The Rathus Assertiveness Report

Common factors that can contribute to performance anxiety include; fear of performance failure, negative social evaluation and/or physical harm, as well as disruption of a well learned routine (Cox, p.201, 2007). The effects of these factors can be further heightened in correlation with importance of an event, or the level of competition. These fears and feelings of anxiety may affect the athlete’s perception of their abilities and hinder their self-confidence, which can be detrimental to their performance. Patterns of perfectionism can also lead to sport-related anxiety, mainly involving setting exceptionally high performance standards of oneself (Cox, p.202, 2007). Setting high standards can often be beneficial to a performance, but athletes that succumb to unrealistic thoughts, that nothing but a perfect/ideal performance is good enough, are more likely to experience negative emotions and heightened levels of anxiety due to the discrepancy between ideal and current self/situation (Koivula, Hassmén, Fallby, 2001).

Behavioral treatments aimed at reducing the amount of anxiety produced from a performance environment have produced observable behavior changes in individuals with MPA—especially in the areas of anxiety reduction, and self-perception. Bandura, as cited by Kendrick et al. states that “behavioral intervention procedures change defensive behaviors by altering perceptions of self-efficacy.” Meichenbaum, also cited by Kendrick et al. states as a caveat to psychological treatment of anxiety disorders that therapies are only “effective to the extent that they alter covert self-instructions.” Behavioral modifications in those with MPA, according to authors, may be an effective method in which to do this.

To address this phenomenon, researchers have proposed different theories of test anxiety to account for the effects of test anxiety on the deficits of academic performance. According to scholars such as Schmidt and Riniolo (1999), the cognitive aspects of test anxiety - worry and task-relevant thinking - are also present in social anxiety. Therefore, students who experience test anxiety may also suffer from other types of psychological and cognitive problems such as self-esteem, cognitive development, social skills and memory. Essentially, the students who suffer from test anxiety are individuals who are unable to cope with any types of stress. Considering the stressful nature of

The study of Social anxiety shows no clear causes for its variety of symptoms, but psychologists have been able to determined triggers and possible factors for its development. As psychologists continue to study social phobia, they have determined many possible causes. Since the late 1800’s and early 1900’s, psychologists have

Adam presents with a diagnosis of sever anxiety, and anger management. These were reinforced by measures that were recorded to form a baseline that consisted of the GAD-7 for anxiety, PHQ-9 for depression, PCL- for stress, and the Q LES. At baseline he presented with severe anxiety and moderate depression symptoms. The 33 item Burns Anxiety Inventory, yielded a score that was also align with severe anxiety at baseline.

Many athletes would agree that they have felt butterflies in their stomach or a sudden rush of adrenaline before an important game. This feeling can either translate into legendary performances or monumental failures. According to Sharon D. Hoar (2007), to fully comprehend anxiety’s effect on performance, one must understand the discrimination between two unique sets of sources: trait and state anxiety, and cognitive and somatic anxiety. Anxiety symptoms are numerous and unique to every athlete. Hoar suggests that athletes might report cognitive symptoms (eg. Inability to focus), somatic symptoms (eg. Sweaty palms), or both. The author discusses a variety of sources of anxiety and argues that it can have both positive and negative effects

When I moved away from home for the first time, I rented a townhome with two of my high school classmates, Kaylin and Rachel. Each of us attended Wichita State, worked part time, and lived similar lifestyles, so we believed our arrangement to be ideal, despite not having been the closest of friends. The planning stage was very exciting and involved lengthy discussions about who would furnish the living room, kitchen, or dining room and how we would handle expenses and house rules. Additionally, the three of us agreed to share the cleaning and other household responsibilities, but within three months, Kaylin and I quickly realized only the two of us had meant it. In order to bring this to Rachel’s attention and request she start contributing

The purpose of this research is to examine perceptions of student test anxiety in elementary school.

