Individualism, Competitiveness, and Fear of Negative Evaluation in Pre-adolescents: Does the Teacher's Controlling Style Matter?

The role of personality traits in mediating the relation between fear of negative evaluation and social interaction anxiety

Introduction

Social interaction anxiety and fear of negative evaluation have many maladaptive outcomes and, in order to counteract their effects, it is essential to identify those psychological or social factors that make people vulnerable to them. One of these factors is the individual's personality structure: some personality traits increase the individuals' vulnerability to symptoms of social anxiety, while others protect them.

Methods

The aim of this paper is to analyse the role of HEXACO personality traits in mediating the relationship between fear of negative evaluation and social anxiety, in a sample of 352 cadets from the Land Forces Academy of Sibiu. The relationships between these concepts were analysed using structural equation modeling (SEM) in several hypothetical models, two of which were ultimately validated.

Results

In the first model, the fear of negative evaluation has an indirect effect on social interaction anxiety through the mediation of extraversion, conscientiousness, and altruism, separately. Furthermore, extraversion, conscientiousness, and altruism play a serial mediating role in the association between the fear of negative evaluation and social interaction anxiety. In the second model, the fear of negative evaluation has an indirect effect on social interaction anxiety through the mediation of social boldness, liveliness, and organization, separately, but not through altruism. Social boldness, liveliness, and organization played a serial mediating role in the relationship between the two constructs, while altruism moderated the relationship between liveliness, organization, and social interaction anxiety.

Discussion

Analysing the relationship between the individuals' personality traits, social anxiety, and fear of negative evaluation facilitated the identification of ways to cultivate desirable behaviours in social environments typified by compliance, discipline, uniformity, and rigor.

Fear of positive evaluation mediates the relationship between self-efficacy and fear of negative evaluation in nursing students: A cross-sectional study

BACKGROUND

Fear of evaluation (including the negative and positive ones) has been the focus of scholarly attention as one of the core components of social anxiety. However, most existing research has focused on participants with social anxiety. Previous research has suggested that self-efficacy and fear of positive evaluation are associated with fear of negative evaluation. Still, it remains unknown whether there is an association between the three. For undergraduate nursing students in complex social environments, understanding the association between self-efficacy and fear of positive and negative evaluation is essential to facilitate the high-quality development of nursing talent.

OBJECTIVE

We aimed to explore the mediating role of fear of positive evaluation in the relationship between self-efficacy and fear of negative evaluation.

METHODS

A cross-sectional survey was conducted on 824 undergraduate nursing students using the Brief Fear of Negative Evaluation Scale-Straightforward Items, the Fear of Positive Evaluation Scale, and the General Self-Efficacy Scale. Pearson correlation analysis was used to explore the correlation of the variables. t-test or ANOVA was used as a univariate analysis. A bootstrap test was conducted to verify the mediating effect through the SPSS macro plugin PROCESS v3.3, with P < 0.05 indicating a statistically significant difference.

FINDINGS

Self-efficacy, fear of positive evaluation, and fear of negative evaluation were significantly associated. Self-efficacy directly and negatively predicted fear of negative evaluation (B = -3.14, p < 0.001). Fear of positive evaluation partially mediated between self-efficacy and fear of negative evaluation, with a mediating effect size of 38.22 %.

DISCUSSION

Self-efficacy can directly and negatively influence fear of negative evaluation. Meanwhile, it can also indirectly reduce the fear of negative evaluation by reducing the fear of positive evaluation. Nursing educators can improve the fear of negative evaluation by increasing students' self-efficacy and encouraging them to view positive assessments correctly.

Competitiveness, country economic inequality and adolescent well-being: Analysis of 60 countries

INTRODUCTION

Competitiveness might impact on adolescent well-being considering the social salience distinct from the other age groups. However, there is only sizable research on competitiveness and well-being. Also, most previous studies did not distinguish between individual-level and country-level competitiveness and lacked consideration of contextual effects such as country inequality.

METHODS

Using cross-sectional data from the Program for International Student Assessment (PISA), we analyzed individual- and country-level competitiveness and its interaction with country inequality in relation to well-being (life satisfaction and purpose of life) in approximately 350,000 adolescents from 60 countries. Competitiveness and well-being were assessed via questionnaires. The Gini index retrieved from the World Bank was used for country inequality. A multilevel model was applied.

