Browsing by Subject "Self-evaluation"
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Item Assessing emotional evaluation: a validation study of the reactions to emotions questionnaire(2007-08) Barrow, Amanda Piper, 1980-; Rude, Stephanie SandraThis study describes the development and validation of the Reactions to Emotions Questionnaire (REQ), a measure that assesses individuals' evaluation of themselves when experiencing various core emotions. A primary aim of the current study was to explore the predictive validity of the REQ; specifically, whether scores on the measure predict recovery time following a distressing event. Participants engaged in a negative mood induction to induce a sense of disappointment or failure. Emotional arousal was assessed with physiological measurements and self-report of mood. Cognitive arousal was measured with a task that compared time to recognize words related to the negative mood induction with time to recognize neutral words. It was hypothesized that individuals who have a relatively accepting stance towards their emotions (as measured by the REQ) will have a quicker return to baseline levels of emotional arousal and will be less cognitively primed following the negative mood induction than individuals who have a more judgmental stance towards their emotions. Analyses indicated that emotional evaluation was not a significant predictor of emotional or cognitive arousal following the negative mood induction. The level of arousal between individuals with either accepting or judgmental emotional evaluations did not differ following the failure manipulation. A separate hypothesis addressed the REQ's construct validity by predicting that scores on the REQ subscales would be moderately correlated with scores on questionnaires assessing ideas related to emotional evaluation. This hypothesis was supported, as the REQ was moderately correlated with measures of constructs such as self-esteem, acceptance of emotional experiences, and emotional expression. It was negatively correlated with measures of guilt, rumination, and suppression of emotions. A secondary focus of the study was the relationship between emotional evaluation, emotion expression, and attachment style. Attachment theory is one conceptualization of the etiology of emotional evaluation and emotion expression style, and a proposed model depicting the relationship between these three constructs is described. First-order correlations and a canonical correlation analysis were conducted between the attachment styles outlined by Bartholomew (1994), tendency to inhibit emotions, and the subscales of the REQ. Results suggested that attachment theory is a useful marker of emotion regulation and emotional evaluation tendencies.Item The efficacy of video feedback on self-evaluation of performance and treatment of bilingual participants : a linguistically and culturally sensitive intervention for public speaking anxiet(2006-08) Perez, Magdalena, 1977-; Ramírez, Manuel, 1937-Abstract: The present study culturally modified a procedure known as video feedback that is being used to enhance exposure-based treatment for social anxiety. The video feedback intervention was modified in two ways. First, the video feedback procedure was modified to be administered in a bilingual fashion by having bilingual participants conduct their speech exposures in both of their known languages. Second, bilingual participants were asked to conduct their speech exposures in front of an audience composed of White or Latino members. The primary objective of the study was to investigate the potential treatment effects that the combination of treatment type (bilingual or English only) and audiencerace/ethnicity (White or Latino) had on speech anxious bilinguals’ outcomes of public speaking and social anxiety measures. Participants who were of Mexican descent, English-Spanish bilingual, and were experiencing moderate degrees of public speaking anxiety were randomized to one of four treatment conditions: (a) bilingual treatment in front of a White audience, (b) bilingual treatment in front of a Latino audience, (c) English-only treatment in front of a White audience or (d) English-only treatment in front of a Latino audience. Assessments were conducted at pre-treatment, post-treatment and a two week follow-up. Results indicated that participants assigned to the White audience conditions showed a modest degree of improvement on speech anxious thoughts associated to their Spanish speech performances and fear of being negatively evaluated by others. Participants assigned to the English-only treatment in front of a White audience showed the greatest degree of improvement on the general trait measure of public speaking anxiety and social anxiety. The four conditions, however, did not differ across time on measures that assessed for state-related measures of public speaking outcomes. The results of this study highlight the importance of implementing specific cultural modifications to make exposure tasks more closely resemble the cultural reality of minority students attending predominantly White institutions. Theoretical and clinical implications are discussed.Item Expressive control and sensitivity to others' expression: validation of the Lennox-Wolfe self-monitoring scale(Texas Tech University, 1985-08) Lennox, Richard DonaldNot availableItem Modification of ability beliefs and help-seeking behavior in response to verifying and non-self-verifying performance feedback(2002-08) Thorsheim, Thomas Eric, 1971-; Wicker, FrankItem Self-appraisal and vocational maturity: an examination of the model of career maturity posited by J.O. Crites(Texas Tech University, 1982-08) Moore, Carol AnnNot availableItem Self-assessment of leadership skills by 4-H volunteer leaders in the Southern region of the United States(Texas Tech University, 1980-05) Couch, Martha ElaineThis assessment provides information to the professionals who work in the 4-H program to assist in involving more volunteers in the 4-H program, in developing community leaders, and in meeting the training needs of current and potential leaders. The effectiveness with which an agency practices volunteer development is dependent on how well the professional personnel in the agency know the current and potential volunteers and how well the needs of these volunteers are recognized and met.Item The relationship of two teaching methods and the student self-concept(Texas Tech University, 1969-08) Bynum, James LowellNot availableItem The role of the cognitive coping strategy of defensive pessimism within the social-evaluative continuum(Texas Tech University, 2002-08) Schoneman, Sean WilliamIndividuals with anxiety disorders commonly employ coping strategies as a means of reducing their anxiety when confronting a stressful situation. For individuals with social-evaluative concerns, coping strategies such as self-handicapping, self-focused attention, safety-seeking behaviors, and post-event processing are frequently used and have been empirically examined. Defensive pessimism, a coping strategy that involves setting low expectations for an approaching performance despite having performed well in the past and mentally rehearsing possible outcomes for the performance, seems to be frequently used by individuals high in social-evaluative concerns as well. It is unclear, however, what specific benefits, if any, are derived from the use of defensive pessimism for individuals with higher degrees of social-evaluative concern. This study examined the utility of knowing one's degree of social-evaluative concern and degree of defensive pessimism in predicting approach behavior, avoidance behavior, self-expectations for the task, self-focused attention, external locus of anxiety control, and recall of past unsuccessful speaking performances. Results indicated that among individuals with greater social-evaluative concern, higher use of defensive pessimism was related to greater avoidance behavior and recall of more past unsuccessful speaking performances. Among individuals with greater social-evaluative concern, use of defensive pessimism was not related to significant differences in approach behavior, selfexpectations for the task, self-focused attention, or external locus of anxiety control. These results suggest that for individuals with greater social-evaluative concern, greater use of defensive pessimism was not related to any predicted benefits which might assist in reducing and or coping with anxiety, compared to lower use of defensive pessimism. The results of this study also illustrate the importance of differentiating between the score participants need in order to be satisfied with their performance (performance need) and the score they actually anticipate achieving for their performance (expected score) for an anticipated speech. Finally, the results of this study suggest the need for future studies examining present and post-event anxiety.