Social Phobia, also called social anxiety disorder (SAD), is one of the most common, but misconstrued mental health problems in society. According to the Anxiety and Depression Association of America (ADAA), over 15 million adults suffer from the disorder. First appearing in the DSM-III as Social Phobia, and later in the DSM-IV as Social Anxiety Disorder, this newly established disorder denotes afflicting stress and anxiety associated with social situations (Zakri 677). According to James W. Jefferson, two forms of Social phobia exist: specific and generalized. Specific social phobia indicates anxiety limited to few performance situations, while generalized indicates anxiety in all social situations (Jefferson). Many people often interchangeably link this disorder to shyness––a personality trait. However, although they have striking similarities, the two are divergent. To begin with, SAD has an extensive etiology ranging from multiple factors. Furthermore, symptoms of various aspects accompany SAD. Moreover, SAD has detrimental impacts affecting quality of life. Lastly, SAD has numerous methods of treatment. Social Phobia is prevalent in both women and men beginning at the onset of puberty (ADAA).

It seems that the anxiety is internal and comes from a person not measuring up to standards, either their own or external standards. These seems to suggest that there are different sources that can cause the anxiety. The anxiety can arise if a person believes that they are not performing at an appropriate level, or that others are out perform them. A person can experience

Among all anxiety problems, social anxiety disorder is most common anxiety issue and third most common problem in all mental complications (American Psychiatric Association, 2000; Hofmann & Bogels, 2006). SAD is a mental disorder which has a tendency to become chronic and badly disturbs normal functions of life if not diagnosed and treated in time (Beesdo-Baum, et al., 2012; Garcia-Lopez, Piqueras, Diaz-Castela, & Ingles, 2008). It is also among the most prevailing mental disorders and is described in Criterion A of DSM-V as “Marked fear or anxiety about one or more social situations in which the individual is exposed to possible scrutiny by others. Examples include social interactions (e.g., having a conversation, meeting unfamiliar people), being observed (e.g., eating or drinking), and performing in front of others (e.g., giving a speech)” (American Psychiatric Association, 2013). A specific amount of anxiety is always anticipated socially and helps an individual managing future threats (American Psychiatric Association, 2000). But having social anxiety means that anxiety is too much for normal functioning during social situations and often interferes with

also engage in more negative rumination than others, with the best predictors of rumination being social anxiety symptom severity and self-appraisals of performance. (Maree 2004,p143)

Also the retest-reliability of the Interaction Anxiousness Scale (IAS; Leary, 1983) is .80. “The correlation coefficient of the IAS and Social Avoidance and Distress Scale (SAD; Peng et al., 2004) is 0.66, whereas it is 0.29 for the Self-rating Anxiety Scale.” Although the IAS was very valid, it did not cover all factors of social anxiety of the Tibetan, Han, and Muslim college students in Qinghai Province. Another limitation was the stratified random sampling that they used in their study. Representations of this study are unclear because of this method of sampling is random and simple. This sampling method should be paired with other sampling methods to make this study more effective and representations more clear. A further limitation was time and capacity therefore limiting the researchers. They did not consider situational factors effect anxiety in their studies on the students. Furthermore they only studied students of Tibetan, Han, and Muslim ethnicity so the result may not be generalized to other

Anxiety is termed as a number of complicated negative thoughts such as fear, worryness, and apprehension. Individuals are capable to sense and feel the presence of anxiety in numerous situations connected to their culture and community. In addition, scholars attempted to find out the nature of anxiety from different perspectives. Spielberger and Rickman (1990) read about anxiety, depending on the famous psychologist Sigmund Freud, saying that anxiety is a nasty sensational state that is followed by the worriness and apprehension. However, too many authors have studied anxiety in regard to psychological or personal theory to learning and perceiving (Spielberg, 1966 a).in the beginning of the 1960s, the two ideas which are the state of being anxious and trait, were introduced by the two authors (ahell and scheier 1961) . The features of the anxiety condition are closely

Social anxiety is a disorder in which individuals assume that they will be negatively evaluated. This results in an extreme fear of social situations or performance-based situations (Iverach, Rapee, Wong, & Lowe, 2017, p. 542) for a period of time lasting longer than six months (Brundage et al., p. 498). Those with social anxiety fear negative judgement during