Effect of Hope on perfectionism of an individual

Submitted To:
Madam

Sadia Malik

Submitted By:
Nargis Shaheen
Roll No: 105 Self support
MSC Psychology.
Semester-1st
DEPARYMENT OF PSYCHOLOGY
UNIVERSITY OF SARGODHA

Contents

ChapterI Introduction
Define Optimism.
Existence of Optimism.
Advantages of Optimism
Theory of Optimism .
Define Humor Style
dimension of Humor Style..
Theory of Humor Style

Rational of the study

Objective ..
Operational definition
Optimism..
Humor style.
Hypotheses.
Chapter II: Method
Research Design..
Sample
Instrunment
Procedure..
Statistice..
Reference List.

Chapter I
Introduction:
Optimism:
It s belief that positive outcome lies ahead .Humor style is important factor of
optimism. Definition of optimism is defined asFuture references events that are wished for
have positive affects and have some cognitively perceived probability of occurrence.
Optimism is useful coping strategy because it increase the functioning of immune system.it
has rational aspects, which severe as problem focusingemotion focusing and characterizes
cognitive reevaluation coping technique.
Optimism is the state which promotes the desire of positive outcomes related to events and
circumstances in one's life or in the world at large
Optimism is the "feeling that what is wanted can be had or that events will turn out for the
best" or the act of "looking forward to something with desire and reasonable confidence" or
"feeling
that something desired may happen".
Other definitions include:
"To cherish a desire with anticipation"; "to desire with expectation of obtainment"; or "to
expect with confidence".
Advantages of Optimism:
Advantages of optimism are countless but if it is assured that one is not denying fact and is
actually hopeful.one important factor of optimism is determined by relational soul. many
researcher who are interested in this topic took it from interpersonal aspect(Farran, et
al;1995). Optimism is a factor that occurs among individuals with relevance to their
relationship. its mutual phenomenon among given and taker. According to Anthony
(1993),who focus on interpersonal aspect of optimism, found that optimism occur when a
person have trusted companion.

Existence of Optimism:
Optimism is advantageous in virtually all areas of life in different quantity. Synder said that
we all have some degree of hope inherently.for the sake of high level of optimism people
should score higher on both component of this trait. Optimism is present in all people
,although its level is not determined.it has been known that people decline with age(Staate,&
Sassen, 1986).
Optimism theory:
Optimism theory is usually linked with physical and psychological health(Synder, 1996:
Synder, lrving,& Anderson, 1991,Taylor,2000).according to this theory Optimism is
important element that is comprised of thinking and it is considered a centeral part of
hope(Snyder, 2002) .
Focus of Optimism theory:
Optimism theory actually emphasis on persons determination to achieve ones goals and they
also able to cope life stresses more successfully than individuals with lower level of
optimism.
This theory states that optimism severs not only as thinking process to direct goals.it is also a
chain of command .
Gender and age differences in level of optimism:
Optimism is essential in order to pass a successful life for both gender and at each and every
level of age. People who are high in optimism are seemed to have level of perfectionism.
Heaven and Joseph (2008) examined the effect of gender , by conducting a longitudinal
study. that show women have high level of optimism.
Humor Style:
Quality of action , speech, or writing which excites amusement
(Simpson and Weiner 1989), The OXFORD English dictionary.
Theory of Humor Style:
There are different theories of humor style.

Humor is an acceptable way of expressing sex and aggressive impulse.

(Vaillant 1977 , Andreuis et al . 1989) .

The dimensions of Humor Style:

There are two main dimensions 0f humor style.
.
Rational of the study:
The purpose of present research was to investigate the relationship between two
variable hope and perfectionism.the term hope is includes the cognitive effects and its
represent the level of hope among individuals.hope is very important in elderly age.
Perfectionists strain compulsively and unceasingly towards

unobtainable goals, and

measure their self-worth by productivity and accomplishment.hope and perfectionism are

related when individual is hopeful its perfection increase.perfectionism is also important .
Objectives of study:
The present study is to determine the relationship between hope and the perfectionism
of individual.
Predict the hope and perfectionism among university and school students.
To explore gender differences in level of hope and the perfectionism of individual.
To find out the effect of education and birthorder on hope and perfectionism of
individual.
Hypothesis:

Efect of hope on the perfectionism of an individual

Hope would be higher among women as compare to men

Men will be more hopeful as compare to women

Hope is significant predictor of perfectionism

Hope would be higher among compare to first and last born.

