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Gifted research often focuses on perfectionism as a common trait of gifted children (Adderholdt-Elliott, 1991; Hollingworth, 1926; Lovecky, 1994). While historically perfectionism was viewed as a negative trait of giftedness (Hollingworth, 1926; Roeper, 1982), recent research has shown that perfectionism is a multidimensional trait that has both adaptive and maladaptive styles (Rice & Ashby, 2007; Rice et al., 1998). Research indicates that style of perfectionism may in part be predicted by parental criticism (Speirs-Neumeister, 2004), gender (Schuler, 2000), and culture (Castro & Rice, 2003). Furthermore, adaptive perfectionism has been linked to greater life satisfaction (Ashby & Rice, 2002), and this relationship has been shown to be influenced by a number of socio-emotional variables in gifted children, including anxiety (Stornelli, Flett, & Hewitt, 2009), self-concept (Rice, Kubal, & Preusser, 2004), and achievement motivation (Chan, 2009b). The purpose of this study was to extend our understanding of the relationship between perfectionism and life satisfaction in gifted children as it relates to parental criticism, culture, gender, anxiety, self-concept, and achievement motivation. Three proposed models were compared to clarify these relationships. Seventy participants were asked to participate in the study and complete self-report measures. The participants ranged in age from 7 to 10 and were recruited from a gifted pull-out program in a Mid-Atlantic upper middle class school district. An additional teacher-report measure was used, as well as a behavioral manipulation check. It was hypothesized that culture and gender would have a significant relationship with perfectionism and parental criticism, which would in turn have significant relationships with anxiety, self concept, and achievement motivation. All of these variables were hypothesized to contribute to life satisfaction. Specifically, it was hypothesized that being of a minority culture and being male were likely to lead to experiencing higher parental criticism and maladaptive or non-perfectionism, which would lead to higher anxiety, lower self concept, and extrinsic achievement motivation, which would lead to lower life satisfaction. Correspondingly, it was hypothesized that being of the majority culture and being female were likely to lead to experiencing lower parental criticism and an adaptive style of perfectionism, which would lead to lower anxiety, higher self concept, and intrinsic motivation, which would lead to higher life satisfaction. The three models were developed to determine the most parsimonious relationship between these variables. The present study used structural equation modeling (SEM) to test the mediation of these variables in three hypothesized models. In addition, linear regression was used to analyze possible moderators. A fourth post-hoc model was constructed using the significant paths from the three hypothesized model in an attempt to find the most parsimonious model with the best fit. Overall, the models accounted for a significant amount of variance, and many of the variables were reliable predictors of life satisfaction. Post hoc model number four was the most parsimonious model with the best fit, and indicated that being of a minority culture significantly predicts higher levels of parental criticism, which predict maladaptive or non-perfectionism, higher anxiety, lower self concept, and extrinsic motivation, which are all significant predictors of lower life satisfaction. Likewise, a student of majority culture is likely to experience lower parental criticism, which results in an adaptive style of perfectionism, lower anxiety, higher self concept, and intrinsic motivation, which all contribute to higher life satisfaction. Implications for future research and school interventions were also discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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