Perfectionism in Gifted Students: A Systematic Review

DOI:  https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.16131

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Published: Nov 3, 2026
Issue: Vol. 44 No. 2 (2026)
Section Artículos


Keywords: perfectionism giftedness systematic review psychological well-being academic achievement socioemotional development

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Authors

  Luis Miranda-Miranda
Universidad Católica de la Santísima Concepción, Facultad de Educación, Chile
  Angélica Vera-Sagredo
Universidad Católica de la Santísima Concepción, Facultad de Educación, Chile
  Pilar Jara-Coatt
Universidad Católica de la Santísima Concepción, Facultad de Educación, Chile

Abstract

Perfectionism is a salient trait in the socio-emotional profile of gifted students, with both adaptive and maladaptive effects. This article presents a systematic review of studies published between 2020 and 2025 that examine how perfectionism is conceptualized and assessed in this population and its academic and emotional implications. Following PRISMA guidelines, databases such as Web of Science, Scopus, SciELO, PubMed, and ERIC were searched, yielding 133 studies, of which 16 met the inclusion criteria. Results show a predominance of multidimensional models and frequent use of the FMPS scale. Adaptive perfectionism was associated with self-regulation and school engagement, whereas maladaptive perfectionism was linked to stress, burnout, and depression. The study also discusses methodological limitations and suggests future research directions for designing educational interventions that enhance the positive aspects of perfectionism and mitigate its risks.

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