Relationship between perfectionism and social anxiety

Relationship between perfectionism and social anxiety 1.1 Introduction Perfectionism is the attitude of an individual that strives to achieve perfection in everything they do. People with perfectionism tend to outdo themselves and make sure everything is in the best form. As perfectionism strives one to be perfect, it is also taxing on the individual for they are pressured to excel, or to meet standards either imposed by others or oneself. This strive is more a common among students as they tend to excel in academic prevalence in an increasing competitive environment. Though the advantages of having this strive, there too are drawbacks, in particular, the level of social anxiety experienced by one. There a number of theorists which have discussed the potential role of perfectionism in problems of social anxiety (e.g., Heimberg Becker, 2002; Schlenker Leary, 1982), but there has been little investigation done on how perfectionist personality characteristics relate to social anxiety and its consequences. (Laurenti, Bruch Haase, 2008). Social anxiety is a disorder where one experiences higher levels of anxiety when engaged in an interaction. As such one may feel fear of being inarticulate, boring, or appearing awkward when interacting with others. According to cognitive theories of social anxiety (e.g., Schlenker Leary, 1982), reviews on interpersonal situations typically involves two aspects: an estimate of ones own abilities (i.e., social self-efficacy) and an estimate of what is an acceptable performance in that particular situation (i.e., others standards) and, presumably, it is the discrepancy between these two appraisal responses that triggers social avoidance and negative effect (Laurenti et al., 2008). Thus, this study aims to examine the relationship between perfectionism and the level of social anxiety among university students in University Putra Malaysia. This study will identify the factors which are related to perfectionism and social anxiety. These factors are referred to ones personal characteristics which include gender, personality, education stream and emotional quotient. Researching the impact of this relationship between perfectionism and social anxiety may lead to the development of an overview about the role of perfectionism in influencing the level of social anxiety among university students therefore in a way, encouraging positive social engagement among them. 1.2 Statement of the problem Is social anxiety a bad thing? Perhaps no; social anxiety can help us to be more sensitive toward others people feeling and needs which is needed in building relationships. Social anxiety will only become a problem while it is excessive or outside the norm. So what are the anxiety symptoms? What causes them to experience social anxiety? To what extent will social anxiety impact ones relationship with others? This study aims to determine the relationship between perfectionism and social anxiety among UPM students. Specifically, this study identifies factors which are related to perfectionism and social anxiety, i.e. personal characteristics (gender, education stream, personality and emotional quotient).As such we will focus on these several research questions that would guide us for the research content. How personal characteristic will influence someone perfectionism behavior? Does personal characteristic cause someone to experience social anxiety? How perfectionism will influence social anxiety? 1.3 Significance of the study The purpose of carrying out this study is to mainly determine the relationship between perfectionism and social anxiety level among students studying in UPM. Perfectionism when over done would inevitably cause nervousness or anxiety among students which in the long run will lead to stress or other serious problems such as burnout, depression or many other physiological complications. By studying this symptom among individual especially students, it may help to reduce the negative side effect of perfectionism. The study may also help individuals to cope and handle with perfectionism without adding unwanted anxiety to them. As we know that perfectionism among general people will cause signs of anxiety and stress, we want to investigate if it affects UPM students and the significance of the effect. As being a perfectionist will make a person very demanding about the standards of work done, this study will measure the amount of anxiety levels experienced by a UPM student. By measuring the anxiety levels, we will be able to understand if it causes extra stress on a UPM student and causes their performance to be affected. This study will also benefit the other students at the university level in Malaysia as it may be an indicator of how university students react to anxiety when striving to be perfect. It will help to identify the common trend among students and determine if perfectionism leads to over nervousness among students in Malaysia; which in the long run cause their performance to be affected. When perfectionism is identified early or thought correct ways to cope with it, students may be able to avoid being stressed out due to anxiety. This may help to increase the performance of university students without adding unwanted anxiety levels. 1.4 RESEARCH OBJECTIVE: General objective: The present study aims to determine the relationship between perfectionism and social anxiety among UPM students. (Gender, program of student, personality and emotional quotient) Specific objectives: To describe personal characteristics (gender, program of student, personality and emotional quotient) of the students. To describe student perceived perfectionism. To describe the social anxiety level of the students. To determine the relationship between gender and perfectionism. To compare the difference of perfectionism across student personality. To determine the relationship between emotional quotient and perfectionism. To determine the relationship between courses of student and perfectionism. To determine the relationship between gender and social anxiety. To compare the difference of students personality across social anxiety. To determine the relationship between emotional quotient and social anxiety. To compare the difference of student courses across social anxiety. 