Operational definition:
Hope:
"Hope is the sum of the mental willpower and way power that you have for your goals".
Goals: Goals are objects, experiences, or outcomes that we imagine and desire in our
minds." Snyder determines that the goals involving hope fall somewhere between an
impossibility and a sure thing.
Perfectionism:
Perfectionists strain compulsively and unceasingly toward unobtainable goals, and
measure their self-worth by productivity and accomplishment. Pressuring oneself to achieve
unrealistic goals inevitably sets the person up for disappointment. Perfectionists tend to be
harsh critics of themselves when they fail to meet their standards.

Chapter 11
Method
Sample:
The initial sample (N = 400) consist of university students (graduates and
undergraduates) and college students (F.A/F.sc) convenient sampling technique was used to
select the participants. Sample is not consist of equal number of girls and boys, data were
collected randomly.
Measures:
1. Hope scale (ADHS) (Snyder et al,1991).
2. The frost multidimensional perfectionism scale (FMPS) (Frost et al, 1990).
Scale of hope:
The adult dispositional hope scale (ADHS;Snyder et al, 1991) comprised 12 items in
it.the scale is designed to measure agency and pathway trait.thus it is divided into 4
items for agency ,that refer to goal directed energy(e.g. I energetically pursue my
goals) and 4 items for pathway that refers to planning to achieve goals(e.g. I can think
up of many ways to getout of a jam.)and remaining 4 items are distracters.the score of
this scale can range from low of 8 to high of 64.the item are scored on 8 point Likert
scale.

The Frost Multidimensional Perfectionism Scale (FMPS) (Frost et al, 1990).

Perfectionism was measured using the Frost Multidimensional Perfectionism

scale (FMPS) (Frost et al, 1990). This scale measure six dimensions, namely, concern
our mistakes which include 9 items (item no, 9, 10, 13, 14 18, 21, 23, 25 and 34),
Doubts about actions 4 items (item no 17, 28, 32, 33), parental criticism has 4 items
(item no 3, 5, 22, 35) Parental expectations which includes 5 items (item no 1, 11, 15,
20, 26) Personal standards having 7 items (item no 4, 6, 12, 16, 19, 24, 30) and
organization (which includes 6 items (item no 2, 7, 8, 27, 29, 31).
These dimensions can be used to differentiate between adaptive and
perfectionism. Adapted perfectionism is measured by adding together the personal
standards, organization, and parental expectations subscales. It contains 35 items.

Respondents agreement is taken on 5-point Likert scale. Score range from 35 minimum
to 165 maximum. There is no revers scoring. Higher scores range indicates higher level of
perfectionism and vice versa.
The original study found that the FMPS had a Cronbachs alpha of .91, with
subscales' Cronbachs alpha ranging from.77 t0 .94, as well as high correlations with
other measure perfectionism (Frost et al, 1990). Furthermore according to Narvez &
Cayubit (2011) internal consistency is .90for the overall perfectionism.
Procedure:
After getting the permission letter from the head of department and supervisor started
the data collection. After getting signed the informed consent demographic information were
collected and scales of study were distributed to the willing students. Participants brief
regarding the instructions required the respond on the scales. All the quires regarding the
scales were answered properly. Scales were collected back and participants were thanked for
their sincere cooperation. Approximately time taken by each participant was 20 minutes. At
the and participants were be appraised for their cooperation.

ChapterIII
Results
The data of the study was analyzed through the statistical package for social
sciences (SPSS) 18V. Various statistical techniques such as independent sample t-test,
correlation, Regression, ANOVA were applied in order to test the hypotheses of the
study. These are the results of the polite study.
Table 1
Frequency and percentage of participants (N = 120)
Demographic variables

Gender
Male

42

35

Female

78

65

22

18.3

Education
FA /F.sc
B.A/B.sc

69

57.5

M.A/Msc

29

24.2

Table 1 shows frequency and percentage of the students with respect to gender and
education. Female students (f = 78, 65%) were greater in number as compare to male students
(f = 42, 65%). students those are in MA and BA (f = 69, 57.5%) and (f = 29, 24.2%) are
grater then in number as to FA students (f = 22, 18.3%)

10

Table 2
Psychometric properties of study variables (n = 120)
Range
Variables
hp

M
120

1.65

Perfectionism 120 2.06

SD
.479
.652

Potential

Actual

.508 12-96

12-67

.399 35-175

97-166

skewness
- 637

kurtosis

-1.622

-. 058

-.613

Table 1 shows psychometric properties of study variables. The reliability analysis indicate
that the reliability coefficient of hope and perfectionism scale is ..508, .399 respectively
which indicates satisfactory internal consistency. The values of skewness and kurtosis for
hope and perfectionism scale are less than 1.
Table 3
Item total correlation of students on hope scale (N = 400)
Item no.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23

