Self-focused attention and public speaking anxiety

Daly, John A.; Vangelisti, Anita L.; Lawrence, Samuel G.

doi:10.1016/0191-8869(89)90025-1

Cited by 108 publications

(46 citation statements)

References 20 publications

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“…Smith and colleagues (1983) added that the recall effect was driven by words concerning public self-consciousness while anxious individuals are subject to evaluation from others, meaning that socially anxious individuals more easily recall information about what others think of them, in contrast to their concerns about themselves, lending support to the notion that social anxiety is related to public, but not private self-consciousness (Fenigstein et al, 1975;Vleeming & Engelse, 1981). Moreover, an experimental investigation showed that self-focused attention was associated with individuals experiencing high, as compared to low social anxiety (Daly, Vangelisti, & Lawrence, 1989). Clark & Wells (1995) proposed a new model of SAD where the information processing of self as a social object is a central idea.…”

Section: Self-focused Attentionmentioning

confidence: 88%

Hjärnan formas av psykologisk behandling

Månsson

2016

Linköping Studies in Behavioural Science

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Restructuring the socially anxious brain -using magnetic resonance imaging to advance our understanding of effective cognitive behaviour therapy for social anxiety disorder Printed by Linköping University Print Services (LiU-Tryck) in Linköping, Sweden, 2016 All previously published papers were reproduced with permission from the publishers ACKNOWLEDGEMENTAvhandlingen har genomförts i ett nära samarbete med forskare vid Uppsala universitet och Umeå Centre for Functional Brain Imaging (UFBI). Forskarskolan i klinisk psykiatri vid Karolinska Institutet tillhandhöll en bra forskarutbildning och PRIMA barn-och vuxenpsykiatri gav mig klinisk erfarenhet.Gerhard Andersson har utmanat och sporrat mig genom hela resan. Förutom färdigheter som forskare så kommer jag minnas när Gerhard gömt mina nycklar, häcklat Björn Afzelius-plattorna och burit iväg min cykel och annonserat att den "bortskänkes". Men Gerhards hyss överträffar knappats det brev som jag skickade med internposten för ett par år sedan. Tomas Furmark är en viktig del på min utvecklingskurva som forskare och när ni hör mig säga att "det finns ett par stenar till att vända på" eller att "man skulle ju vilja veta…" så förstår ni nu var det kommer från. Tomas är en av mina förebilder som forskare, men vi har också haft väldigt rolig under konferenserna och karaokekvällarna. C-J Boraxbekk fångade tidigt upp mitt intresse för forskning och det är tack vare C-Js inbjudan som jag fick möjligheten att pyssla med hjärnavbildningsforskning. Per Carlbring kom till Umeå som en vind och tog psykologstudenter med storm. Det hade inte blivit en randomiserad klinisk prövning utan Per. Jag har haft turen att få lära mig av fyra duktiga forskare från olika forskningskulturer och arbetssätt. Denna erfarenhet kommer forma mig som vetenskapsman. Jag har nu flera rollmodeller vars hantverk jag fått se på nära håll. Inte minst har jag haft väldigt kul. Från botten av mitt hjärta -tack Gerhard, Tomas, C-J och Per! Jag har haft ett stort nätverk av kollegor och kompisar som varit betydelsefulla och som jag vill berätta mer om. Andre F Marquand, Steven C R Williams, Alireza Salami, Owe Bodlund, Malin Gren Landell och Carl-Johan Uckelstam bidrog med klinisk kompetens och stöd vid analysarbete. I Umeå hade jag ett stort gäng studenter som hjälpte till vid experimenten, ingen nämnd ingen glömd. Blivande hjärnforskaren Hugo Hesser är inte bara en kul gubbe och en engagerad lärare som jag beundrar han tackade även ja till att vara granskare på mitt slutseminarium. Delar av mina arbeten granskades vid halvtid av Håkan Fischer, en hyvens person som också introducerat mig till ett gäng hyggliga sömnforskare. Helen MacDonald, a dear friend and a fellow EABCT board member, helped me with proof reading. Det var med alla dessa personers hjälp som jag kunde sätta pricken över i:et! Många har bidragit med kunskap genom att jag tagit del av deras forskning, lyssnat på deras presentationer eller att vi diskuterat kniviga frågor. Här vill jag passa på att tacka ett urval av dessa inspiratörer. För e...

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Section: Self-focused Attentionmentioning

confidence: 88%

Hjärnan formas av psykologisk behandling

Månsson

2016

Linköping Studies in Behavioural Science

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“…Individuals with SAD who fear bodily sensations would be more likely to remember the arousal they experienced during a social situation but may not be more likely to remember information about bored audience members, whereas the opposite may be true for individuals with SAD who report fear of judgment from others but less fear of their bodily sensations. Consistent with this alternative hypothesis regarding anxiety and memory, the few studies that have demonstrated enhanced memory for threat in social anxiety have used personally relevant stimuli (Breck and Smith 1983;Daly et al 1989;Mellings and Alden 2000;O'Banion andArkowitz 1977, Smith, et al 1983). It is also consistent with research suggesting that memorial biases are likely only to be detected when interpretation biases are examined concurrently (Hertel et al 2008).…”