1.5 Hypotheses: The purpose of the present study is to examine how perfectionism influences social anxiety level. Given the preceding theoretical and empirical outcomes that we had collected through the study, a number of hypotheses which reflects the association between perfectionism and social anxiety level are proposed: There is no significant relationship between gender and perfectionism level There is no significant difference in perfectionisms across students education streams There is no significant relationship between personality and perfectionism There is no significant relationship between emotional quotient and perfectionism There is no significant difference between gender and social anxiety level There is no significant difference between social anxiety levels across students education streams There is no significant difference between students personality and social anxiety level There is no significant relationship between emotional quotient and social anxiety level There is no significant relationship between perfectionism and social anxiety level Conceptual framework Antecedent Variable Personal characteristic Gender Education Stream Personality Emotional quotient Independent Variable Perfectionism Dependent Variable Social Anxiety To have a more clearly illustration of the relationship between perfectionism and social anxiety among university students in UPM, a conceptual framework is prepared above. There are three types of variables in this research which are referred to antecedent variable, independent variable and dependent variable. For the antecedent variable, it includes the personal characteristics whereby gender, education stream, personality and emotional quotient is taken into view. The independent variable refers to perfectionism while the dependent variable refers to the level of social anxiety. 1.6 Definition of terminology Perfectionism Conceptual definition: Someone who has perfectionism is a person who is not satisfied with anything unless it is completely perfect. Operational definition: For this study, we used the Multidimensional Perfectionism Scale (MPS) by Hewitt Flett (1991) to assess the levels of multidimensional perfectionism in students. Social anxiety Conceptual definition: It means the interaction between a human and the environment around them that causes the feeling of worrying about something. Operational definition: The social anxiety level is measured using the Social Interaction Anxiety Scale (SIAS) developed by Mattick Clarke (1998) which has been used to assess prevalence, severity, and treatment out-comes of social phobia and social anxiety disorders. Gender Conceptual definition: The sex of a person whether its a male or female. Operational definition: This part of information is obtained from the background questionnaire form which will be filled up by the respondent. Courses of student Conceptual definition: The stream of studies of university students whether its science or arts. Operational definition: The information will be obtained by the questionnaire which will be filled up by the respondent. Personality Conceptual definition: It refers to the university students character in how they behave towards other people. Operational definition: In this study the scale used to measure the personality is The Myers-Briggs Type Indicator by Briggs (1985). Emotional quotient Conceptual definition: This means the amount or degree of a feeling such as love, hate, or anger and how they control it. Operational definition: The emotional quotient in this study will be measured using the Emotional-Quotient Inventory which is widely used worldwide. 1.7 Limitation of the study: It is to be certain that there are some limitations with respect to the present studies that need to be acknowledged. As such the data collection might be possible that it would affect the accuracy of the results. The first limitation relates with the extent to which the findings would manage to generalize beyond the previous studies. The numbers of similar research that relates to our present study is limited. Thus, further empirical or duplication of the studies are needed to enhance the current topic and thus would further support future findings. Second limitation here would mainly relate to the small sample size and its location. The small sample size would create a possibility of the data collected to be either ending up with particularly good or particularly bad. Consequently, it is difficult to find an established significant relationship from the data collected, as the statistical method used usually requires a bigger sampling to justify that the result did not fully happen by chance alone. To note, the study will be implemented at UPM, Malaysia. The respondents focused only on university students. Participants may have differed in key ways from non-respondents. Hence, this study limits the ability to generalize the findings and does not represent the population at other places. The nature of respondents also poses a risk. It is to say that, respondents may tend to answer favorably as they perceived to want to be favorable and not be labeled as others or with having a disorder by having higher levels of social anxiety. This would hamper the significance of the result and a certain degree of discretion may be needed. Besides that, there might be other factors that influence the level of social anxiety besides perfectionism which have not been identified or taken into account in our study. To make it simple, there is the possibility that there are more relevant factors to be considered that would significantly influence the dependant variable which is the level of social anxiety. However, the studies and discussion of these other factors are beyond our scope for the present study. Therefore, it would be ideal that more factors can be encompassed within the research. Furthermore, the data collection mainly relies on survey-based information in which we believe contains a certain degree of bias. Undeniably, the response rates through this method are much more satisfactory and faster; but it is possible that other relevant methods would generate different outcomes than the survey-based candidates did. The research design also prevents us from achieving better result since the nature of the data being collect, it would be better to include even more time towards the research. Therefore, it would be best that future research be more convincing if the researchers can relate even more factors into the current study theme.

