Perfectionism, social connectedness and academic confidence in academically talented Chinese primary students: a qualitative investigation

Abstract

Research over the years has found close associations between perfectionism and various socialemotional and academic correlates in the development of gifted and talented students. However, Chinese students, who are known to grow up in examination-oriented environments that emphasize academic excellence, are underrepresented in the perfectionism literature. Previous studies which involved Chinese students, including the gifted, suggested that the conceptualization and influences of perfectionism may differ in Chinese students given the differences in the sociocultural context where students’ perfectionism is developed. The purpose of this paper was to examine the perfectionist characteristics of academically talented Chinese primary students and how the perfectionist characteristics related to their perceived social connectedness and academic confidence. Semi-structured individual interviews were conducted with 21 fourth to sixth graders (aged 9 to 12) in Hong Kong. Findings indicated that ‘emphasis on effort’ and ‘sensitivity to mistakes’ were the key characteristics underpinning the students’ pursuit of academic excellence. Unlike previous findings in the West, these primary students tended to perceive any failings they might experience in a positive light, motivating them to expend greater effort. The findings also underscored the crucial role of social connectedness in alleviating students’ negative reactions toward mistakes, as well as in sustaining and fostering their academic confidence. Taken together, this paper offers an alternative illustration of perfectionists which adds to the existing literature on perfectionism in Chinese primary-age students. Implications pertinent to guidance and counselling practices will be discussed.