This article presents a self-presentation approach to the study of social anxiety that proposes that social anxiety arises when people are motivated to make a preferred impression on real or imagined audiences but doubt they will do so, and thus perceive or imagine unsatisfactory evaluative reactions from subjectively important audiences. We presume that specific situational and dispositional antecedents of social anxiety operate by influencing people's motivation to impress others and their expectations of satisfactorily doing so. In contrast to drive models of anxiety but consistent with social learning theory, it is argued that the cognitive state of the individual mediates both affective arousal and behavior. The traditional inverted-U relation between anxiety and performance is reexamined in this light. Implications of the approach for counseling situations are considered, especially the recommendation that treatments be tailored to the specific type of selfpresentational problem encountered by clients,

Social anxiety and self-presentation: A conceptualization model.

Delays in service are becoming increasingly common; yet their effects on service evaluations are relatively unknown. The author presents a model of the wait experience, which assesses the effects o...

Waiting for service: The relationship between delays and evaluations of service

Most research on musical performance anxiety has considered this in relation to the internal characteristics of the performer, the extent of their preparedness for the performance, and factors in the immediate performing environment The approach to its alleviation has generally been clinical in nature Little research has been situated within an explicit overarching conceptual framework This article proposes a theoretical framework that portrays anxiety within a musical performance context as a process that has an explicit time dimension (pre-, during- and postperformance) The model illustrates the likely processes that occur once a performer agrees to participate in a particular performance and explains how these might give rise to either maladaptive or adaptive forms of performance anxiety The potential longer-term effects on the performer are also discussed A detailed description of the model and the theories behind its development is followed by a consideration of model’s implications and potential usefulness for both research and education

A conceptual framework for understanding musical performance anxiety

This study explores the nature of language anxiety from the perspective of five Japanese learners of English (ESL), especially in reference to their self-reflective accounts of emotional difficulties encountered in the U.S. college settings. Through the use of an in-depth qualitative interview format, this study attempts to identify potential sources of anxiety relevant to their affective needs or concerns as Japanese ESL learners in a cross-cultural learning environment. As the interview findings indicate, characteristics of language anxiety exhibited by the participants seem to be quite influenced by Japanese cultural norms or expectations acquired through numerous socialization processes in Japan. Using Young's (1991) six sources of language anxiety as a theoretical guideline for data collection and analysis, this study also discusses some of the influences or impact of those anxiety-provoking factors on L2 learning, along with some implications for further research on language anxiety and for ESL teaching.

/pdf/potential-sources-of-anxiety-for-japanese-learners-of-4vgvuagxk2.pdf

Potential Sources of Anxiety for Japanese Learners of English: Preliminary Case Interviews with Five Japanese College Students in the U.S.

One of the earliest marks of the cognitive revolution in psychology was a revival of interest in consciousness, as opposed to behavior. To a large degree, the cognitive psychology which emerged immediately after World War II to replace functional behaviorism was marked by an interest in the span of apprehension, primary memory, attention, and imagery. Now, as we approach the 21st century, cognitive psychology has begun to deal seriously with unconscious mental life, and the notion of the psychological unconscious: the idea that conscious experience, thought, and action is influenced by percepts, memories, and other mental states which are inaccessible to phenomenal awareness and somehow independent of voluntary control.

/pdf/the-emotional-unconscious-a2lacekwbx.pdf

The Emotional Unconscious

Find loads of the the psychology of anxiety book catalogues in this site as the choice of you visiting this page. You can also join to the website book library that will show you numerous books from any types. Literature, science, politics, and many more catalogues are presented to offer you the best book to find. The book that really makes you feels satisfied. Or that's the book that will save you from your job deadline.

Rícan P

Papers

Psychology of anxiety