Psychometric Properties of the Perfectionism Cognitions Inventory in Ecuador

Profiles of Perfectionistic Automatic Thoughts and Aggression

In recent years, the study of perfectionistic automatic thoughts (PAT) has increased given its maladaptive nature since it is link to numerous psychological disorders. From our knowledge, no previous research has addressed the relationship between PAT and the four components of aggressive behavior (anger, hostility, verbal aggression, and physical aggression. This study had a double goal. The first aim was to identify distinct profiles of PAT in a sample of 3060 Ecuadorian undergraduates (Mage=22.7, SD = 2.46. The second aim of this study was to determine whether or not statistically significant differences exist between these profiles, based on the four components of aggressive behavior. The Perfectionism Cognitions Inventory (PCI) and the Aggression Questionnaire (AQ) were used. Five profiles with different intensities in the dimensions of perfectionistic automatic thoughts were identified by Latent Class Analysis (1. No-Perfectionistic Automatic Thoughts, 2. Low Perfectionistic Automatic Thoughts, 3. High Perfectionistic Demands, 4. Moderate Perfectionistic Automatic Thoughts, and 5. High Perfectionistic Automatic Thoughts). The moderate and high perfectionistic automatic thoughts profiles obtained the highest mean scores for all components of aggressive behavior (i.e., the four factors that make up AQ: Physical Aggression, Verbal Aggression, Anger, and Hostility), while the No-perfectionistic automatic thoughts and Low perfectionistic automatic thoughts profiles had the lowest mean scores. These results provide new knowledge about the prevalence of PAT in the context of Ecuador. Also, they suggest further research on the topic given the positive relationship of PAT and aggressive behavior.

Chinese International Students in the United States: The Interplay of Students' Acculturative Stress, Academic Standing, and Quality of Life

Background

Acculturation could cause grave health consequences in international students. However, there is a shortage of research into how acculturative stress might affect international students’ quality of life in light of their academic standing and experience. The lack of research is particularly pronounced among Chinese international students, representing the largest body of international students studying in the United States (U.S.). Thus, to bridge the research gap, this study aims to examine the interplay between international students’ acculturative stress, academic standing, and quality of life among a nationally representative sample of Chinese international students studying in the United States.

Methods

An online survey that gauges Chinese international students’ levels of acculturative stress, academic standing, and quality of life was developed. Over 350 higher education institutions across the United States were approached, including public universities, private universities, and community colleges, among which approximately 220 institutions responded positively and supported survey distribution. A total of 751 students completed the survey. Multiple regression analyses were carried out to examine the associations between students’ acculturative stress, academic standing, and quality of life.

Results

Findings reveal that acculturative stress negatively affects all four domains of Chinese international students’ quality of life, irrespective of their academic standing. Data analyses also show that compared to master’s and doctoral students, undergraduates experience the highest levels of acculturative stress. Furthermore, a significant difference emerged among undergraduate and doctoral international students’ acculturative stress levels, but not among undergraduate and master’s students, or master’s and doctoral students.

Conclusion

Our study found that, compared to master’s and doctoral students, undergraduates had more significant acculturative stress associated with lower levels of quality of life. This finding highlights the potentially positive role of academic experience – while acculturative stress deteriorates international students’ quality of life, students’ academic standing and experience could be the protective factor in the equation. Future research could further examine how universities and colleges can capitalize on their academic apparatuses and resources to improve international students’ academic performance and students’ acculturation experience and quality of life.

Emotional Intelligence, Perceived Academic Self-Efficacy, and Perfectionistic Automatic Thoughts as Predictors of Aesthetic-Musical Awareness in Late Adolescence

Aesthetic-musical awareness demarcates a person's own perception of their ability to connect with music and the emotions it evokes. This may imply a benefit for the affective state of the individual. Therefore, the aim of this study was to observe whether there are statistically significant differences in emotional intelligence, perceived academic self-efficacy, and perfectionistic automatic thoughts when there are high and low scores in aesthetic-musical awareness in late adolescence. Likewise, we also aimed to determine whether emotional intelligence, perceived academic self-efficacy, and perfectionistic automatic thoughts are predictors of high aesthetic-musical awareness. To this end, a sample of 798 Spanish students between 17 and 23 years of age (M_age = 18.5 years) was used. Statistically significant differences were found for the dimensions of each variable when there were high and low scores in aesthetic-musical awareness (scores between d = −0.31 and −0.40), with higher mean scores for emotional intelligence, perceived academic self-efficacy, and perfectionistic automatic thoughts being present in the group with high aesthetic-musical awareness. Likewise, it was observed that the probability of presenting high scores in aesthetic-musical awareness was higher when there was an increase in emotional intelligence, perceived academic self-efficacy, and perceived automatic thoughts. In conclusion, the results found demonstrate that both emotional intelligence, perceived academic self-efficacy, and the presence of perfectionistic automatic thoughts influence on whether an individual has greater aesthetic-musical awareness. Taking into account previous studies that show how music influences the well-being of the person, these findings show a favorable link for the design of programs that benefit the emotional state of adolescents.