Professional Documents
Culture Documents
Effect of Hope On Perfectionism of An Individual
Effect of Hope On Perfectionism of An Individual
Submitted To:
Madam
Sadia Malik
Submitted By:
Nargis Shaheen
Roll No: 105 Self support
MSC Psychology.
Semester-1st
DEPARYMENT OF PSYCHOLOGY
UNIVERSITY OF SARGODHA
Contents
ChapterI Introduction
Define Optimism.
Existence of Optimism.
Advantages of Optimism
Theory of Optimism .
Define Humor Style
dimension of Humor Style..
Theory of Humor Style
Chapter I
Introduction:
Optimism:
It s belief that positive outcome lies ahead .Humor style is important factor of
optimism. Definition of optimism is defined asFuture references events that are wished for
have positive affects and have some cognitively perceived probability of occurrence.
Optimism is useful coping strategy because it increase the functioning of immune system.it
has rational aspects, which severe as problem focusingemotion focusing and characterizes
cognitive reevaluation coping technique.
Optimism is the state which promotes the desire of positive outcomes related to events and
circumstances in one's life or in the world at large
Optimism is the "feeling that what is wanted can be had or that events will turn out for the
best" or the act of "looking forward to something with desire and reasonable confidence" or
"feeling
that something desired may happen".
Other definitions include:
"To cherish a desire with anticipation"; "to desire with expectation of obtainment"; or "to
expect with confidence".
Advantages of Optimism:
Advantages of optimism are countless but if it is assured that one is not denying fact and is
actually hopeful.one important factor of optimism is determined by relational soul. many
researcher who are interested in this topic took it from interpersonal aspect(Farran, et
al;1995). Optimism is a factor that occurs among individuals with relevance to their
relationship. its mutual phenomenon among given and taker. According to Anthony
(1993),who focus on interpersonal aspect of optimism, found that optimism occur when a
person have trusted companion.
Existence of Optimism:
Optimism is advantageous in virtually all areas of life in different quantity. Synder said that
we all have some degree of hope inherently.for the sake of high level of optimism people
should score higher on both component of this trait. Optimism is present in all people
,although its level is not determined.it has been known that people decline with age(Staate,&
Sassen, 1986).
Optimism theory:
Optimism theory is usually linked with physical and psychological health(Synder, 1996:
Synder, lrving,& Anderson, 1991,Taylor,2000).according to this theory Optimism is
important element that is comprised of thinking and it is considered a centeral part of
hope(Snyder, 2002) .
Focus of Optimism theory:
Optimism theory actually emphasis on persons determination to achieve ones goals and they
also able to cope life stresses more successfully than individuals with lower level of
optimism.
This theory states that optimism severs not only as thinking process to direct goals.it is also a
chain of command .
Gender and age differences in level of optimism:
Optimism is essential in order to pass a successful life for both gender and at each and every
level of age. People who are high in optimism are seemed to have level of perfectionism.
Heaven and Joseph (2008) examined the effect of gender , by conducting a longitudinal
study. that show women have high level of optimism.
Humor Style:
Quality of action , speech, or writing which excites amusement
(Simpson and Weiner 1989), The OXFORD English dictionary.
Theory of Humor Style:
There are different theories of humor style.
Operational definition:
Hope:
"Hope is the sum of the mental willpower and way power that you have for your goals".
Goals: Goals are objects, experiences, or outcomes that we imagine and desire in our
minds." Snyder determines that the goals involving hope fall somewhere between an
impossibility and a sure thing.
Perfectionism:
Perfectionists strain compulsively and unceasingly toward unobtainable goals, and
measure their self-worth by productivity and accomplishment. Pressuring oneself to achieve
unrealistic goals inevitably sets the person up for disappointment. Perfectionists tend to be
harsh critics of themselves when they fail to meet their standards.
Chapter 11
Method
Sample:
The initial sample (N = 400) consist of university students (graduates and
undergraduates) and college students (F.A/F.sc) convenient sampling technique was used to
select the participants. Sample is not consist of equal number of girls and boys, data were
collected randomly.
Measures:
1. Hope scale (ADHS) (Snyder et al,1991).
2. The frost multidimensional perfectionism scale (FMPS) (Frost et al, 1990).
Scale of hope:
The adult dispositional hope scale (ADHS;Snyder et al, 1991) comprised 12 items in
it.the scale is designed to measure agency and pathway trait.thus it is divided into 4
items for agency ,that refer to goal directed energy(e.g. I energetically pursue my
goals) and 4 items for pathway that refers to planning to achieve goals(e.g. I can think
up of many ways to getout of a jam.)and remaining 4 items are distracters.the score of
this scale can range from low of 8 to high of 64.the item are scored on 8 point Likert
scale.
scale (FMPS) (Frost et al, 1990). This scale measure six dimensions, namely, concern
our mistakes which include 9 items (item no, 9, 10, 13, 14 18, 21, 23, 25 and 34),
Doubts about actions 4 items (item no 17, 28, 32, 33), parental criticism has 4 items
(item no 3, 5, 22, 35) Parental expectations which includes 5 items (item no 1, 11, 15,
20, 26) Personal standards having 7 items (item no 4, 6, 12, 16, 19, 24, 30) and
organization (which includes 6 items (item no 2, 7, 8, 27, 29, 31).
