Perfectionistic Students: Contributing Factors, Impacts, and Teacher Strategies
Bibliographic record
Abstract
Aims: Students with perfectionistic tendencies may be present in classrooms; teachers would benefit from knowledge regarding contributing factors to, outcomes of, and evidence regarding intervention. The purpose of this paper was to provide an overview of evidence regarding how perfectionism has been defined, the role of biology and environmental factors in perfectionistic tendencies, the impact of perfectionism in the academic setting, and whether there is any benefit to interventions designed to alter perfectionistic tendencies. Results: It was found that biological factors are related to perfectionistic tendencies; however, environmental factors such as parenting style/family characteristics are also important. Perfectionistic tendencies are evident in childhood, and are believed to remain fairly stable over time. Some interventions may reduce levels of perfectionistic tendencies in certain individuals, but it seems that reducing perfectionistic thoughts and behaviours may also be detrimental for some.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".