Generalisation of the Clark and Wells cognitive model of social anxiety to children's athletic and sporting situations

Vassilopoulos, Stephanos P.; Brouzos, Andreas; Moberly, Nicholas J.; Tsorbatzoudis, Haralambos; Tziouma, Olga

doi:10.1080/03069885.2015.1057474

Cited by 13 publications

(8 citation statements)

References 36 publications

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“…Third, for the successful identification of social anxiety symptoms, a three‐point Likert scale version of SASC‐R was used instead of the original five‐point scale. However, this reduced scale has been used successfully in many studies with Greek participants (e.g., Vassilopoulos, ; Vassilopoulos et al ., ; Vassilopoulos, Brouzos, Moberly, Tsorbatzoudis & Tziouma, in press). Fourth, for specific behaviors, the intraclass correlation coefficient was found to be at a minimum acceptable level (Fleiss, ), which could be explained by the fact that one of the independent observers was the gym class teacher and thus might have found it hard to remain objective while evaluating his or her students’ performance.…”

Section: Discussionmentioning

confidence: 99%

Is positive thinking in anticipation of a performance situation better than distraction? An experimental study in preadolescents

Vassilopoulos

Brouzos

Tsorbatzoudis

et al. 2017

Scandinavian J Psychology

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The current study compares the effects of experimentally induced positive anticipatory thinking and distraction in preadolescents aged 12-13. Eighty-seven participants were instructed to either engage in positive anticipatory thoughts or perform a distraction task while preparing to perform a sporting activity in front of their peers. Results revealed that trait social anxiety was associated with more negative estimates of sport performance and catastrophic thoughts relating to the impending sport activity. Additionally, compared to children who distracted, children in the positive anticipation condition showed significantly increased anxiety levels, more catastrophic thoughts and more negative predictions of sport performance and appearance, although these effects did not appear to interact with trait social anxiety. Finally, no significant manipulation effect on participants' observable behavior was found. The findings further highlight the utility of distracting from an impending, anxiety-provoking situation to keep anxious feelings to a low level.

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Section: Discussionmentioning

confidence: 99%

Is positive thinking in anticipation of a performance situation better than distraction? An experimental study in preadolescents

Vassilopoulos

Brouzos

Tsorbatzoudis

et al. 2017

Scandinavian J Psychology

Self Cite

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“…Effectivement, un élève athlète qui juge qu'une situation sportive particulière représente une menace pour lui (Osório et al, 2017) ou qui développe des attitudes négatives de peur ou de doute envers une situation sportive vit plus d'anxiété (Vassilopoulos et al, 2017). De même, un élève athlète qui n'est pas satisfait de ses performances ressent aussi plus d'anxiété de performance (Harenberg et al, 2018;Ingrell et al, 2016).…”

Section: Facteur De Risque Et De Protection Personnelsunclassified

Facteurs de risque et de protection de l’anxiété de performance des élèves athlètes adolescents : une revue narrative

Langlois-Pelletier

Verret

Massé

2020

psyedu

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La province de Québec compte plus de 600 écoles secondaires offrant un programme Sport-études. Les élèves athlètes de ces programmes doivent répondre à des critères de performance et d’excellence sur les plans sportif et scolaire. Cette double exigence amène à se questionner sur la santé mentale, notamment sur l’anxiété de performance de ces élèves athlètes. À l’aide d’une revue narrative, cet article propose de dresser un portrait des facteurs de risque et de protection recensés qui ont un impact sur l’anxiété de performance ressentie par les élèves athlètes adolescents. Cette recension narrative démontre la complexité et la multidimensionnalité des facteurs associés à ce phénomène. Des facteurs sont relevés tant sur le plan des caractéristiques psychologiques et physiques propres à l’élève athlète que sur l’influence des divers acteurs qu’ils côtoient dans sa vie quotidienne. L’influence de l’entraîneur est le facteur le plus étudié. Les facteurs de risque sont recensés en plus grand nombre que les facteurs de protection et les facteurs liés au climat motivationnel et au soutien social se retrouvent dans plusieurs contextes. Cette recension souligne la nécessité de prendre en compte l’ensemble des contextes de vie dans lesquels évolue l’élève athlète dans la perspective de comprendre les sources de son anxiété de performance. La littérature étant limitée, de futures études sont nécessaires afin de documenter les facteurs de risque et de protection de l’élève athlète, d’identifier de nouveaux facteurs de protection environnementaux et d’approfondir la compréhension des impacts mutuels et respectifs des contextes écologiques sur l’anxiété de performance.

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“…Notably, a meta-analysis collecting data from 55 papers and including 83,893 participants has shown that the social anxiety level of Chinese adolescents increased yearly from 2002 to 2020 ( Xin, Peng, & Sheng, 2022 ). People with social anxiety show excessive and unreasonable fear of interpersonal interaction and public performance ( Harbourt et al., 2013 ; Ran et al., 2022 ; Vassilopoulos, Brouzos, Moberly, Tsorbatzoudis, & Tziouma, 2017 ). Abundant studies show that social anxiety is linked to PSU ( Coyne, Stockdale, & Summers, 2019 ; Elhai et al., 2018 ; Enez Darcin et al., 2016 ; Kong et al., 2020 ; Xiao & Huang, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

The impact of long-term online learning on social anxiety and problematic smartphone use symptoms among secondary school students with different levels of fear of missing out: Evidence from a symptom network and longitudinal panel network analysis

Tao,

Tang,

Wang

et al. 2024

JBA

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BackgroundThe advancement of communication technology and the impact of the COVID-19 pandemic have led to an increased reliance on online education. However, the effects of the long-term use of smart devices for online learning on students' social anxiety and problematic smartphone use (PSU) and the role of fear of missing out (FoMO) in this process have yet to be fully explored.MethodsThis study analysed longitudinal data from 2,356 high school students (female = 1,137 (48.26%), mean age = 13.84, SD age = 1.37) in China, divided into high- and low-FoMO groups based on their scores on the FoMO scale, to examine the impact of four months of online learning on social anxiety and PSU. The Social Anxiety Scale (SAS) and Mobile Phone Addiction Index (MPAI) were used to assess social anxiety and PSU symptoms.ResultsThe undirected symptom networks revealed more bridge symptoms among the students in the high-FoMO group, although their overall symptom scores decreased. The results of the directed cross-lagged panel networks showed that “productivity loss” predicted other symptoms in the low-FoMO group but that “afraid of negative evaluation” was the predictor in the high-FoMO group. Meanwhile, “withdrawal/escape” and “productivity loss” were the symptoms that were most affected by other symptoms in the high-FoMO and low-FoMO groups, respectively.ConclusionsThe current study therefore sheds light on the changes in social anxiety and PSU symptoms among secondary school students during long-term online learning, as well as the moderating role of FoMO.

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Generalisation of the Clark and Wells cognitive model of social anxiety to children's athletic and sporting situations

Cited by 13 publications

References 36 publications

Is positive thinking in anticipation of a performance situation better than distraction? An experimental study in preadolescents

Is positive thinking in anticipation of a performance situation better than distraction? An experimental study in preadolescents

Facteurs de risque et de protection de l’anxiété de performance des élèves athlètes adolescents : une revue narrative

The impact of long-term online learning on social anxiety and problematic smartphone use symptoms among secondary school students with different levels of fear of missing out: Evidence from a symptom network and longitudinal panel network analysis

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