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Related Experiment Video

Updated: Jun 4, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Classifying adolescent perfectionists.

Kenneth G Rice1, Jeffrey S Ashby, Rich Gilman

  • 1Department of Psychology, University of Florida, Gainesville, FL 32611, USA. kgr1@ufl.edu

Psychological Assessment
|February 16, 2011
PubMed
Summary
This summary is machine-generated.

This study classified adolescents into adaptive perfectionists, maladaptive perfectionists, or non-perfectionists using the Almost Perfect Scale-Revised (APS-R). Findings support differentiating perfectionist types in adolescents.

Related Experiment Videos

Last Updated: Jun 4, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

  • Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Perfectionism is a personality trait studied in various age groups.
  • Classifying perfectionism in adolescents is crucial for understanding developmental trajectories.
  • Existing scales require validation for specific adolescent populations.

Purpose of the Study:

  • To develop and validate classification rules for perfectionism in adolescents.
  • To differentiate adaptive perfectionists, maladaptive perfectionists, and non-perfectionists.
  • To examine the validity of these classifications using life satisfaction and behavioral measures.

Main Methods:

  • Utilized a large school-based sample of 9th-grade adolescents (N = 875).
  • Administered the Almost Perfect Scale-Revised (APS-R) to assess perfectionism.
  • Employed cluster analysis to identify distinct perfectionist profiles.
  • Used the Multidimensional Students' Life Satisfaction Scale (MSLSS) and the Behavior Assessment System for Children, Second Edition: Self-Report-Adolescent (BASC-2: SRP-A) for validity analyses.

Main Results:

  • Developed and replicated decision rules and cut-scores to classify adolescents into adaptive perfectionists, maladaptive perfectionists, or non-perfectionists.
  • A three-cluster solution differentiating perfectionists was recommended as more parsimonious.
  • Validity analyses supported the distinction between adaptive and maladaptive perfectionists.
  • A four-cluster solution further differentiated non-perfectionist groups, with one resembling maladaptive perfectionists in adjustment issues.

Conclusions:

  • The study successfully classified adolescent perfectionism, supporting adaptive and maladaptive subtypes.
  • The findings provide descriptive insights into perfectionistic and non-perfectionistic adolescents.
  • The label 'maladaptive' for a subgroup may require refinement, as adjustment issues were specific to anxiety and social stress.
  • The developed APS-R cut-scores offer a practical tool for research and potentially clinical applications in adolescent populations.