Many studies pertaining to college students’ personality types and their mental health exist due to the prevalence of psychological issues in this population (Deckro et., 2002; Parker & Adkins,1995; Rice et al., 2006). The new responsibilities of college and an increased workload are possible explanations for the high incidents of unstable psychological well-being (Ross et al., 1999). However, less information exists on the correlation between mental health disorders and personality in honors students specifically. An honors student refers to a student who is in their honors program at his college. In the studies that have been performed, many point to the feasibility of differences in personality and mental health in honors students compared to non-honors students (Closson & Boutilier, 2017, Cross et al., 2018; Parker & Adkins, 1995). In the following literature review, I will discuss past research regarding the impact of perfectionism, personality, and stress in honors students.
Literature Review
The Types of Perfectionism and Their Effects
Perfectionism is viewed as multidimensional, having maladaptive and adaptive aspects (Rice et al., 2006). Maladaptive traits are considered unhealthy, while adaptive traits are considered healthy (Closson & Boutilier, 2017). Rice et al. (2006) states that “perfectionism in its maladaptive forms has been linked to a wide range of psychological and physical problems” while “adaptive aspects of perfectionism has been shown to be associated with positive affect[s]” (p. 524). Those with maladaptive perfectionism commonly suffer from ailments, such as depression and anxiety (Rice. et al., 2006). In contrast, individuals with adaptive perfectionism have high academic achievement, adjustment, and high self-esteem (Closson & Boutilier, 2017). Previous studies point to the notion that perfectionism is prevalent more in honors students than in non-honors students (Closson & Boutilier, 2017; Parker & Adkins, 1995; Rice et al., 2006). However, Closson & Boutilier (2017) found only adaptive perfectionism to be higher. Striving for perfectionism can be maladaptive when the goal is too high, but as Parker & Adkins (1995) point out, “the distinction between very high levels of achievable expectations and neurotic striving can be a difficult one to make, especially among the exceptionally talented” (p. 303). Because of this, it might be difficult to see when perfectionism become maladaptive in an honor's student.
The Big Five Personality Traits
The following sources assessed college students' personalities using the Big Five personality traits to discover their correlations with certain behaviors. The Big Five model tests for the following dimensions of personality: agreeableness, conscientiousness, neuroticism, extraversion, and openness to experience (Cross et al., 2018). These traits intersect to produce a unique temperament in individuals (Komarraju et al., 2008). In Closson and Boutilier’s (2017) study of honors students, they only used neuroticism and conscientiousness. They reported that conscientiousness was negatively associated with procrastination and positively associated with academic engagement (Closson & Boutilier, 2017). Conversely, neuroticism was positively related to procrastination but not significantly related to academic engagement (Closson & Boutilier, 2017). Komarraju et. al., (2008), who utilized all dimensions of the Big Five personality traits, had similar findings, stating, “conscientious individuals seemed to have higher scores on both intrinsic and extrinsic motivation, showed the lowest amotivation and the highest academic achievement” (p. 49). Overall, it appeared that higher levels of conscientiousness pointed to higher productivity.
Perceived Stress
Stress is another characteristic that could be considered as multidimensional. Cohen et al., (1983) believed stress is objective and “determined by one’s perception of their stressfulness” To assess this, the Perceived Stress Scale is often used. This test involves participants ranking how often they experienced “potentially stressful experiences” on a Likert scale with higher scores indicating greater stress (Rice et al., 2006 p. 526). Using 4 of the 14 items from the Perceived Stress Scale, Rice et al., (2006) tested stress as a mediator in honors students. From his study, Rice et al., (2006) reported a positive correlation between high Perceived Stress scores and signs of depression in honors students. Lower Perceived Stress scores were negatively correlated with symptoms of depression. (Rice et.al, 2006). As a whole, Deckro et al., (2002) argued that college students reported high levels of stress, as implied by the Perceived Stress Scale.