Total
60
-

R
.091*
.358
.067
.096
.762**
.066
.453
.256
.124
.123
.176
.008
.073
.015
.072
.256*
.763
.104
.082
.075
.057
.026
.026

11

24
25
26
27
28
29
30
31
32
33
34

.365
.254
.065
.356
.227
.369
.232
.376
.366
.037
.025

**p<.01

Table 4 shows the Item total correlation of students on hope scale. Findings indicate
significant positive correlation among item 1, 6, and 16, all other items are non-significant
correlate with each other.
Table 5
Item total correlation of students on emotional intelligence scale (N = 400)
Item no.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16

Total
60
-

R
.368
.467
.236
.352
.376
.687
.363
.783
.668
.638
.683
.728
.362
.839
.053
.236

12

Table 5 shows the Item total correlation of students on hope scale. Findings
indication- significant correlate with each other.
Table 5
Mean standard deviation and t-values for male and female hope on perfectionism.

Variables
hp

Female (n = 83)

Male (n = 83)

21.27

120.82

120.61

Perfectionism

52.72

14.40

95% CL
t (164)

LL

15.69 -.072 .005 -5.95

52.42

15.73 .141

5.53

.452 -4.30

Cohens d

UL

.01

4.95

.99

Note. hp = hope;

Table 4 shows mean standard deviation and t-values for male and female
students on emotional intelligence and perfectionism. Results indicate significant mean
differences on emotional intelligence with t (164) = -.072, p > .01. Results indicate nonsignificant mean differences on perfectionism with t (164) = .141, p < .05.
Table 6
Mean, standard deviation and F-values for students on hope and anxiety (N=120)

Variables
Hp
perfectionism

FA
n =19
M
118.89
44.90

SD
14.11
10.64

BA
n = 91
M
118.10
56.18

SD
18.07
13.41

MA
n = 54
M
125.75
49.29

SD
19.98
17.32

F
2.04
4.69

P
.109
.004

Note. hp = hope.

Table 5 shows mean standard deviation and F-values for FA, BA, and MA on hope
and perfectionism. Results indicate non significant mean differences on hope with F (2, 164)
= 2.04, p < .05. Findings indicate significant mean differences on perfectionism with F (2,
16) = .4.69, p > 01.

13

Table 7
Effect of gender and family system on hope (N=120)
Source
Corrected model
Intercept
Gender
Edu
Gender *Edu
Error
Total
Corrected total

SS
4082.84
39925.44
158.11
2909.95
1105.93
33342.85
499664.00
37425.70

Df
6
1
1
2
2
160
167
166

MS
680.47
39925.44
158.11
1454.98
552.96
208.39

F
3.26
191.58
.759
6.98
2.65

P
.005
.000
.385
.001
.074

Table 6 shows effect of hope on perfactionism of an individual. The findings indicate that
gender with F (2, 164) = .759, p < .05 and Edu with F (2, 164) = 6.98, p < .05 has nonsignificant effect on perfectionism. The findings are significant on gender * Edu with F (2,
167) = 2.65, p > 05.

14

Results of the whole study

Table 1
Frequency and percentage of participants (N = 100)
Demographic variables

Gender

48.0

Male
Female

192
51.5

206

Education
FA

53

BA

225

MA

120

13.3

56.3

30.0

Table 1 shows frequency and percentage of the students with respect to gender and
education. Female students (f = 206, 51.5%) were greater in number as compare to male
students (f = 192, 48.0%). students those are in MA and BA (f = 120, 30.0%) and (f = 225,
56.3%) are grater then in number as to FA students (f = 53, 13.3%).
Table 2
Psychometric properties of study variables (n = 400)
Range
Variables
kurtosis
Hope

400

Perfectionism 400

120.42
53.44

SD

17.12
14.43

.866

Potential

16-80
.899

35-175

16-67
97-166

Actual

-.424
-.672

skewness

.733
-.253

Table 1 shows psychometric properties of study variables. The reliability analysis

indicate that the reliability coefficient of hope and perfectionism scale is .866, .899
respectively which indicates satisfactory internal consistency. The values of skewness and
kurtosis for hope and perfectionism scale are less than 1.

15

Table 3
Item total correlation of students on perfectionism scale (N = 400)
Item no.
1

Total
60

R
.271**

2
3
4
5
6
7
8
9

10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34

.201**
.299**
.240**
.047**
.198**
.314**
.199**
.256**
.115**
.162**
.257**
.129**
.225**
.371**
.242**
.315**
.213**
.188**
.251**
.307**
.061**
.240**
.117**
.129**
.145**
.143**
.206**
.315**
.317**
.377**
.355**
.427**
.266**
.315**

**p<.001

Table 6 shows the Item total correlation of students on perfectionism scale. Findings
indicate significant positive correlation among each item and total.