FBI Case Study

The â€Å"Who Killed the Virtual Case File? † case study is a clear example of project failure which resulted on not only balloon the cost of the project, but also loss that could be counted on millions of dollars. Because of the size of the project and the failure of the project, it is broadly used to prevent future IT Project Management disasters. Project Overview: When special agent Larry Depew collected evidence of illegal activity of the Russian and Italian mafia tax skim activity, FBI didn’t have database system, which could organize and support all the information gathering processes that were needed for the organization. A decade later, Depew was landed in his first project management job called FBI Virtual Case File project (VCF), even though he had no previous experience. In the PMBOK Guide book describes what abilities a project manager should possess to successfully manage projects is: knowledge, performance and personal . In the results of lack of experience and ineffective planning the project was unfortunate failure. Because of availability of funds, the FBI’s 23 divisions developed own database system for each of the different divisions. In the result FBI ended up with 45-50 different investigative databases and applications, which are not communicating with each other. Also, the Automated Case Support (ACS) system was cumbersome to use, inefficient and had limited functional capabilities. Additionally all 13000 were really old which resulted in not supporting new software’s. Intranet that connected FBI offices had 56-kilobit-per second modems. SAIC (Applications International Corp. ) for software developed delivered 700,000 lines of code bug-ridden, off target system which resulted in $105 million worth loss. However, researches and findings showed that the FBI—lacking IT management and technical expertise—shares the blame for the project's failure. The research and study later on painted a picture of an enterprise IT project that fell into the most basic traps of software development, from poor requirement gathering, planning and bad communication between software developer and FBI. The key issues related to the failure of the project: * Violation of the Project Scope Management. One of the main factors of VSF project was poorly defined business requirements and overly specific nature of the requirements defined in systems design and analysis phase which resulted in creating 400 functional deficiencies found after testing the system. * Violation of the Project Cost Management The lack of IT investment processes resulted in ballooning the cost of the project in spite of the millions of dollars spending which was the also one of the main reason of VSF project failure. Violation of the Project Time Management Overly ambitious schedules and poorly defined schedule is one of the among VSF project failures. * Violation of Project Risk Management Procedure The lack of a plan to guide hardware purchases and deployment was one also of the failures of VSF project. Resolution: * The FBI’s higher management will be participating in the new software development to overcome the discrepancies associated with the previous those were VCF project. FBI is planning to purchase software from the vendor to digitize all documents, crime related evidence paperwork processes in the single database and still continue use VCF project systems up until it will be replaced with the desired software. * The new project will deploy and create new monitoring, risk management system which involves planning, scheduling and target oriented testing. Relevance to IT Project Management: * Project Scope Management Project Scope Management includes the processes required to ensure that project includes all the work required, to complete the project successfully. Scope Management includes following steps: clearly defining and documenting project business requirements by the company shareholders (collect requirements), develop a detailed description of the project (define scope), subdivide project deliverables and project work into smaller, manageable components (create WBS), formalize acceptance of the completed project deliverables, and monitoring the status and scope (verify scope), and managing changes to the scope baseline (control scope). FBI’s VSF project failed to define detailed project requirements, formalize acceptance of completed project deliverables by SAIC and monitoring and managing the scope by project manager. * Violation of the Project Cost Management Project Cost Management includes the processes involved in estimating, budgeting, and controlling costs so that the project can be completed within the approved budget. The cost management process includes: developing an approximation of the monetary resources (estimate costs), estimating costs of the individual activities (determine budget) and monitoring the status of the project budget and managing changes to the cost baseline (control costs). VSF project failed to address cost control in project cost management, because it had possibility to receive funding from the government. * Violation of the Project Time Management. Project Time Management includes the processes required to manage timely completion of the project. It includes following processes: identifying the specific actions to be performed to produce the project deliverables (define activities), identifying and documenting relationships among the project activities (sequence activities), estimating quantities of material, people, equipment, or supplies required to perform each activity (estimate activity resources), coming up with the approximate number of works periods needed to omplete individual activities with estimated resource (estimate activity durations), analyzing activity sequences, durations, resource requirements, and schedule constrains to create project schedule (develop schedule), and monitoring the status of the project to update project progress and managing changes to the schedule baseline (control schedule). In VSF project most of the required activities in time management FBI m anagement and SAIC failed to follow. * Violation of Project Risk Management Procedure. Project Risk Management includes the processes of conducting risk management planning, identification, analysis, response planning, and monitoring and control on the project. It includes following processes: defining how to conduct risk management activities (planning), determining which risks may affect the project and documenting their characteristics (identify risks), prioritizing risks for further analysis and combining their probability of occurrence and impact (perform qualitative risk analysis). Numerically analyzing the effect of identified risks on overall project objectives (perform quantitative risk analysis), developing options and actions to enhance opportunities and reduce threats to project objectives (plan risk responses), and implementing risk response plan, tracking identified risks, monitoring residual risks, identifying new risks, and evaluating risk process effectiveness throughout the project (monitor and control risk). In the FBI case none of the project risk management was applied to minimize risk associated with the possibility of the failure of the VSF project. Key Takeaways: It is important follow IT project management rules in order to develop the system. Main lessons learnt from the case study: * Business requirement analysis and technical requirements are crucial in the success of the project in planning phase. * Managing communication between companies’ key shareholders and server providers is required for productive outcome of the development. * Project monitoring and testing is vital task and should be accepted throughout the development * Prototypes be shown to client on regular basis to avoid all changes required at the end of the project * Having a individuals without proper knowledge in the rojects leads to the project success * Planning and monitoring leads to delivering the right product and timely completion of the project * Unsystematic approach in project time management could lead to delay in completion of projects * Deficient and unsatisfactory requirements lead to incomplete projects failure Research Approach For my research approach, I used Project Management and body of knowledge to identify main processes of the project management, and applied some basics acquired from the Systems Analysis and Design class to identify where FBI’s VSF project failed to address and manage this huge multimillion dollar project.

