Behavior Evaluation Scale: Validity in Studies on Social Anxiety

2002 ◽  
Vol 91 (3) ◽  
pp. 979-987
Author(s):  
Emmanuel Akillas
Keyword(s):  
Social Anxiety ◽  
Undergraduate Students ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Moderate Correlation ◽  
Scale Validity ◽  
Evaluation Questionnaire ◽  
Initial Effort ◽  
Scale Scores

The present study was an initial effort to evaluate the use of the Behavior Evaluation Scale, a measure of the tendency to perceive behavior as pathological, in studies on social anxiety. 61 undergraduate students provided ratings on attributional dimensions and completed the scale as well as the Fear of Negative Evaluation questionnaire. There was a moderate correlation of .48 between the Behavior Evaluation Scale scores and fear of evaluation In addition, participants who perceived the behavior as pathological scored higher on fear of evaluation only if they made internal or general attributions. Results suggest that the perception of behavior as measured by the Behavior Evaluation Scale and the fear of evaluation are distinct constructs. Suggestions for further examination of the scale's validity are discussed.

Psychometric Properties of the Brief Verision of the Fear of Negative Evaluation Scale in a Turkish Sample

2007 ◽  
Vol 100 (3) ◽  
pp. 883-893 ◽  
Author(s):  
Selda Koydemir ◽  
Ayhan Demir
Keyword(s):  
Psychometric Properties ◽  
Undergraduate Students ◽  
Self Esteem ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Turkish Version ◽  
Factor Solution ◽  
Internal Reliability ◽  
Maximum Likelihood Factor Analysis ◽  
Scale Scores

The purpose of the study was to report initial data on the psychometric properties of the Brief Fear of Negative Evaluation Scale. The scale was applied to a nonclinical sample of 250 (137 women, 113 men) Turkish undergraduate students selected randomly from Middle East Technical University. Their mean age was 20.4 yr. ( SD= 1.9). The factor structure of the Turkish version, its criterion validity, and internal reliability coefficients were assessed. Although maximum likelihood factor analysis initially indicated that the scale had only one factor, a forced two-factor solution accounted for more variance (61%) in scale scores than a single factor. The straightforward items loaded on the first factor, and the reverse-coded items loaded on the second factor. The total score was significantly positively correlated with scores on the Revised Cheek and Buss Shyness Scale and significantly negatively correlated with scores on the Rosenberg Self-Esteem Scale. Factor 1 (straightforward items) correlated more highly with both Shyness and Self-esteem than Factor 2 (reverse-coded items). Internal consistency estimate was .94 for the Total scores, .91 for the Factor 1 (straightforward items), and .87 for the Factor 2 (reverse-coded items). No sex differences were evident for Fear of Negative Evaluation.

scholarly journals Fear of Negative Evaluation and Social Anxiety in Young Adults

2019 ◽  
Vol 4 (1) ◽  
pp. 45-53 ◽  
Author(s):  
Amna Iqbal ◽  
Amna Ajmal
Keyword(s):  
Young Adults ◽  
Social Anxiety ◽  
Undergraduate Students ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Male Students ◽  
Post Graduate ◽  
Significant Difference ◽  
Liebowitz Social Anxiety Scale ◽  
Males And Females

The purpose of this study was to determine the effect of the brief fear of negative evaluation and social anxiety in young adults. Sample of 230 young adults (110=males, 120=females)was taken from different departments of Bahaudin Zakriya University Multan. The study aimed to check the correlation between fear of negative evaluation and social anxiety and differences in fear of negative evaluation and social anxiety among males and females as well as among undergraduate and post graduate students. Brief fear of negative evaluation scale (Leary, M. R., 1983) and Liebowitz social anxiety scale (Michael R. Liebowitz, 1987) was used. Findings revealed positive correlation between social anxiety and Brief fear of negative evaluation. The study concluded that fear of negative evaluation produce social anxiety in young adults (university students). Independent t test confirmed the significant difference among male, females as well as among undergraduate and post graduate on these two variables. Female students showed more fear of negative evaluation and social anxiety than male students; similarly, undergraduate students showed more social anxiety.

Social Anxiety, Fear of Negative Evaluation, and Distress in a Virtual Reality Environment

2021 ◽  
pp. 1-10
Author(s):  
Rannveig Sigurvinsdottir ◽  
Karen Soring ◽  
Karen Kristinsdottir ◽  
Sveinn Gunnar Halfdanarson ◽  
Kamilla R. Johannsdottir ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Social Anxiety ◽  
Undergraduate Students ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Self Report ◽  
Virtual Reality Environment ◽  
Social Situations ◽  
Treatment Target ◽  
The Relationship

Abstract According to cognitive theories of social anxiety, fear of negative evaluation (FNE) may be the mechanism whereby social anxiety induces distress. However, studying this can be challenging, as individuals with social anxiety may be reluctant to enter anxiety-provoking social situations, such as speaking in front of others. The present study used virtual reality (VR) to examine if giving a presentation in front of a virtual audience induced distress among undergraduate students and to test the hypothesis that FNE would mediate the relationship between social anxiety and distress. University students (N = 58, 70% female) entered a VR environment where they stood in front of a virtual audience and gave a short, impromptu presentation about their university. Participants also completed self-report measures of social anxiety, FNE, and distress (estimated before, during, and after VR). Distress and FNE had positive relationships with social anxiety and FNE fully mediated the relationship between social anxiety and distress. As far as we are aware, this is the first VR study to show this effect. The findings indicate that FNE could be a useful treatment target to reduce distress when presenting in front of an audience, either in VR or in person.