16

Table 4
Item total correlation of students on hope scale (N = 400)
Item no.
1
2
3
4
5
6
7
8
9
10
11
12

Total
60
-

R
.439**
.375**
.432**
.409**
.349**
.339**
.339**
.152**
.409**
.547**
.498**
.007**

**p<.01
Table 4 shows the Item total correlation of students on hope scale. Findings indicate significant
positive correlation among each item and total.

17

Table 5
Mean standard deviation and t-values for male and female hope on perfectionism.

Variables
Hope

Female (n = 125)

Male (n = 252)

1.196

Perfectionism 1.206

S
4.20
10.15

44.16

S
5.10

194.42

11.18

95% CL
t (398)

-.966
-.977

.334
.329

LL
-3.45
-3.37

UL
1.14

Cohens d
.456

.499

.231

Table 4 shows mean standard deviation and t-values for male and female
students on hope and perfectionism. Results indicate non-significant mean differences on
hope with t (398) = -.966, p > .05. Results indicate non-significant mean differences on
perfectionism with t (398) = -.977, p > 05.
Table 6
Mean, standard deviation and F-values for students on hope and perfectionism (N=400)

Variables
Hope
perfectionism

FA
n =71
M
45.66
1.25

SD
3.82
9.73

BA
n = 227
M
44.22
1.19

SD
5.33
10.27

MA
n = 79
M
44.22
1.17

SD
3.60
10.42

F
12.18
2.77

P
.000
.063

Note. EI = emotional intelligence.

Table 5 shows mean standard deviation and F-values for FA, BA, and MA on hope
and perfectionism. Results indicate non significant mean differences on hope with F (2, 398)
= 12.18, p > .001. Findings indicate significant mean differences on perfectionism with F (2,
398) = 2.77, p < 01.

18

Table 7
Effect of gender and family system on hope (N=400)
Source
Corrected model
Intercept
Gender
Edu
Gender *Edu
Error
Total
Corrected total

SS
4762.28
442667.04
195.39
4489.75
71.82
110732.26
5843668.00
115494.54

Df
6
1
1
2
2
388
395
394

MS
793.71
442667.04
195.11
2244.87
35.91
285.39

F
2.78
1551.08
.685
.786
.126

P
.072
.000
.109
.130
.672

Table 6 shows effect of hope on perfectionism of an individual. The findings indicate that
gender with F (2, 398) = .685, p > 05 has non-significant effect on perfectionism and
Education with F (2, 398) = .786, p < .001 has significant effect on perfectionism. The
findings are non-significant on gender * Edu with F (2, 398) = .126, p > 05.

19

ChapterIV
Discussion:
The present study aimed finding out the effect of hope on the perfectionism of an
individual in university and school students. Furthermore the study was also intended to
determine the gender differences in hope and perfectionism. hope and perfectionism was
found to be non-significant (see table 6). One of the main possible reasons for this nonsignificant correlation between hope and perfectionism is a multidimensional construct.
There are several other factors which may contribute in perfectionism. Its a one of the basic
reason behind the non-significant correlation is the birth order of the participents.
Conclusion:
It can be concluded that hope not significantly effect on the perfectionism. There is no
significantly relationship between both variables. Gender differences were found in personal
standard subscale of perfectionism.

Limitation:

Convenient sampling technique was used

In the present study, cultural background, schooling, family background, minority

majority issues and parents education were not control.

Sample was taken from two city only.

Suggestions:

In future research to obtain more extremely valid results study can be replicated on a
large and diverse sample of the undergraduates, graduates from different universities.

Longitudinal study can be fruitful to know the change in hope and perfectionism.

Future study can be conducted on some other sample like, scholars, employers,
minorities and also elderly people.

20

Implications of the study:

As per our knowledge this is the first research in Pakistan which deals with the
combination of these variables. The findings of this study may be beneficial for the counselor
psychologist, parents and students to keep these findings under consideration while taking
some steps or planning something.