Dementia Symptoms are usually subtle in onset and often progress

Alzheimer’s disease is a progressive, irreversible, degenerative neurologic disease that begins insidiously and is characterized by gradual losses of cognitive function and disturbances in behavior and affect. Alzheimer’s disease is not found exclusively in the elderly; in 1 % to 10% of cases, its onset occurs in middle age. A family history of Alzheimer’s disease and the presence of Down syndrome are two established risk factors for Alzheimer’s disease.Of family members have at least one other relative with Alzheimer’s disease, then a familial component, which non- specifically includes both environmental triggers and genetic determinants, is said to exist. Genetic studies show that autosomal- dominant forms of Alzheimer’s disease are associated with early onset and early death. In 1987, chromosome 21 was first implicated in early-onset familial Alzheimer’s disease. Soon after, the gene coding fro amyloid precursor protein or APP was also found to be on chromosome 21.Not until 1991 was an actual mutation in association with familial Alzheimer’s disease found in the APP gene of chromosome 21. For those with this gene, onset of Alzheimer’s disease began in their 50’s. Only a few of the cases of familial Alzheimer’s disease have been found to involve this genetic mutation. In 1992, chromosome 14 was found to contain an unidentified mutation also linked to familial Alzheimer’s disease. Since 1995, molecular biologists have been discovering even more- specific genetic information about the various forms of Alzheimer’s disease, including genetic differences between early- and late- onset Alzheimer’s disease.These genetic differences are helping to pinpoint risk factors associated with the disease, although the genetic indicators are not specific enough to be used as reliable diagnostic markets. A. Causes/ Risk Factors Symptoms of AD are usually subtle in onset and often progress slowly until they are obvious and devastating. The changes characteristic of AD into three general categories: cognitive, functional, and behavioral. Reversible causes of AD include alcohol abuse, medication use, psychiatric disorders, and normal- pressure hydrocephalus. Increasing age is the leading risk factor of people getting Alzheimer’s disease. II.Symptoms, Changes by Psychological and Behavioral A. Dementia Symptoms are usually subtle in onset and often progress slowly until they are obvious and devastating. The changes characteristics of dementia fall into three general categories: cognitive, functional and behavioral. In the early stages of Alzheimer’s disease, forgetfulness and subtle memory loss occur. The patient may experience small difficulties in work or social activities but has adequate cognitive function to hide the loss and can function independently. Depression may occur at this time. With further progression of the disease, the deficits c an no longer be concealed.Forgetfulness is manifested in many daily actions. These patients may lose their ability to recognize familiar faces, places, and objects and may get lost in a familiar environment. They may repeat the same stories because they forget that they have already told them. Trying to reason with the person and using reality orientation only increase the patient’s anxiety without increasing function. Conversation becomes difficult, and there are word- finding difficulties. The ability to formulate concepts ad think abstractly disappears; for instance, the patient can interpret a proverb only in concrete terms.The patient is often unable to recognize the consequences of his or her actions and will therefore exhibit impulsive behavior. For example, on a hot day, the patient may decide to wade in the city fountain fully clothed. The patient has difficulty with everyday activities, such as operating simple appliances and handling money. Personality changes are also usually evident. The patient may become depressed, suspicious, paranoid, hostile, and even combative. Progression of the disease intensifies the symptoms: speaking skills deteriorate to nonsense syllables, agitation and physical activity increase, and the patient may wander at night.Eventually, assistance is needed for most ADL’s including eating and toileting, since dysphagia occurs and incontinence develops. The terminal stage, in which the patient is usually mobile and requires total care, may last for months or years. Occasionally, the patient may recognize family or caretakers. Death occurs as a result of complications such as pneumonia, malnutrition, or dehydration. Primary Dementia Primary Dementia is diseases that directly attack brain tissue and cause the behaviors associated with dementia. Primary dementias are irreversible; that is, they can only be treated symptomatically and cannot be cured.The most common type of primary dementia, and of all types of dement ias, is Alzheimer’s disease. Secondary dementia or pseudo dementia Secondary disease refers to diseases that do not directly attack brain tissue but result in symptoms described result from diabetic ketoacidosis, drug intoxication, severe nutritional imbalance, severe