Designing a Conceptual Model of Perfectionism in Gifted Adolescent Girls: A Qualitative Study

Document Type : Research Paper

Authors

1 Assistant Professor of Department of Counseling, Faculty of Education and Psychology, Alzahra University, Tehran, Iran.

2 Assistant Professor of Department of Psychology and Counselling, Farhangian University, Tehran, Iran.

3 PhD in Counseling, Department of Counseling, Allameh Tabataba`i University, Tehran, Iran.

4 Master Student in Counseling, Department of Counseling, Faculty of Education and Psychology, Allameh Tabataba`i University, Tehran, Iran.

Abstract

The current research sought to establish a conceptual model of perfectionism in gifted adolescent girls to facilitate a more comprehensive understanding of this phenomenon.
This study utilized a qualitative methodology, with data gathered through the grounded theory approach via semi-structured interviews with the participants. The research population comprised students enrolled in gifted secondary institutions in Tehran and Karaj. Data were gathered through purposive sampling and semi-structured interviews. Sampling proceeded until theoretical saturation was achieved, yielding a total of 13 cases. Data analysis was performed employing Strauss and Corbin’s coding methodology within the grounded theory framework. Findings indicated that, throughout the classification process, the primary category identified was “Striving for self-worth and alignment with an identity grounded in superior cognitive ability.” In addition, the study identified individual characteristics, family expectations, social factors, and educational structure as causal conditions of perfectionism; success-valuing culture and virtual space as contextual factors; coping skills and family support as intervening conditions; two perfectionism-related strategies, namely progress-oriented and avoidance/protection-oriented approaches; and a range of positive and negative consequences of perfectionism in gifted adolescents. Based on the findings, exceptional students—owing to their cognitive capabilities—confront elevated and particular expectations from themselves, their families, educational institutions, and society. Consequently, their encounters with perfectionism, although promoting academic development and success, may also give rise to various psychological hazards. Therefore, families and educational institutions engaging with such students should prioritize the review and enhancement of their educational and developmental standards and practices.

Keywords

Main Subjects

References

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Woman in Development & Politics
Volume 23, Issue 4
January 2026
Pages 709-737

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