These dimensions can be used to differentiate between adaptive and
perfectionism. Adapted perfectionism is measured by adding together the personal
standards, organization, and parental expectations subscales. It contains 35 items.
Respondents agreement is taken on 5-point Likert scale. Score range from 35 minimum
to 165 maximum. There is no revers scoring. Higher scores range indicates higher level of
perfectionism and vice versa.
The original study found that the FMPS had a Cronbachs alpha of .91, with
subscales' Cronbachs alpha ranging from.77 t0 .94, as well as high correlations with
other measure perfectionism (Frost et al, 1990). Furthermore according to Narvez &
Cayubit (2011) internal consistency is .90for the overall perfectionism.
Procedure:
After getting the permission letter from the head of department and supervisor started
the data collection. After getting signed the informed consent demographic information were
collected and scales of study were distributed to the willing students. Participants brief
regarding the instructions required the respond on the scales. All the quires regarding the
scales were answered properly. Scales were collected back and participants were thanked for
their sincere cooperation. Approximately time taken by each participant was 20 minutes. At
the and participants were be appraised for their cooperation.
ChapterIII
Results
The data of the study was analyzed through the statistical package for social
sciences (SPSS) 18V. Various statistical techniques such as independent sample t-test,
correlation, Regression, ANOVA were applied in order to test the hypotheses of the
study. These are the results of the polite study.
Table 1
Frequency and percentage of participants (N = 120)
Demographic variables
Gender
Male
42
35
Female
78
65
22
18.3
Education
FA /F.sc
B.A/B.sc
69
57.5
M.A/Msc
29
24.2
Table 1 shows frequency and percentage of the students with respect to gender and
education. Female students (f = 78, 65%) were greater in number as compare to male students
(f = 42, 65%). students those are in MA and BA (f = 69, 57.5%) and (f = 29, 24.2%) are
grater then in number as to FA students (f = 22, 18.3%)
10
Table 2
Psychometric properties of study variables (n = 120)
Range
Variables
hp
M
120
1.65
SD
.479
.652
Potential
Actual
.508 12-96
12-67
.399 35-175
97-166
skewness
- 637
kurtosis
-1.622
-. 058
-.613
Table 1 shows psychometric properties of study variables. The reliability analysis indicate
that the reliability coefficient of hope and perfectionism scale is ..508, .399 respectively
which indicates satisfactory internal consistency. The values of skewness and kurtosis for
hope and perfectionism scale are less than 1.
Table 3
Item total correlation of students on hope scale (N = 400)
Item no.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
Total
60
-
R
.091*
.358
.067
.096
.762**
.066
.453
.256
.124
.123
.176
.008
.073
.015
.072
.256*
.763
.104
.082
.075
.057
.026
.026
11
24
25
26
27
28
29
30
31
32
33
34
.365
.254
.065
.356
.227
.369
.232
.376
.366
.037
.025
**p<.01
Table 4 shows the Item total correlation of students on hope scale. Findings indicate
significant positive correlation among item 1, 6, and 16, all other items are non-significant
correlate with each other.
Table 5
Item total correlation of students on emotional intelligence scale (N = 400)
Item no.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Total
60
-
R
.368
.467
.236
.352
.376
.687
.363
.783
.668
.638
.683
.728
.362
.839
.053
.236
12
Table 5 shows the Item total correlation of students on hope scale. Findings
indication- significant correlate with each other.
Table 5
Mean standard deviation and t-values for male and female hope on perfectionism.
Variables
hp
Female (n = 83)
Male (n = 83)
21.27
120.82
120.61
Perfectionism
52.72
14.40
95% CL
t (164)
LL
52.42
15.73 .141
5.53
.452 -4.30
Cohens d
UL
.01
4.95
.99
Note. hp = hope;
Table 4 shows mean standard deviation and t-values for male and female
students on emotional intelligence and perfectionism. Results indicate significant mean
differences on emotional intelligence with t (164) = -.072, p > .01. Results indicate nonsignificant mean differences on perfectionism with t (164) = .141, p < .05.
