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Cognitive flexibility and perfectionism

Poster · June 2019

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2 authors:

Justine Bordeleau Frédéric Langlois

Université du Québec à Trois-Rivières Université du Québec à Trois-Rivières
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 Cognitive flexibility and perfectionism

Bordeleau, J. & Langlois, F.

Introduction Method Discussion

• Many reseachers now consider that INSTRUMENTS FLEXIBILITY MEASURES
perfectionism can be defined by 2 factors Cognitive flexibility questionnaires 1.Perseverative errors refer more directly to
(Gaudreau & Thompson, 2010) :
• Acceptance and Action Questionnaire the concept of perseveration, which
 personal standards (PS) (AAQ-II) (Monestès, Villatte, Mouras, Loas et Bond, 2009) corresponds to a manifestation of
inflexibility. The Learning to learn subscale
 self-critical perfectionism (SCP) • Cognitive flexibility intentory (CFI) (Dennis &
Vander Wal ,2009) may measures more directly manifestations
• PS is linked with positive functioning variables • Multidimensional psychological flexibility of flexibility.
as well-being inventory (MPFI) (Rolffs & al., 2016). 2.AAQ-II is the broadest self-report measure
• SCP is linked with negative functioning of flexibility. As it measures flexibility in a
Neuropsychological task for objective mesure
variables and psychopathology (Flett & Hewitt, 2006; less specific way, this may explain why this
of flexibility
Rice & al., 2006; Stoeber & Otto, 2006). questionnaire was related to Learning to
• Wisconsin Card Sorting Test (WCST) (Grant et learn subscale.
What could explain the difference between both Berg, 1948)
factors? • Learning to learn • All self-reported flexibility questionnaires were
• Cognitive flexibility may play a pivotal role (Cox • Perseverative errors linked. Those results suggest that all
& al., 2002; Hollender, 1965; Langlois & al., 2009; Rhéaume & al.,
1995; Shafran & Mansell, 2001; Todorov & Bazinet 1996; Vanasse French versions of all instruments were used questionnaires measured a similar part of
Larochelle & al., 2009). for the study. flexibility even if some differences exist
• It may be defined as the capacity to adapt between the conceptualizations (Gestalt
responses with fluctuating demands of the conceptualization, cognitive conceptualization
ANALYSES
environment (Friederich & Herzog, 2010) and Acceptance and commitment therapy
• Bivariate correlations conceptualization).
• Partial correlations (to control the variance
Aim and hypothesis between both factors of perfectionism) FLEXIBILITY AND PERFECTIONISM
• PS was positively linked to AAQ-II, IFC and
AIM OF THE STUDY Results MPFI when SCP was controlled. SCP was
• To measure relations between both factors negatively linked with AAQ-II, IFC and MPFI
of perfectionism and cognitive flexibility by Bivariate correlations between cognitive when PS was controlled.
the way of objective and subjective flexibility measures
measures. Questionnaires Mesures of WCST • A trend seemed to arise between the WSCT
TOTMPFI TOTIFC TOTAAQ- Learning Persevera- subscales and both factors of perfectionism,
HYPOTHESIS
II to learn tive errors but did not reach significant level. The Learning
TOTMPFI ,594** ,511** -,015 ,080 to learn subscale tended to be positively linked
• Personal standards should be positively TOTIFC ,300* -,084 ,088 with PS and negatively linked with SCP.
linked to cognitive flexibility; TOTAAQ- -,164 Perseverative errors tended to be positively
• Self-critical perfectionism should be II ,272* linked with SCP and negatively linked with PS.
negatively linked to cognitive flexibility. Learning -,725**
to learn Conclusions
Note. (N= 60) * p < 0,05 ** p < 0,01
Personal Cognitive
NEUROPYSCHOLOGICAL FLEXIBILITY IN
standards flexibility Partial correlations between both factors of PERFECTIONISM
perfectionism and flexibility measures
Cognitive TOTAAQ- TOTIFC TOTMPFI Learning Perseve- • Perfectionism does not seem to be linked to
Self-critical
flexibility II to learn rative an objective measure of flexibility when
perfectionism errors neuropsychological conceptualization of
PSa ,409** 0,413* ,455** ,143 -,214 executive functioning is considered.
*
Method SCPb -,632** -,254 -,415** -,265 ,235 • The task may be less emotionally charged
Note. (N = 60) * p < .05 ** p < .01 than the daily life perfectionism problems. We
PARTICIPANTS
a = Self-critical perfectionism controlled know that fear of other’s judgment and threat
b = Personal standards controlled
to self-esteem are central in perfectionism.
• 60 participants: 39 women, 21 men (mean
age = 31,9 years, SD= 13,32)
Discussion • Nevertheless, some trends have been
• 60% students, 32% workers, 8% unemployed identified; this could suggest the necessity to
or retired replicate the study with a larger sample.
FLEXIBILITY MEASURES
• Participants completed the instruments at
• Objective flexibility (WCST subscales) was
Université du Québec à Trois-Rivières • It would also be interesting to test flexibility
not linked to self-reported flexibility
with other neuropsychological measures to
questionnaires, except for de AAQ-II. A
see if trends would be maintained and if links
INSTRUMENTS positive correlation existed between this
would be significant. A Stroop-Task could be
• Perfectionism questionnaire revised (QP-R) questionnaire and the Learning to learn
used, as the Trail Making Test.
(Langlois, F., Rhéaume, J., & Gosselin, P.2009) variable of the WCST.

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Laboratoire de recherche sur l’anxiété et le perfectionnisme, Frédéric Langlois Ph.D