Section: Discussionmentioning

confidence: 98%

“…Brendle and Wenzel (2004) failed to demonstrate that social anxiety was associated with enhanced recall of negative evaluative information presented in vignettes depicting prototypical social situations and subsequently replicated this finding using videotaped social situations (Wenzel et al 2005). Some studies have demonstrated that individuals with high levels of social anxiety remember fewer details of a social interaction compared to non-anxious controls (Daly et al 1989;Kimble and Zehr 1982;Mellings and Alden 2000;Stopa and Clark 1993). These researchers have interpreted these findings as suggesting that individuals with social anxiety direct their attention inward towards internal aspects of the self, such as thoughts and bodily sensations, rather than to external aspects of the social situation.…”

Section: Introductionmentioning

confidence: 99%

“…Other researchers have assessed memory for social interactions using both vignettes and real interactions (Brendle and Wenzel 2004;Daly et al 1989;Kimble and Zehr 1982;Mellings and Alden 2000;Stopa and Clark 1993;Wenzel et al 2005). Brendle and Wenzel (2004) failed to demonstrate that social anxiety was associated with enhanced recall of negative evaluative information presented in vignettes depicting prototypical social situations and subsequently replicated this finding using videotaped social situations (Wenzel et al 2005).…”

Section: Introductionmentioning

confidence: 99%

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Memory for Physiological Feedback in Social Anxiety Disorder: The Role of Fear of Bodily Sensations

Ashbaugh

Radomsky

2009

Cogn Ther Res

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This study examined whether individuals with social anxiety disorder have a memory bias for bodily sensations associated with anxiety. Using a false feedback paradigm, 33 individuals with social anxiety disorder (SAD) and 34 non-anxious control (NAC) participants completed a performance task while monitoring stimuli they were told provided feedback on whether their physiological response was changing or stable. On measures of free recall and recognition for their feedback no differences were found between SAD and NAC individuals. However, among SAD participants only, fear of bodily sensations was significantly associated with enhanced memory for stimuli associated with physiological responses. Results suggest that research and treatment may benefit from considering not only fear of social situations, but also the focus of those fears, such as bodily sensations, when examining memory biases in social anxiety.

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“…Public speaking anxiety differs from general communication anxiety in that it comes out while the individual is speaking before a specific community in particular (Clevenger, 1959). The literature contains a lot of studies dealing with public speaking anxiety (Beatty, 1988;Beatty & Andriate, 1985;Behnke, Sawywe, & King, 1987;Daly, Vangelisti, & Lawrence, 1989;MacIntyre & MacDonald, 1998;Pribyl, Keaten, & Sakamoto, 2001;Wörtwein, Morency, & Scherer, 2015). Speaking anxiety can manifest itself emotionally (e.g., sadness, anger, fear) or physically (fast heart beating and sweating) (Melanlıoğlu & Demir, 2013, p. 392).…”

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confidence: 99%

An Investigation of the Variables Predicting Faculty of Education Students’ Speaking Anxiety through Ordinal Logistic Regression Analysis

Bozpolat¹

2016

JEL

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The purpose of this study is to determine whether Cumhuriyet University Faculty of Education students' levels of speaking anxiety are predicted by the variables of gender, department, grade, such sub-dimensions of "Speaking Self-Efficacy Scale for Pre-Service Teachers" as "public speaking", "effective speaking", "applying the speaking rules", "organizing the speech content", and "evaluating the speech". Correlational survey model is employed in the study. While the dependent variable of the study is students' "speaking anxiety", its independent variables are gender, department, grade, and such sub-dimensions of "Speaking Self-Efficacy Scale for Pre-Service Teachers" as "public speaking", "effective speaking", "applying the speaking rules", "organizing the speech content", and "evaluating the speech". The research population consists of 2983 students studying at seven departments of Faculty of Education of Cumhuriyet University in the 2015-2016 academic year. The research sample, on the other hand, is composed of 1057 students from seven departments of Faculty of Education of Cumhuriyet University. Data were collected via "Scale of Speaking Anxiety for Prospective Teachers", which was developed by Kınay and Özkan (2014) to determine pre-service teachers' speaking anxiety, and "Speaking Self-Efficacy Scale for Pre-Service Teachers", which was developed by Katrancı and Melanlıoğlu (2013) to determine pre-service teachers' speaking self-efficacy. Data were collected through ordinal logistic regression analysis as the dependent variable was made three-category and ordinal through cluster analysis. According to the logistic regression analysis results, gender, department, such sub-dimensions of "Speaking Self-Efficacy Scale for Pre-Service Teachers" as "public speaking" and "applying the speaking rules" have a significant influence on speaking anxiety.

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Self-focused attention and public speaking anxiety

Cited by 108 publications

References 20 publications

Hjärnan formas av psykologisk behandling

Hjärnan formas av psykologisk behandling

Memory for Physiological Feedback in Social Anxiety Disorder: The Role of Fear of Bodily Sensations

An Investigation of the Variables Predicting Faculty of Education Students’ Speaking Anxiety through Ordinal Logistic Regression Analysis

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