Perfectionism in Language Learners: Review, Conceptualization, and Recommendations for Teachers and School Psychologists

Autor/inn/en	Flett, Gordon L.; Hewitt, Paul L.; Su, Chang; Flett, Kathleen D.
Titel	Perfectionism in Language Learners: Review, Conceptualization, and Recommendations for Teachers and School Psychologists
Quelle	In: Canadian Journal of School Psychology, 31 (2016) 2, S.75-101 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/0829573516638462
Schlagwörter	Personality Traits; Language Acquisition; Interpersonal Relationship; Anxiety; Peer Influence; Self Concept; Cognitive Processes; Individual Differences; Error Patterns; Error Correction; Case Studies; Qualitative Research; Intervention; Prevention; Interpersonal Competence; Second Language Learning; Learning Processes; Bilingualism + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Sprachaneignung; Spracherwerb; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Angst; Selbstkonzept; Cognitive process; Kognitiver Prozess; Individueller Unterschied; Fehlertyp; Korrektur; Case study; Fallstudie; Case Study; Qualitative Forschung; Prävention; Vorbeugung; Interpersonale Kompetenz; Zweitsprachenerwerb; Learning process; Lernprozess; Bilingualismus
Abstract	The pressures inherent in trying to be perfect can undermine learning and exacerbate anxiety in certain students. In the current article, we review existing research and theory on the role of perfectionism in language learning anxiety and performance deficits. Our analysis highlights the complexities inherent in the perfectionism construct, including the key distinction between personal and interpersonal perfectionism and the relevance of various components of the perfectionism construct when seeking to account for anxiety in language learners. A central theme in our analysis is how the cognitive tendencies as well as social pressures and self-presentational concerns that accompany perfectionism can exacerbate language learning anxiety and the subsequent emotional self-regulation responses of anxious learners. We outline a multifaceted model of perfectionism in language learning anxiety and language learning performance that incorporates trait perfectionism, perfectionistic cognitions, perfectionistic self-presentation, and individual differences in self-efficacy. Whereas personality is usually seen as a distal factor that contributes to language learning anxiety, we suggest that perfectionism can also act proximally by amplifying state-related, current concerns over making mistakes in language learning, especially in highly visible situations. The theoretical and practical implications of this theoretical framework are discussed. We conclude with a series of specific recommendations for teachers and school psychologists who must try to reduce levels of perfectionism and its impact among people trying too hard to minimize mistakes during the learning process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01