Table 6
Mean, standard deviation and F-values for students on hope and anxiety (N=120)
Variables
Hp
perfectionism
FA
n =19
M
118.89
44.90
SD
14.11
10.64
BA
n = 91
M
118.10
56.18
SD
18.07
13.41
MA
n = 54
M
125.75
49.29
SD
19.98
17.32
F
2.04
4.69
P
.109
.004
Note. hp = hope.
Table 5 shows mean standard deviation and F-values for FA, BA, and MA on hope
and perfectionism. Results indicate non significant mean differences on hope with F (2, 164)
= 2.04, p < .05. Findings indicate significant mean differences on perfectionism with F (2,
16) = .4.69, p > 01.
13
Table 7
Effect of gender and family system on hope (N=120)
Source
Corrected model
Intercept
Gender
Edu
Gender *Edu
Error
Total
Corrected total
SS
4082.84
39925.44
158.11
2909.95
1105.93
33342.85
499664.00
37425.70
Df
6
1
1
2
2
160
167
166
MS
680.47
39925.44
158.11
1454.98
552.96
208.39
F
3.26
191.58
.759
6.98
2.65
P
.005
.000
.385
.001
.074
Table 6 shows effect of hope on perfactionism of an individual. The findings indicate that
gender with F (2, 164) = .759, p < .05 and Edu with F (2, 164) = 6.98, p < .05 has nonsignificant effect on perfectionism. The findings are significant on gender * Edu with F (2,
167) = 2.65, p > 05.
14
Gender
48.0
Male
Female
192
51.5
206
Education
FA
53
BA
225
MA
120
13.3
56.3
30.0
Table 1 shows frequency and percentage of the students with respect to gender and
education. Female students (f = 206, 51.5%) were greater in number as compare to male
students (f = 192, 48.0%). students those are in MA and BA (f = 120, 30.0%) and (f = 225,
56.3%) are grater then in number as to FA students (f = 53, 13.3%).
Table 2
Psychometric properties of study variables (n = 400)
Range
Variables
kurtosis
Hope
400
Perfectionism 400
120.42
53.44
SD
17.12
14.43
.866
Potential
16-80
.899
35-175
16-67
97-166
Actual
-.424
-.672
skewness
.733
-.253
15
Table 3
Item total correlation of students on perfectionism scale (N = 400)
Item no.
1
Total
60
R
.271**
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
.201**
.299**
.240**
.047**
.198**
.314**
.199**
.256**
.115**
.162**
.257**
.129**
.225**
.371**
.242**
.315**
.213**
.188**
.251**
.307**
.061**
.240**
.117**
.129**
.145**
.143**
.206**
.315**
.317**
.377**
.355**
.427**
.266**
.315**
**p<.001
Table 6 shows the Item total correlation of students on perfectionism scale. Findings
indicate significant positive correlation among each item and total.
16
Table 4
Item total correlation of students on hope scale (N = 400)
Item no.
1
2
3
4
5
6
7
8
9
10
11
12
Total
60
-
R
.439**
.375**
.432**
.409**
.349**
.339**
.339**
.152**
.409**
.547**
.498**
.007**
**p<.01
Table 4 shows the Item total correlation of students on hope scale. Findings indicate significant
positive correlation among each item and total.
17
Table 5
Mean standard deviation and t-values for male and female hope on perfectionism.
Variables
Hope
Female (n = 125)
Male (n = 252)
1.196
Perfectionism 1.206
S
4.20
10.15
44.16
S
5.10
194.42
11.18
95% CL
t (398)
-.966
-.977
.334
.329
LL
-3.45
-3.37
UL
1.14
Cohens d
.456
.499
.231
Table 4 shows mean standard deviation and t-values for male and female
students on hope and perfectionism. Results indicate non-significant mean differences on
hope with t (398) = -.966, p > .05. Results indicate non-significant mean differences on
perfectionism with t (398) = -.977, p > 05.
Table 6
Mean, standard deviation and F-values for students on hope and perfectionism (N=400)
Variables
Hope
perfectionism
FA
n =71
M
45.66
1.25
SD
3.82
9.73
BA
n = 227
M
44.22
1.19
SD
5.33
10.27
MA
n = 79
M
44.22
1.17
SD
3.60
10.42
F
12.18
2.77
P
.000
.063
Table 5 shows mean standard deviation and F-values for FA, BA, and MA on hope
and perfectionism. Results indicate non significant mean differences on hope with F (2, 398)
= 12.18, p > .001. Findings indicate significant mean differences on perfectionism with F (2,
398) = 2.77, p < 01.
