The Effectiveness of a School-based Self-injury Prevention Program on Reducing Interpersonal Cognitive Distortion and Fear of Negative Evaluation in Adolescent Girls

Background: Non-Suicidal Self-Injury (NSSI) is a prevalent, harmful, and transdiagnostic behavior that can comprehensively be assessed in daily life studies. Objectives: This study aimed to determine the effectiveness of the student self-injury prevention program in mitigating the Interpersonal Cognitive Distortion (ICD) and the fear of Negative Evaluation (FNE). Materials & Methods: This research is a quasi-experimental study with a pre-test-post-test design, a one-month follow-up, and a control group. The statistical population consisted of all female adolescents studying at the middle schools of Rasht City, Iran, in the 2019–2020 academic years. They must have experienced self-injury at least once. The purposive non-random sampling technique was employed to select 34 self-injuring adolescents, who were then randomly assigned to case and control groups. The interpersonal cognitive distortion scale and the brief fear of negative evaluation scale were adopted to collect data. The case group received 16 sessions of self-injury prevention training for students (twice a week), whereas the control group had no training programs. Analysis of variance and multivariate analysis of variance were then used for data analysis in SPSS v. 25. Results: The results demonstrated the significant effectiveness of the training program in mitigating the ICD (interpersonal rejection: P<0.01; F=21.780, unrealistic relationship expectations: P<0.01; F=51.096, interpersonal misperception: P<0.01; F=20.557), reducing negative meta-emotion, and increasing positive meta-emotion (P<0.05; F=43.591). Conclusion: The student self-injury prevention program effectively reduced the ICD and FNE of female adolescents. Additionally, these two variables have high levels in adolescents struggling with self-injury.

Indonesian High School Learners’ Fear of Negative Evaluation and Ought-to L2 Self

The study aimed to investigate the Indonesian high school science learners’ Fear of Negative Evaluation (FNE), which is a second language (L2) anxiety construct, Ought to L2 Self (OL2S), an L2 motivation construct, and the relationship between FNE and OL2S. The study employed a survey method with 190 learners from a private high school participating in it. Based on the descriptive statistics, the learners generally had a moderate level of FNE and OL2S. The FNE analysis showed that they had self-perception of low English competence and were afraid to speak without preparation. In OL2S, the analysis suggested that the learners believed that people around them did not consider their English mastery a priority. Through correlation formula, the study found a positive yet weak correlation between learners’ FNE and their OL2S. It suggested that the higher learners’ FNE, the higher they perceived responsibility to avoid negative outcomes. Besides, the finding also suggested that English instruction could be designed in such a way to attract the interest of learners from non-English language streams to give their best and promote active collaboration to lessen self-comparison among them. The limitations and contributions of the study were also discussed to provide possible directions for future studies.

Eglish Speaking Anxiety Level And Major Component Of Anxiety Of Undergraduate Engineering Students At Erode Sengunthar Engineering College, Tamil Nadu: A Descriptive Study

Speaking in English causes anxiety in learners’ mind and it acts as a filter. Anxiety impedes speaking in English which is a problem for the learners. This paper is intended to address the problem found in Erode Sengunthar Engineering College students. The study examines the level of anxiety and its major factor that filters the performance while speaking in English inside the classroom. 50 under graduate engineering students attended the study. For data collection a series of questionnaire of FLCAS developed by Horwitz in 1986, based on the Likert 5 point scale was administered. It also focuses on the performance of pupils most of whom feel more anxious about foreign language. The findings of this research reveals that more students are moderately affected . More importantly, the results show that students are extremely concerned about fear of negative evaluation (3.41) and the Exam Anxiety (3.27).

English Language Anxiety of Tertiary Level Learners in Bangladesh: Level and Sources

The prime objectives of this study were to unveil the level of anxiety and the sources of English language anxiety of the tertiary level students of Bangladesh. Through a questionnaire survey using Foreign Language Classroom Anxiety Scale developed by Horwitz et al. (1986), the study found that most of the tertiary level learners have high anxiety of English as a foreign language. Based on an exploratory factor analysis with principal component analysis and varimax rotation (Kaiser Normalization), a four-factor (communication anxiety, comprehension and test anxiety, fear of negative evaluation, and lack of anxiety) solution emerged. Following a close analysis of the EFA and other established valid models, the study found that six components, namely, speaking anxiety, fear of negative evaluation, peer pressure/social-image anxiety, comprehension-related anxiety, negative attitude towards class, and test anxiety were the main sources of anxiety, which need to be addressed for alleviating the anxiety of the students.

New employees' interpersonal sensitivity and help-seeking behavior: Fear of negative evaluation and social anxiety as mediators

Little is known about the relationship between interpersonal sensitivity and help-seeking behavior (HSB), especially in the workplace context. We explored the mediating effects of both the fear of negative evaluation (FNE) and social anxiety (SA) in the association between new employees' interpersonal sensitivity (i.e., an excessive focus on the feelings and behaviors of others) and their HSB. Participants were 636 Chinese employees with 1 year or less of service in the job market. The results show that interpersonal sensitivity was negatively correlated with the HSB of new employees and that this relationship was mediated by FNE and then SA. Thus, for new employees, interpersonal sensitivity exerts a clearly negative predictive effect on HSB, and we have demonstrated the significant chain mediating effect of FNE and SA.