RESULTS

Individual-level competitiveness was positively associated with both life satisfaction (β = 0.087, 95%CI = 0.084 to 0.091) and purpose of life (β = 0.214, 95%CI = 0.211 to 0.217), while country-level competitiveness was not. Although adolescents in the least unequal countries were satisfied with life the most and those in the most unequal countries reported the strongest purpose of life, there observed a nonlinear effect modification as a stronger association in middle unequal countries (p for interaction <0.05) compared to both less and more unequal countries.

DISCUSSION

Individual-level competitiveness was positively associated with life satisfaction and purpose of life. The stronger association between competitiveness and well-being in middle unequal countries suggested that encouraging adolescents to compete within their activities or competition may work to mitigate the impact of country inequality.

Fear of negative evaluation: A cross-sectional study among undergraduate nursing students

OBJECTIVE

To understand the current fear of negative evaluation among undergraduate nursing students and analyse the factors influencing it.

METHODS

A general information questionnaire, the scale of fear of negative evaluation, and the fear of positive evaluation scale were used to survey 546 undergraduate nursing students at Guizhou Medical University, China.

RESULTS

Undergraduate nursing students scored a total of (15.90 ± 7.18) negative evaluation fears, which is at an intermediate level. Gender, left-behind experience, whether in a romantic relationship, personality, and fear of positive evaluation entered the multiple regression equation and explained 29.1 % of the total variance.

CONCLUSIONS

The fear of negative evaluation among undergraduate nursing students was moderate. Nursing students' gender, left-behind experience, whether in a romantic relationship, personality, and fear of positive evaluation were important factors influencing their level of fear of negative evaluation. Nursing educators and administrators should be aware of nursing students' evaluation fears and select targeted evaluation strategies to promote the development of high-quality nursing talent.

Eating disorder and social anxiety symptoms in Iranian preadolescents: a network analysis

PURPOSE

Network studies of eating disorder (ED) symptoms have identified central and bridge symptoms in Western samples, yet few network models of ED symptoms have been tested in non-Western samples, especially among preadolescents. The current study tested a network model of ED symptoms in Iranian preadolescents (ages 9 to 13), as well as a model of co-occurring social anxiety disorder (SAD) and ED symptoms.

METHOD

Preadolescent boys (n = 405) and girls (n = 325) completed the Children Eating Attitudes Test-20 and Social Anxiety Scale for Children. We estimated two network models (ED and ED/SAD networks) and identified central and bridge symptoms, as well as tested if these models differed by sex.

RESULTS

We found that discomfort eating sweets were the most central symptoms in ED networks. Concern over being judged was central in networks including both ED and SAD symptoms. Additionally, concern over being judged was the strongest bridge symptoms. Networks did not differ by sex.

CONCLUSION

Future research is needed to test if interventions focused on bridge symptoms (i.e., concern over being judged) as primary intervention points target comorbid ED-SAD pathology in preadolescents at risk for ED and SAD.

LEVEL OF EVIDENCE

Level III; Evidence obtained from well-designed observational study, including case-control design for relevant aspects of the study.

The Role of Controlled Motivation in the Self-Esteem of Adolescent Students in Physical Education Classes

The aim of this cross-sectional study was to analyse the relationships between the satisfaction of psychological basic needs, physical education, academic controlling motivation, and self-esteem, and to propose a prediction model in line with the postulates from the hierarchical model found in the self-determination theory. The participants were 618 physical education students from primary and secondary school (317 girls and 301 boys) aged between 10 and 14 years old (M = 11.62; SD = 0.94). The questionnaires basic psychological needs in exercise measurement scale (BPNES), perceived locus of causality scale (PLOC), the academic motivation scale (EME), and physical self-perception profile (PSPP) were used to measure the studied variables. The results showed that autonomy and relatedness significantly and negatively predicted physical education controlling motivation, which predicted a positive and significant academic controlling motivation. This, in turn, negatively and significantly predicted self-esteem. It is concluded that it is essential to avoid controlling motivation to promote the development of a positive self-perception in students.