Luis Furlán | Universidad Nacional de Córdoba (original) (raw)
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Papers by Luis Furlán
We addressed Gaudreau's claim (2012) relating to scrutiny the 2 × 2 model with narrow measures of... more We addressed Gaudreau's claim (2012) relating to scrutiny the 2 × 2 model with narrow measures of perfectionism.
Accordingly, we tested the model not only with another specific measure of perfectionism (the Almost Perfect
Scale-Revised; Slaney, Rice, Mobley, Trippi, & Ashby, 2001) but also with a group-based approach, and with
specific outcome measures in an Argentine sample of university students. 277 participants completed measures
of perfectionism, test anxiety, and pre-exam coping. We concluded that our evidence does not support the purely
self-critical subtype as more pathological than the other subtypes. Regarding correlational results, test anxiety
was strongly linked to the negative dimension of perfectionism (discrepancy), while problem-orientation coping
seemed to be associated with the positive dimension of perfectionism (high standards). From a group-based approach,
maladaptive perfectionists tended to suffer more test anxiety than adaptive perfectionists, whereas this
latter group did not do better than non-perfectionists. With respect to pre-exam coping, perfectionists were
prone to select more problem-oriented strategies regardless of their levels of discrepancy. Finally, although
this study was not focused on cross-cultural differences, findings on Latin Americans students could serve as a
starting point to promote new research in this field
Resumen Diversas investigaciones coinciden en señalar que la elevada ansiedad frente a los exámen... more Resumen Diversas investigaciones coinciden en señalar que la elevada ansiedad frente a los exámenes está asociada a la baja habilidad para el estudio y al uso de estrategias superficiales de procesamiento de la información, existendo influencias recíprocas entre dichas variables. De acuerdo a esta perspectiva, se evaluó el uso de estrategias de aprendizaje en 816 estudiantes universitarios con elevada, media
Infancia y Aprendizaje, 2010
International Journal of Testing, 2009
We addressed Gaudreau's claim (2012) relating to scrutiny the 2 × 2 model with narrow measures of... more We addressed Gaudreau's claim (2012) relating to scrutiny the 2 × 2 model with narrow measures of perfectionism.
Accordingly, we tested the model not only with another specific measure of perfectionism (the Almost Perfect
Scale-Revised; Slaney, Rice, Mobley, Trippi, & Ashby, 2001) but also with a group-based approach, and with
specific outcome measures in an Argentine sample of university students. 277 participants completed measures
of perfectionism, test anxiety, and pre-exam coping. We concluded that our evidence does not support the purely
self-critical subtype as more pathological than the other subtypes. Regarding correlational results, test anxiety
was strongly linked to the negative dimension of perfectionism (discrepancy), while problem-orientation coping
seemed to be associated with the positive dimension of perfectionism (high standards). From a group-based approach,
maladaptive perfectionists tended to suffer more test anxiety than adaptive perfectionists, whereas this
latter group did not do better than non-perfectionists. With respect to pre-exam coping, perfectionists were
prone to select more problem-oriented strategies regardless of their levels of discrepancy. Finally, although
this study was not focused on cross-cultural differences, findings on Latin Americans students could serve as a
starting point to promote new research in this field
Resumen Diversas investigaciones coinciden en señalar que la elevada ansiedad frente a los exámen... more Resumen Diversas investigaciones coinciden en señalar que la elevada ansiedad frente a los exámenes está asociada a la baja habilidad para el estudio y al uso de estrategias superficiales de procesamiento de la información, existendo influencias recíprocas entre dichas variables. De acuerdo a esta perspectiva, se evaluó el uso de estrategias de aprendizaje en 816 estudiantes universitarios con elevada, media
Infancia y Aprendizaje, 2010
International Journal of Testing, 2009