Learning successfully for study and life ("Life"): Teaching gifted young adolescents about minimising the impact of perfectionism on successful learning.

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This study builds on pilot work testing 2- and 3-session perfectionism programmes with early adolescents which found improvements in emotional problems, self-imposed perfectionistic standards (sustained at 4-week follow-up), and well-being, sustained at 3-month follow-up (Fairweather-Schmidt and Wade, 2015; Vekas & Wade, 2017). The modified programme for the current research expands the pilot programme to include an emphasis on the difference in pursuing excellence and pursuing perfection, as gifted students will be offered the intervention. To date no research has examined whether perfectionism interventions can increase intrinsic motivation and academic goal progress. Research objectives 1. To examine the impact of the LIFE curriculum on primary (perfectionism) and secondary (anxiety, depression, wellbeing, self-compassion, academic motivation and satisfaction). 2. To test whether improvements in certain outcome factors (anxiety, depression, well-being, academic motivation and satisfaction) are mediated by the following outcome factors: self-compassion and perfectionism. We hypothesize that the intervention group will experience significantly greater decreases in perfectionism, anxiety, and depression, and significantly greater increases in wellbeing, self-compassion, academic motivation and satisfaction, at follow-up. We also hypothesize that decreases in perfectionism and increases in self-compassion between baseline and end of treatment will mediate the association between group and follow-up changes in anxiety, depression, well-being, academic motivation and satisfaction.

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