Bu araştırma; üstün yetenekli ortaokul öğrencilerinin mükemmeliyetçilik özellikleri ile ailelerin çocuklarına karşı tutumları arasındaki ilişkiyi incelemek amacıyla ilişkisel tarama deseninde gerçekleştirilmiştir. Bu çalışmaya beşinci, altıncı, yedinci ve sekizinci sınıf düzeyinde, İstanbul İli, Bağcılar İlçesinde, Bağcılar Belediyesi tarafından üstün yetenekli öğrencilerin eğitimi için açılan Enderun Yetenekli Çocuklar Merkezine zenginleştirilmiş destek eğitimi alan 106 üstün yetenek tanısı almış öğrenci ve aileleri katılmıştır. Verilerin toplanmasında Kırdök (2004) tarafından geliştirilen Olumlu-Olumsuz Mükemmeliyetçilik Ölçeği ile Schaefer ve Bell (1958) tarafından geliştirilen, Le Compte, Le Compte ve Özer (1978) tarafından Türkçe’ye uyarlanan ve Vapur (2006) tarafından tekrar geçerlik-güvenirlik çalışması yapılan Aile Hayatı ve Çocuk Yetiştirme Tutumu Ölçeği kullanılmıştır. Veriler, değişkenler arası korelasyona bakılarak Pearson Çarpım Moment Korelâsyon katsayısı hesaplanarak analiz edilmiştir. Ayrıca öğrencilerin olumlu ve olumsuz mükemmeliyetçilik puanlarının cinsiyete göre farklılık gösterip göstermediğini incelemek amacıyla ilişkisiz t testi kullanılmıştır. Üstün yetenekli çocuklarda olumlu ve olumsuz mükemmeliyetçilik ve aile tutumu ara¬sındaki ilişkiyi inceleyen bu araştırma sonucunda, üstün yetenekli çocukların olumlu ve olumsuz mükemmeliyetçilik özellikleri aile tutumları arasında anlamlı bir ilişkiye rastlanmamıştır. Ayrıca yapılan ilişkisiz t testi sonucunda olumlu ve olumsuz mükemmeliyetçilik puanlarının cinsiyete göre farklılaşmadığı da tespit edilmiştir. Fakat olumlu mükemmeliyetçilikte kızların puan ortalamaları erkeklerden daha yüksek iken olumsuz mükemmeliyetçilikte ise erkeklerin puan ortalamalarının kızlardan daha yüksek olduğu görülmüştür. Ortaya çıkan bulgular değerlendirilerek bulgular üzerine öneriler sunulmuştur.

Introduction and Purpose Perfectionism has been defined as a personality variable that underlies properties such as effort to become better, intolerance to faulty behavior, getting acceptance through only success (Hollendar, 1965; Silverman, 1995). Although, it is claimed that there is a connection between perfectionism and giftedness, also it is stated some factors that affect perfectionism among gifted children. It is also accepted that the positive and negative dimensions of perfectionism. Examining the relationship between positive and negative perfectionism of gifted children and their parental attitudes carries vital importance in terms of counseling both gifted children and their parents for difficulties they might face. Additionally, healthy family relation and child-parent interaction play a crucial role in development of gifted children. The purpose of this study was to investigate the relationship between perfectionism of gifted students and parental attitude towards child rearing. The gender related difference in positive and negative perfectionism of gifted students was also examined. Theoretical Framework Some researchers considered perfectionism in two dimensions, one of which leads for better and the other leads for despair as positive and negative perfectionism, adaptive and maladaptive perfectionism, healthy and neurotic perfectionism (Parker, 1997; Rice, Ashby and Slaney, 1998; Roedell 1984; Slade & Owens, 1998). Considering the personality development, acquisition of perfectionism has been examined by several researchers and various factors including genetics, education, modeling, rewards and punishments and parenting styles have been claimed to have influence on development of perfectionism (Antony & Swinson, 2009; Rice & Dellwo, 2001). Many researchers state that the relation between the parents and child especially during the childhood period plays an important role for development of perfectionism (Blatt, 1995; Enns, Cox, & Clara, 2002; Hamachek, 1978; Rice, Ashby & Preusser, 1996; Rice, & Sorotzkin, 1998; Tire, 2011). For instance, Sorotzkin (1998) found that people who had positive perfectionism had also family with supporting and encouraging attitudes. In another research, results showed that there was a significant relation between the negative perfectionism and high expectations of family (Rice, Lopez, & Vergara, 2005). Perfectionism has been also cited as a major characteristic associated with children and adolescents who have been identified as gifted and talented (NAGC, 2008). Gifted child is any child naturally endowed with a high degree of ability in areas such as cognitive, creative, art, leadership or special academic abilities (MEB, 2013). Many researchers have shared the idea that there is a relation between the giftedness and perfectionism (Baker, 1996; Kenney-Benson & Pomerantz, 2005; Kline & Short, 1991; Kornblum & Ainley, 2005; Kramer, 1988; Roberts & Lovett, 1994; Schuler, 1997). However, Parker and Mills (1996) claimed that there were few amounts of research supporting the idea that perfectionism is one of the characteristic of giftedness. Some findings revealed that there is no significant relation between the adolescents who are identified as gifted and non-gifted in terms of perfectionism (Mendaglio 2007; Parker (1997). Method This study was carried out using correlational research design and involved 106 gifted middle school students who participated an enriched program in Enderun Talented Children Center in Istanbul and their parents. Sample was determined by convenient sampling. For collection of data, Positive-Negative Perfectionism Scale measuring positive and negative perfectionism with 17 items and developed by Kırdök (2004) was used. Other instrument was Parent Attitude Research Instrument (Schaefer & Bell, 1958) that measures parental attitude with 60 items under 5 subcategories. After informed consent from parents, data collection was carried out with the vol