Social anxiety and self-presentation: A conceptualization model (original) (raw)
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Self-Evaluative Biases in Social Anxiety
Cognitive Therapy and Research, 2005
This study examined how social anxiety influences the evaluation of others, and the evaluation of the self. High (HSA; n = 24) and low (LSA; n = 24) socially anxious undergraduates watched a video of either an anxious or confident actor presenter and rated various aspects of the presenter and the presentation. Participants then gave their own speech, which they later evaluated with the same measures used to evaluate the other presenter. Both the HSA and LSA groups rated the anxious actor presenter more negatively than the confident actor presenter on most measures. The two groups did not differ in their evaluations of the actor presenters. However, when rating their own performance, the HSA group rated themselves more negatively on some measures than did the LSA group, even after controlling for observable differences in performance and anxiety between the two groups. This suggests that although socially anxious individuals may have clear performance skills deficits, they overestimate the extent to which these behavioral deficits are apparent to others.
impression management and self-awareness 2 Abstract Impression management and self-awareness are important to the study of social psychology.
Social Anxiety and Its Effects on Performance and Perception
Journal of Anxiety Disorders, 1998
This study examined whether the socially anxious show deficits in performance on a social task as well as how their anxiety and competence relate to judgments they make about themselves and others. Ratings from a panel of judges were used to compare men of high and low social anxiety on their performances in a simulated job interview. Participants also viewed videotapes of themselves and others and rated responses for content, fluency, nonverbal, and global competence. Contradicting predictions of a performance deficit model, high levels of social anxiety had no detrimental effect on participants' performance or on their ability to judge their own performance. In contrast, observer-rated competence was related to a number of significant effects for social judgment tasks. Implications for treatment of social anxiety and research on social anxiety are discussed.
Responses of the Socially Anxious to the Prospect of Interpersonal Evaluation
Journal of Personality, 1990
We predicted that socially anxious people who are faced with the prospect of an interpersonal evaluation will act in an inhibited and withdrawn way Subjects who scored low or high on a measure of social anxiety told four stones about themselves to an interviewer In the anticipated-evaluation condition, the subjects learned that after they had told their stones, the interviewer would tell them her impressions of them In the control condition, no mention was made of an evaluation Judges rated transcnpts of the stones As predicted, socially anxious subjects who thought they were goii^ to be evaluated (relative to anxious subjects in the control condition and nonanxious subjects in both conditions) told shorter stones, and the events in their stones were commonplace rather than unique Their stones were also less revealing about ttiem as individuals, and less vivid Contrary to a second prediction, socially anxious subjects who expected to be evaluated did not act any less inhibited or withdrawn when their mterviewers were descnbed as very trusting than when they were descnbed as very wary Implications are discussed People who are socially anxious care very much about the kinds of impressions they convey to others but feel insecure about their ability to project the image they would like (Leary, 1983b, Schlenker & Leary,
The Role of Self Esteem in Developing Social Anxiety
Technium Social Sciences Journal
Nowadays, anxiety is a growing phenomenon because people come across more and more stressful situations. Therefore, among its different forms of manifestation, there is social anxiety. This type of anxiety generally starts in adolescence, when personality is still shaping up and when teenagers are more and more interested in getting confirmation from others. When he is analyzed by others, a teenager fears failure and being ashamed when things are not the way they should, he fears being judged by others for possible small mistakes and, thus, anxiety appears. In other words, persons with low self-confidence and lacking confidence in their abilities have low self-esteem and can easily develop a form of anxiety. As we have already mentioned, social anxiety is caused by the fear of being criticized by others, by the fear of being improperly evaluated, by the feeling of being ashamed, of being in the presence of unknown persons, etc. All these social contexts are backgrounds for individua...
Behavioural and Cognitive Psychotherapy, 2013
Background: Clark and Wells’ cognitive model of social anxiety proposes that socially anxious individuals have negative expectations of performance prior to a social event, focus their attention predominantly on themselves and on their negative self-evaluations during an event, and use this negative self-processing to infer that other people are judging them harshly. Aims: The present study tested these propositions. Method: The study used a community sample of 161 adolescents aged 14–18 years. The participants gave a speech in front of a pre-recorded audience acting neutrally, and participants were aware that the projected audience was pre-recorded. Results: As expected, participants with higher levels of social anxiety had more negative performance expectations, higher self-focused attention, and more negative perceptions of the audience. Negative performance expectations and self-focused attention were found to mediate the relationship between social anxiety and audience percepti...
Frontiers in Psychology, 2017
Biased self-perception," the tendency to perceive one's social performance as more negative than observers do, is characteristic of socially anxious individuals. Selfattention processes are hypothesised to underlie biased self-perception, however, different models emphasise different aspects of self-attention, with attention to the public aspects of the self being prominent. The current study aimed to investigate the relative contribution of two types of dispositional self-attention; public-and private self-consciousness to biased self-perception in a high (n = 48) versus a low (n = 48) social anxiety group undergoing an interaction task. The main finding was that private self-consciousness explained substantial and unique variance in biased negative selfperception in individuals with high social anxiety, while public self-consciousness did not. This relationship was independent of increments in state anxiety. Private self-consciousness appeared to have a specific association with bias related to overestimation of negative social performance rather than underestimation of positive social performance. The implication of this finding is that current treatment models of Social anxiety disorder might include broader aspects of self-focused attention, especially in the context of formulating self-evaluation biases.