21

References
Accordino, D, B., Accordino, M. P., & Slaney, R. B. (2000). An investigation of
perfectionism, mental health, achievement and achievement motivation in adolescents.
Psychology in schools, 37, 535-545.
Besharat, M., & Shahidi, S. (2010). Perfectionism, Anger, and Anger Rumination.
International journal of psychology, 427-434.
Butt, F. M. (2004). The role of perfectionism in psychological health: A study of adolescents
in Pakistan. Europes journal of psychology, 6(4), pp.125-147
Burns, D. D. (1980, November). The perfectionists script for self- defeat. Psychology today,
PP. 34-52
Castro, J. R., & Rice, K. G. (2003). Perfectionism and ethnicity: implication for depressive
symptoms and self reported academic achievement. Cultural Diversity and Ethnic Minority
Psychology, 9(1), 64-78.
(A journal of counseling and clinical psychology, Vol 3(3), Sep 1991, 464-468)
En.Wikipedia. org
Snyder, Charles D. The Psychology of Hope: You Can Get Here from There.
New York: The Free Press, 1994, pg. 26
Mattox, Robert. Dealers in Hope- How to Lead Change and Shape Culture. USA. 2012
"Meaning of : Hope; Bible Definition". Bible-library.com. Retrieved 2012-10-02
Fredrickson, Barbara L. (2009-03-23). "Why Choose Hope?". Psychology Today. Retrieved
2012-10-02.
Stoeber, Joachim; Childs, Julian H. (2010). "The Assessment of Self-Oriented and Socially
Prescribed Perfectionism: Subscales Make a Difference". Journal of Personality
Assessment 92 (6): 577585.
Parker, W. D.; Adkins, K. K. (1995). "Perfectionism and the gifted". Roeper Review 17 (3):
173176
, T.S. (2002) Freeing Our Families From Perfectionism. Minneapolis: Free Spirit Publishin

22

Inform consent:

I am a student of BS (Hone) psychology 5th semester. I am conducting a research on the

effect of hope on the perfection of an individual. You can participate in this type of research
if you are volunteer for this. We have promised with you that the information you will
provide us is not leek out by us. We will hide the information that is provided by you, we use
it just for our research purpose not for other. If you are agree then you read the statement that
is given the bellow.
I volunteer to participate in a research project conducted by Iqra Aslam from university of
Sargodha. I understand that the project is designed to gather information about academic
work of faculty on campus.

Sig:

Demographical information:

Name:

Gender:

Age:

Education:

Sig

23

APPENDIX A
Instructions:
The following statements deal with you and your emotions. Please circle the one
number for each question that comes closest to reflecting your opinion about it.
Statements
1. I can think of many ways to get out of a jam.

2. I energetically pursue my goals.

3. I feel tired most of the time.

4. There are lots of ways around any problem.

5. I am easily downed in an argument.

6. I can think of many ways to get the things in

life

that are important to me.

7. I worry about my health.

8. Even when others get discouraged, I know I

can find a way to solve the problem.

9. My past experiences have prepared me well

for my future.
10. Ive been pretty successful in life.

11. I usually find myself worrying about

something.
12. I meet the goals that I set for myself.

SA

DA

SD

24

APPENDIX B
Instructions: Indicate the extent to which each item applies to you using the following scale:
1 = strongly disagree
2 = disagree
3 = neither disagree nor agree
4 = agree
5 = strongly agree
STATEMENTS
1. My parents set very high standards for me.
2. Organization is very important to me.
3. As a child, I was punished for doing things less than
perfectly
4. If I do not set the highest standards for myself, I am
likely to end up a second-rate person.
5. My parents never try to understand my mistakes.
6. It is important to me that I be thoroughly competent in
what I do
7. I am a neat person
8. I try to be an organized person.
9. If I fail at school, I am a failure as a person.
10. I should be upset if I make a mistake.
11. My parents want me to be the best at everything.
12. I set higher goals than most people.
13. If someone does a task at school better than I do,
then I feel as if I failed the whole task.
14. If I fail partly, it is as bad as being a complete
failure.
15. Only outstanding performance is good enough in my
family.

SD

SA

25

16.I am very good at focusing my efforts on attaining a

goal.
17. Even when I do something very carefully, I often
feel that it is not quite right.
18. I hate being less than the best at things.
19. I have extremely high goals.
20. My parents expect excellence from me.
21. People will probably think less of me if I make a
mistake.
22. I never feel that I can meet my parents expectations.
23. If I do not do as well as other people, it means I am
an inferior being.
24. Other people seem to accept lower standards from
themselves than I do.
25. If I do not do well all the time, people will not
respect me.
26. My parents have always had higher expectations for
my future than I have.
27. I try to be a neat person.
28. I usually have doubts about the simple everyday
things that I do.
29. Neatness is very important to me.
30. I expect higher performance in my daily tasks than
most people
31. I am an organized person.
32. I tend to get behind in my work because I repeat
things over and over.
33. It takes me a long time to do something right.
34. The fewer mistakes I make, the more people will like
me.
35. The fewer mistakes I make, the more people will like
me.