18
Table 7
Effect of gender and family system on hope (N=400)
Source
Corrected model
Intercept
Gender
Edu
Gender *Edu
Error
Total
Corrected total
SS
4762.28
442667.04
195.39
4489.75
71.82
110732.26
5843668.00
115494.54
Df
6
1
1
2
2
388
395
394
MS
793.71
442667.04
195.11
2244.87
35.91
285.39
F
2.78
1551.08
.685
.786
.126
P
.072
.000
.109
.130
.672
Table 6 shows effect of hope on perfectionism of an individual. The findings indicate that
gender with F (2, 398) = .685, p > 05 has non-significant effect on perfectionism and
Education with F (2, 398) = .786, p < .001 has significant effect on perfectionism. The
findings are non-significant on gender * Edu with F (2, 398) = .126, p > 05.
19
ChapterIV
Discussion:
The present study aimed finding out the effect of hope on the perfectionism of an
individual in university and school students. Furthermore the study was also intended to
determine the gender differences in hope and perfectionism. hope and perfectionism was
found to be non-significant (see table 6). One of the main possible reasons for this nonsignificant correlation between hope and perfectionism is a multidimensional construct.
There are several other factors which may contribute in perfectionism. Its a one of the basic
reason behind the non-significant correlation is the birth order of the participents.
Conclusion:
It can be concluded that hope not significantly effect on the perfectionism. There is no
significantly relationship between both variables. Gender differences were found in personal
standard subscale of perfectionism.
Limitation:
Suggestions:
In future research to obtain more extremely valid results study can be replicated on a
large and diverse sample of the undergraduates, graduates from different universities.
Longitudinal study can be fruitful to know the change in hope and perfectionism.
Future study can be conducted on some other sample like, scholars, employers,
minorities and also elderly people.
20
21
References
Accordino, D, B., Accordino, M. P., & Slaney, R. B. (2000). An investigation of
perfectionism, mental health, achievement and achievement motivation in adolescents.
Psychology in schools, 37, 535-545.
Besharat, M., & Shahidi, S. (2010). Perfectionism, Anger, and Anger Rumination.
International journal of psychology, 427-434.
Butt, F. M. (2004). The role of perfectionism in psychological health: A study of adolescents
in Pakistan. Europes journal of psychology, 6(4), pp.125-147
Burns, D. D. (1980, November). The perfectionists script for self- defeat. Psychology today,
PP. 34-52
Castro, J. R., & Rice, K. G. (2003). Perfectionism and ethnicity: implication for depressive
symptoms and self reported academic achievement. Cultural Diversity and Ethnic Minority
Psychology, 9(1), 64-78.
(A journal of counseling and clinical psychology, Vol 3(3), Sep 1991, 464-468)
En.Wikipedia. org
Snyder, Charles D. The Psychology of Hope: You Can Get Here from There.
New York: The Free Press, 1994, pg. 26
Mattox, Robert. Dealers in Hope- How to Lead Change and Shape Culture. USA. 2012
"Meaning of : Hope; Bible Definition". Bible-library.com. Retrieved 2012-10-02
Fredrickson, Barbara L. (2009-03-23). "Why Choose Hope?". Psychology Today. Retrieved
2012-10-02.
Stoeber, Joachim; Childs, Julian H. (2010). "The Assessment of Self-Oriented and Socially
Prescribed Perfectionism: Subscales Make a Difference". Journal of Personality
Assessment 92 (6): 577585.
Parker, W. D.; Adkins, K. K. (1995). "Perfectionism and the gifted". Roeper Review 17 (3):
173176
, T.S. (2002) Freeing Our Families From Perfectionism. Minneapolis: Free Spirit Publishin
22
Inform consent:
Sig:
Demographical information:
Name:
Gender:
Age:
Education:
Sig
23
APPENDIX A
Instructions:
The following statements deal with you and your emotions. Please circle the one
number for each question that comes closest to reflecting your opinion about it.
Statements
1. I can think of many ways to get out of a jam.
SA
DA
SD
24
APPENDIX B
Instructions: Indicate the extent to which each item applies to you using the following scale:
1 = strongly disagree
2 = disagree
3 = neither disagree nor agree
4 = agree
5 = strongly agree
STATEMENTS
1. My parents set very high standards for me.
2. Organization is very important to me.
3. As a child, I was punished for doing things less than
perfectly
4. If I do not set the highest standards for myself, I am
likely to end up a second-rate person.
5. My parents never try to understand my mistakes.
6. It is important to me that I be thoroughly competent in
what I do
7. I am a neat person
8. I try to be an organized person.
9. If I fail at school, I am a failure as a person.
10. I should be upset if I make a mistake.
11. My parents want me to be the best at everything.
12. I set higher goals than most people.
13. If someone does a task at school better than I do,
then I feel as if I failed the whole task.
14. If I fail partly, it is as bad as being a complete
failure.
15. Only outstanding performance is good enough in my
family.
SD
SA
25