References
Closson, L. M., & Boutilier, R. R. (2017). Perfectionism, academic engagement, and procrastination among undergraduates: The moderating role of honors student status. Learning and Individual Differences, 57, 157-162. Retrieved from https://www.sciencedirect.com/science/article/pii/S1041608017300961?casa_token=TW6Ir2r7toQAAAAA:r9yWoeU7EIpXoIwAoIqSBaHmqltm9K81RT8VWQoJAls-KppvQ1vXpWimDQXHVAaa1z-llgKWLA
Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24, 385-396. Retrieved from https://www.jstor.org/stable/pdf/2136404.pdf?casa_token=PmCUuxTFSpsAAAAA:CgELAiShrZzZLeVPPHE4yxWmi_rQzi8SY8tDg3Ba8xemwph-W-QvsjJW8WvI8wcTUrxVlLYvblOGGu5i8dakjN7kfiy0NZeG4v1AgefaaZer-3PR-4U
Cross, T. L., Cross, J. R., Mammadov, S., Ward, T. J., Neumeister, K. S., & Andersen, L. (2018). Psychological heterogeneity among honors college students. Journal for the Education of the Gifted, 41(3), 242-272. Retrieved from https://journals.sagepub.com/doi/pdf/10.1177/0162353218781754?casa_token=wkiF3JoEQhkAAAAA:unHMuwyZOFw6HNhRVZGn1uRx80N1RNH6zenPvF8wLslcP5GQ1u37DoiuHc9q2GtrY3NNkf4tlzPi
Deckro, G. R., Ballinger, K. M., Hoyt, M., Wilcher, M., Dusek, J., Myers, P., ... & Benson, H. (2002). The evaluation of a mind/body intervention to reduce psychological distress and perceived stress in college students. Journal of American College Health, 50(6), 281-287. Retrieved from https://www.researchgate.net/profile/Jeffery_Dusek/publication/10798548_The_Evaluation_of_a_MindBody_Intervention_to_Reduce_Psychological_Distress_and_Perceived_Stress_in_College_Students/links/56fa972008aef6d10d9049d9/The-Evaluation-of-a-Mind-Body-Intervention-to-Reduce-Psychological-Distress-and-Perceived-Stress-in-College-Students.pdf
Komarraju, M., Karau, S. J., & Schmeck, R. R. (2009). Role of the Big Five personality traits in predicting college students' academic motivation and achievement. Learning and Individual Differences, 19(1), 47-52. Retrieved from https://www.sciencedirect.com/science/article/pii/S1041608008000587?casa_token=l0tsc39cyMgAAAAA:3KxXA_IivOcgYoTgG9gDfYeMoN6Z7D4D3-s2Csy6Iv_fXniho1T-E9sVbMV4ltWCzevvKYBBZQ
Parker, W. D., & Adkins, K. K. (1995). The incidence of perfectionism in honors and regular college students. Journal of Secondary Gifted Education, 7(1), 303-309. Retrieved from https://journals.sagepub.com/doi/pdf/10.1177/1932202X9500700103?casa_token=cabGXNoT_dAAAAAA:hONil9VzkJcMkTegmTtVIIgbbQpGS_J4vuEMQnAlusgeADGXNhZmp3Dmh_YkkeTEqKh1R3KjN9rX
Ross, S. E., Niebling, B. C., & Heckert, T. M. (1999). Sources of stress among college students. Social Psychology, 61(5), 841-846. Retrieved from http://proxy.ulib.csuohio.edu:2094/ehost/detail/detail?vid=1&sid=a34025d4-4ce2-4348-a0a9-61b84f187a0a%40sdc-v-sessmgr01&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=1984378&db=s3h
Rice, K. G., Leever, B. A., Christopher, J., & Porter, J. D. (2006). Perfectionism, stress, and social (dis) connection: A short-term study of
hopelessness, depression, and academic adjustment among honors students. Journal of Counseling Psychology, 53(4), 524.