Several studies have revealed that exploring perfectionism profiles is critical. Understanding differences in learning adaptation among students’ perfectionism profiles is essential for classroom teachers. However, few domestic studies have adopted a person-oriented analysis to investigate perfectionism profiles. Therefore, this study explored Taiwanese students’ perfectionism profiles in the context of associated theories of perfectionism profiles and their relationship with parental expectations/criticism, achievement emotions, and motivational engagement. A total of 918 junior high school students participated. Analysis consisted of cluster analyses, discriminant analyses, and analyses of variance. The following results were obtained: (1) cluster analyses of perfectionistic character profiles revealed four profiles: a low strivings/low concerns group, a medium strivings/high concerns group, a high strivings/high concerns group, and a high strivings/low concerns group; cluster analyses of perfectionistic resource profiles revealed four profiles: a low self-oriented/low socially prescribed group, a high self-oriented/low socially prescribed group, a high self-oriented/high socially prescribed group, and a low self-oriented/high socially prescribed group; (2) parental expectations/criticism predicted perfectionistic character profiles and perfectionistic resource profiles; (3) differences in achievement emotions and motivational engagement among perfectionistic character profiles and perfectionistic resource profiles were all consistent with the 2 × 2 perfectionism profiles model.

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APA Format	Chang, Y.-F. (2021). Perfectionism profiles and their relationship with parental expectations/criticism, achievement emotions, and motivational engagement. Journal of Research in Education Sciences, 66(1), 203-230. https://doi.org/10.6209/JORIES.202103_66(1).0007