
- David M. Dunkley
- Deborah T. Vergara
Citations in the corpus
- Positive Conceptions of Perfectionism: Approaches, Evidence, Challenges (2006, unknown): “In the 12 studies categorized as providing positive evidence (Ashby & Bruner, 2003; Ashby & Kottman, 1996; Dickinson & 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,…”
- Perfectionism, Achievement, and Affect in Children: A Comparison of Students From Gifted, Arts, and Regular Programs (2009, methodology): “The existence of various perfectionism subtypes among gifted students was confirmed by Dixon, Lapsley, and Hanchon (2004) who administered several measures including the FMPS to 141 gifted adolescents.”
- A Developmental, Person-Centered Approach to Exploring Multiple Motivational Pathways in Gifted Underachievement (2013, background): “Providing some support for this, Dixon, Lapsley, and Hanchon (2004) identified a “nonperfectionist” cluster of gifted students characterized by sufficient confidence in academic abilities and nonnegative reactions to mistakes but lack of high personal standards.”