Perfectionism and performance have long been intertwined. The conceptual history of this relationship is best considered complex, with some theorists maintaining that perfectionism is likely to impair performance and others more recently suggesting that aspects of perfectionism may form part of a healthy pursuit of excellence. Recent studies on perfectionism and performance in sport, education, and the workplace provide us with evidence that perfectionism is indeed an important characteristic in achievement domains. However, this relationship is exceedingly complex. In examining this relationship empirically, researchers have distinguished between two dimensions of perfectionism. The first is perfectionistic strivings that comprise high personal standards and a self-oriented striving for perfection. The second is perfectionistic concerns that comprise a preoccupation with mistakes and negative reactions to imperfection. With regard to perfectionistic strivings, research has revealed that in certain circumstances they are related to better performance. Evidence for this is strongest in education but notably mixed in sport and the workplace. With regard to perfectionistic concerns, while there is evidence that they may not directly impair performance, there is also enough evidence that they may have a detrimental indirect influence on performance. Based on existing research, we argue that there is currently too little research and too many mixed findings to conclude perfectionistic strivings forms part of a healthy pursuit of excellence. In addition, the role of perfectionistic concerns for performance is likely to be more substantive than currently suggested.
Daniel J. Madigan, Andrew P. Hill, Sarah H. Mallinson-Howard, Thomas Curran, and Gareth E. Jowett
Manli Li and Mengliao Sun
In China, the equalization of education quality is an important strategy for the development of national education. The study focuses on the analysis of the current situation and educational effects of the elite school group (ESG), which is a strategy for educational equity in Beijing. On the one hand, by the ESG data collected in Beijing and the descriptive statistical analysis, it is discovered the macro scale and system building of the ESG in Beijing; On the other hand, the impact of ESG mode on students’ academic performance from the empirical level is verified, and the internal education mechanism and the root cause is uncovered. In terms of problems and suggestions, corresponding policy recommendations and other extended thinking are suggested.
Ismail Hussein Amzat
Trust is the keystone to creating enduring relationships and interconnectedness among people. Trust also plays a pivotal role in human social and organizational interactions. Trust is needed for any organization to create good networks. It is an impetus for cressating relationships with employees, as well as for building healthy societies. To be trusted in an organization, a leader such as a school principal must possess integrity, truthfulness, and transparency. Therefore, when defining trust, the role of trust in schools and what a school principal must do to be trusted by teachers should be explored. It is worth knowing what a trusting principal does or means to a school and the impact on a school, teaching, and learning.