scholarly journals Are you Watching Me? Interacting Effects of Fear of Negative Evaluation and Social Context on Cognitive Performance

2017 ◽  
Vol 8 (3) ◽  
pp. 303-319 ◽  
Author(s):  
Erin L. Maresh ◽  
Bethany A. Teachman ◽  
James A. Coan
Keyword(s):  
Social Context ◽  
Social Anxiety ◽  
Cognitive Performance ◽  
Task Difficulty ◽  
Memory Performance ◽  
Reaction Times ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Socially Anxious ◽  
Improved Accuracy

Socially anxious individuals exhibit cognitive performance impairments; it is unclear whether this is due to trait differences in abilities or effects of the experimental context. This study sought to determine how social context, individual differences in fear of negative evaluation (FNE), and task difficulty interact to influence working memory performance as indicated by effectiveness (accuracy) and efficiency (reaction times). Participants (N = 61) performed the n-back task at 2-back and 3-back difficulty levels under three conditions: alone (“Anonymous”), in presence of a non-evaluative experimenter (“Presence”), and under explicit performance evaluation by the experimenter (“Threat”). Overall, participants showed improved accuracy during Threat, but only on 2-back trials. FNE was positively associated with longer reaction times during Threat on 3-back trials. FNE did not relate to accuracy, suggesting that threat-related impairments tied to social anxiety may alter efficiency rather than effectiveness. Thus, social anxiety may elicit cognitive performance impairments even in minimally evaluative environments.

scholarly journals Effectiveness of Acceptance Commitment Therapy (ACT) in Social Anxiety Disorder: Application of a Longitudinal Method for Evaluation of Mediation Role of Acceptance, Cognitive Fusion and Values

2021 ◽  
Author(s):  
Esmail Soltani ◽  
◽  
Seyed Abdolmajid Bahrainian ◽  
Ali Farhoudian ◽  
Abbas Masjedi Arani ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Anxiety Disorder ◽  
Social Anxiety ◽  
Social Anxiety Disorder ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Analysis Of Covariance ◽  
Cognitive Fusion

Objectives: The purpose of the current study was to examine the effectiveness of ACT on symptom severity, fear about negative evaluation, quality of life and mediation role of acceptance, cognitive fusion and value among patients with Social Anxiety Disorder (SAD). Methods: Thirty patients diagnosed with SAD were randomized in the intervention (n=15) or waiting list groups (n=15). The Social Phobia and Anxiety Inventory (SPAI), Brief Fear of Negative Evaluation Scale (BFNE), WHO Quality of Life (WHOQOL), Social Anxiety - Acceptance and Action Questionnaire (SA-AAQ), Cognitive Fusion Questionnaire (CFQ) and Valued Living Questionnaire (VLQ) were administered before, immediately after, and at one month follow up. Repeated measurement design was used in the intervention group to investigate the changes of mediation and outcomes variables in the pretest, during, and post- therapy. Twenty-four patients completed the study. One-way analysis of covariance, Multivariate analysis of covariance and repeated measures was used for analysis. Results: Results showed that there were differences between the intervention and waiting list groups on the severity of symptoms (p=0.001), fear of negative evaluation (p=0.002), and quality of life (p=0.03), as well as in terms of specific measures of SA-AAQ(p=0.001), cognitive fusion (p=0.001), and important section of VLQ(p=0.001). Repeated measurement result showed that acceptance and action of social anxiety and cognitive fusion had a mediating role in the severity of anxiety, fear about negative evaluation, and quality of life. Discussion: Results of the study indicate the effectiveness of ACT for SAD and highlighted mediator contribution acceptance and action and cognitive fusion in severity of social anxiety.

scholarly journals Social appearance anxiety, perfectionism, and fear of negative evaluation. Distinct or shared risk factors for social anxiety and eating disorders?

Appetite ◽  
2013 ◽  
Vol 67 ◽  
pp. 125-133 ◽  
Author(s):  
Cheri A. Levinson ◽  
Thomas L. Rodebaugh ◽  
Emily K. White ◽  
Andrew R. Menatti ◽  
Justin W. Weeks ◽  
...  
Keyword(s):  
Risk Factors ◽  
Eating Disorders ◽  
Social Anxiety ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Appearance Anxiety ◽  
Social Appearance Anxiety ◽  
Shared Risk

A Comparison of Freshmen and Upper Division Students' Preferences for Small and Large Psychology Classes

1992 ◽  
Vol 19 (1) ◽  
pp. 12-16 ◽  
Author(s):  
Elysa Feigenbaum ◽  
Ronald Friend
Keyword(s):  
Social Anxiety ◽  
Intellectual Development ◽  
Work Load ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Academic Experience ◽  
Social Avoidance ◽  
Large Classes ◽  
Large Class Size ◽  
Essay Exams

Contrary to the commonly held view, we hypothesized that freshmen would prefer small classes and that upper division students would prefer large classes. Twenty freshmen and 20 upper division students rated their preferences for 16 class structures, which varied on combinations of four variables: small or large class size, multiple-choice or essay exams, heavy or moderate work load, and average class grade of B or C. Subjects also filled out the Watson and Friend (1969) Social Avoidance and Distress (SAD) and Fear of Negative Evaluation (FNE) Scales as control variables. Finally, upper division students identified and rated the size of psychology classes they had taken. Results support our prediction: Freshmen prefer small classes, and upper division students prefer large classes. Moreover, upper division students with greater experience of large classes report stronger preferences for them. Gender and social anxiety do not affect these findings. We discuss these results as well as the need for longitudinal investigations of the effects of academic experience on personal and intellectual development in university students.

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