scholarly journals Self-Compassion: A Potential Buffer in an Evaluative Dance Environment

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Lauren Tarasoff ◽  
Leah Ferguson ◽  
Kent Kowalski
Keyword(s):  
Undergraduate Students ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Social Physique Anxiety ◽  
Online Questionnaire ◽  
Self Perceptions ◽  
Self Compassion ◽  
Correlational Research ◽  
Anxiety Trait ◽  
The Common

Common characteristics of the dance environment, including mirrored settings, tight-fitted clothing, and evaluation by others create an atmosphere that can negatively influence a ballet dancer’s body image and act as a barrier to participation (Radell, Adame, Cole, & Blumenkehl, 2011; Tiggemann & Slater, 2001).  Thus, it is important to identify resources that can buffer against negative self-perceptions in an evaluative dance environment.  The purpose of this study was to explore self-compassion in relation to self-evaluative thoughts and behaviours in an evaluative ballet environment.  Participants (N = 57 women undergraduate students; Mage = 20.59 years, SD = 3.81) completed an online questionnaire containing measures of self-compassion, social physique anxiety (trait and state versions), fear of negative evaluation (trait and state versions), as well as reactions, thoughts, and emotions to a hypothetical first day of beginner ballet class scenario consistent with the common characteristics of the dance environment.  Self-compassion was negatively related to trait and state social physique anxiety, trait and state fear of negative evaluation, total negative affect, personalizing thoughts, and catastrophizing thoughts, as well as positively associated with behavioural equanimity and thoughts of equanimity. Finding self-compassion to be associated with lower neegative self-perceptions within the context of an evaluative beginner ballet class replicates past correlational research and advances the literature by contextualizing self-compassion to a specific evaluative environment. 

Self-Compassion: A Potential Resource for Young Women Athletes

2011 ◽  
Vol 33 (1) ◽  
pp. 103-123 ◽  
Author(s):  
Amber D. Mosewich ◽  
Kent C. Kowalski ◽  
Catherine M. Sabiston ◽  
Whitney A. Sedgwick ◽  
Jessica L. Tracy
Keyword(s):  
Women Athletes ◽  
Young Women ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Fear Of Failure ◽  
Social Physique Anxiety ◽  
Body Consciousness ◽  
Objectified Body Consciousness ◽  
Self Compassion ◽  
Shame Proneness

Self-compassion has demonstrated many psychological benefits (Neff, 2009). In an effort to explore self-compassion as a potential resource for young women athletes, we explored relations among self-compassion, proneness to self-conscious emotions (i.e., shame, guilt-free shame, guilt, shame-free guilt, authentic pride, and hubristic pride), and potentially unhealthy self-evaluative thoughts and behaviors (i.e., social physique anxiety, obligatory exercise, objectified body consciousness, fear of failure, and fear of negative evaluation). Young women athletes (N = 151; Mage = 15.1 years) participated in this study. Self-compassion was negatively related to shame proneness, guilt-free shame proneness, social physique anxiety, objectified body consciousness, fear of failure, and fear of negative evaluation. In support of theoretical propositions, self-compassion explained variance beyond self-esteem on shame proneness, guilt-free shame proneness, shame-free guilt proneness, objectified body consciousness, fear of failure, and fear of negative evaluation. Results suggest that, in addition to self-esteem promotion, self-compassion development may be beneficial in cultivating positive sport experiences for young women.

scholarly journals Exploring Self-Compassion and Versions of Masculinity in Men Athletes

2019 ◽  
Vol 41 (6) ◽  
pp. 368-379
Author(s):  
Nathan A. Reis ◽  
Kent C. Kowalski ◽  
Amber D. Mosewich ◽  
Leah J. Ferguson
Keyword(s):  
Gay Men ◽  
Well Being ◽  
Self Esteem ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Self Report ◽  
Internalized Shame ◽  
Unique Variance ◽  
Self Compassion ◽  
Specific Scenario

Despite a growing emphasis on self-compassion in sport, little research has focused exclusively on men athletes. The purpose of this research was to explore the interaction of self-compassion and diverse versions of masculinity on the psychosocial well-being of men athletes. The authors sampled 172 men athletes (Mage = 22.8 yr) from a variety of sports, using descriptive methodology with self-report questionnaires. Self-compassion was related to most variables (e.g., psychological well-being, fear of negative evaluation, state self-criticism, internalized shame, reactions to a hypothetical sport-specific scenario) in hypothesized directions and predicted unique variance beyond self-esteem across most of those variables, as well as moderated relationships between masculinity and both autonomy and attitudes toward gay men. In addition, self-compassion was differentially related to inclusive and hegemonic masculinity. Our findings support self-compassion as a promising resource for men athletes to buffer emotionally difficult sport experiences.

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.

scholarly journals Investigating Anxiety in an Indonesian EFL Speaking Classroom

2019 ◽  
Vol 6 (2) ◽  
pp. 121
Author(s):  
RAIS ABIN ◽  
Hariadi Syam
Keyword(s):  
Test Anxiety ◽  
State Anxiety ◽  
Qualitative Method ◽  
Communication Apprehension ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Data Display ◽  
Online Questionnaire ◽  
Speaking Anxiety ◽  
Anxiety And Fear

Abstract.  This research aimed to explore the kinds of anxiety experienced by the students in learning speaking, and to examine the causes of the anxiety in learning speaking. This research employed descriptive qualitative method. The subjects of this research were 36 students consisting 19 females and 17 males selected to be research participants through conveniently selected sampling. The data of this research were collected by online questionnaire, and interview. The obtained data were analyzed in three major phases namely data reduction, data display, and conclusion. The result of the research revealed three kinds of anxiety experienced by the students in learning speaking namely trait anxiety, situational-specific anxiety, and state anxiety. Furthermore, the causes of speaking anxiety were communication apprehension, test anxiety, and fear of negative evaluation.

scholarly journals Exploring Fear of Negative Evaluation in Foreign Language Anxiety: Photovoice of Undergraduates in Speaking Class

2019 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Anindyastuti Wardhani
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Undergraduate Students ◽  
Negative Evaluation ◽  
Fear Of Negative Evaluation ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Speaking Skill ◽  
Common Situation ◽  
Learning English

Foreign Language Anxiety (FLA) is a common situation happens in EFL classroom. This phenomenon usually causes the students’ anxiety while they are learning English. The previous study proved that language learners performed significantly better on oral foreign language if they were in less anxious situations. Students’ unwillingness for participating speaking activities in the classroom caused by their assumption of being judged negatively and lack of mastering the speaking skill. The objective of this research is to explore whether there is foreign language anxiety problem among Indonesian undergraduates in speaking class. The researchers collected and processed the data using Photovoice. The participants of this research were 14 undergraduate students in the 5th semester. The findings indicated that the students have anxiety during performing speaking activity in classroom. As the implication, teachers can facilitate the students by creating a conducive, comfortable, and non-threatening class to help alleviating the students' foreign language anxiety.

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