Pursuing virtual perfection: Preoccupation with failure mediates the association between internalized parental criticism and gaming disorder
Why this work is in the frame
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Bibliographic record
Abstract
The present study examines the potential roles of perfectionism and reactions to failure in understanding gaming disorder. Specifically, we investigate whether parental perfectionism predisposes players to risk of gaming disorder through internalized perfectionism and maladaptive reactions to failure. Hungarian gamers (N = 2,097, 88.5% male, Mage = 26.2 years, SD = 6.8) completed an online survey measuring perfectionism (parental and self-oriented), reactions to failure in gaming, and gaming disorder. Initially, we developed the Reactions to Failure in Gaming Scale and established its psychometric properties. Subsequently, we constructed a path model using a structural equation modeling technique. Parental criticism was associated with over-engagement with failure via the indirect path of self-critical perfectionism, which was positively associated with gaming disorder. In addition, higher parental expectations were associated with disengagement from failure via narcissistic perfectionism, while parental criticism was associated with disengagement through self-critical perfectionism. The model explained a substantial proportion (42%) of the total variance of gaming disorder, indicating that parental criticism and self-critical perfectionism have key roles in ruminative responses to failure in gaming. These results suggest that critical parental and personal attitudes towards performance and over-engagement with failure make fundamental contributions to the development of addictive gaming behaviors.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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 it