dehydration, head trauma, sever infections, and depression. Multi-infarct dementia (MID) Multi-infarct dementia denotes to dementia symptoms resulting from multiple strokes. B. Mood An individual who has Alzheimer’s has the tendency â€Å"to manifest rapid mood swings†.There is depression which is 30%. C. Personality The changes include the apathy, indifference, irritability. In early stage of the disease, social behavior is intact; hides cognitive deficits. In the advanced disease, the person with AD disengages from activity and relationships; is suspicious; has paranoid delusions caused by memory loss; aggressive; has catastrophic reactions. D. Statistics on morbidity (disease) and mortality (dea th) Alzheimer ’s disease reportedly affects 3% to 11% of community residing adults older than 65 years of age and 20% to 50% of community residing adults older than age 85.Most of those suffering from AD who are in the over 85 age group reside in the institutional settings. Of those individuals 100 years and older, almost 60%are noted to demonstrate AD. Despite this high incidence, clinicians fail to detect dementia in 21% to 72% of patients. In order for a diagnosis of AD to be made, at least two domains of altered function must exists—memory and at least one of the following: language, perception, visuospatial function, calculation, judgment, abstraction, and problem solving.

My Educational Philosophy My Philosophy Of Education

Philosophy of Education My philosophy of education has changed over the years of teaching to what I belief today. My belief of education is to focus on construct knowledge and personal experiences. As an educator, I try and encourage students to discover principles themselves. Numerous scholars have described education as being the key to a prosperous life. The most successful people are believed to be once behind a desk in elementary schools as teachers instill knowledge in them. With a right learning attitude and learning environment, students tend to strive for their education. As an educator, this is my philosophy of education and how it shapes my development in my career concerning the K-12 classroom. The primary purpose of education†¦show more content†¦Therefore, the method of teaching is also essential. As an educator, I would like to adopt practical teaching skills and styles that the scholars would find easy to understand. Apart from this, I would also seek to work hand in hand with the students and create a unique bond between them to enhance competence and performance. Moreover, students also play a significant role in education. For starters/educators, they should demonstrate honesty and integrity in their academics. This is to mean that they should be disciplined and adhere to every school rules. More so, it is their role to respect their teachers and should complete their assignments in time. Also, they should work with each other as well as compete favorably to achieve the institutions’ set goals. Through education, students are in a position to make right and responsible decisions as they would critically think about different matters. I think it is important for students to build upon their education. Personally, I find confidence teaching to be my area of expertise. It is consequent for students to build their confidence as they learn. Similarly, teachers have the responsibility of ensuring their scholars can be able to stand in front of a crowd and confidently speak out their minds (Sadker Ziittleman, 2015). In my teachings, I ensu re that my students can freely face me and ask me questions in areas they find difficult to understand. Also, I encourage debates and presentations on various topics and letShow MoreRelatedMy Educational Philosophy : My Philosophy Of Education1006 Words   |  5 Pagesnation’s future citizens will require that I outline my own ideology about America’s education system. The following philosophy of education will be comprised of the analyzation of knowledge, teaching, and democratic equality in relation to purposes of the education. Knowledge, the comprehension of a subject or concept, is at the core of the educational experience. 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My grandparents were highly educatedRead MoreMy Own Beliefs About Teaching And Learning Essay1679 Words   |  7 Pages In writing, discuss which of the philosophies of education and the learning orientations are closest to you? Why? Which do not fit with your philosophy of education and learning? Why? Based upon my own beliefs about teaching and learning, the philosophy of education and the learning orientation that is closest to me is Progressivism; which is a philosophy that places focus on the influential ideologies of education. Progressives believe that education should focus on a child’s individualityRead MoreEducational Philosophy Reflection1539 Words   |  7 Pageswriting notes on the board. This is the type of education that I experience until I graduated high school. When I decided to go into teaching it was an easy decision for me to want to not provide this type of experience to my students. 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