جستجوی مقالات مرتبط با کلیدواژه "ترس از ارزیابی منفی" در نشریات گروه "روانشناسی"

The aim of the present study was to investigate the effectiveness of schema therapy on social anxiety, fear of negative evaluation, and shame of body interpretation in girls with body dysmorphic disorder. The research method is semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research included adolescent girls suffering from body deformity disorder in the city of Qom in the period of 2023, using the non-random sampling method, 30 adolescent girls were randomly selected into two experimental groups (15 people) and Witnesses (15 people) were replaced. The experimental group received 10 sessions of group therapy schema, 1 session per week and each session for 2 hours, as a therapeutic intervention. To collect data, Lajerka's Adolescent Social Anxiety Questionnaire (1999), Lori's (1983) Fear of Negative Evaluation Questionnaire, and Durat et al.'s (2014) Body Shame Questionnaire were used. Data analysis was done using SPSS software and covariance analysis. The results of the research showed that schema therapy training was effective on social anxiety (0.35), fear of negative evaluation (0.53), and shame from body interpretation (0.30) in girls with body dysmorphic disorder. According to the findings of this research, schema therapy can be used as a therapeutic strategy to reduce social anxiety, fear of negative evaluation, and shame from body interpretation in girls with body dysmorphic disorder.

The present research aimed to determine the mediating role of fear of negative evaluation in the relationship between helicopter parenting and social anxiety in adolescents. The present research utilized a descriptive-correlational research method employing structural equation modeling. The statistical population of this study was first and second-grade high school students of Jam City in 2023. In this research, 270 people were selected by the available sampling method. To collect the data, the Social Phobia Inventory (SPIN; Connor et al., 2000), helicopter parenting scale (HPS; Lemon and Bachmann., 2014), and Brief Fear of Negative Evaluation Scale (BFNES; Larry., 1983) were used. The results indicated that the proposed model was a good fit and helicopter parenting and fear of negative evaluation had a direct effect on social anxiety; Also, helicopter parenting had a direct effect on the fear of negative evaluation (P<0.05). The results of the bootstrap test showed that fear of negative evaluation played a mediating role between helicopter parenting and social anxiety (P<0.05). The results of this study suggest that the helicopter parenting style is an important factor in increasing the social anxiety of students. Also, this relationship is mediated by fear of negative evaluation. Helicopter parenting can lead to an increase in students' social anxiety due to the fear of negative evaluation and there is a linear relationship between these variables.

This study was conducted to determine the role of academic procrastination in the relationship between internalized shame and fear of negative evaluation with a tendency towards academic cheating among secondary school students. The present research design was descriptive and of correlational type, using a structural equation model. The statistical population of the study consisted of all eighth to twelfth-grade students in the city of Birjand during the year 2022-2023. the sample size was estimated at 200 participants. They were collected using a multi-stage cluster random sampling method. The necessary data were collected using the cheating tendency questionnaire (TCS, Farast et al, 2013), Procrastination Assessment Scale–Students(PASS, Solomon & Rathblom, 1984),  internalized shame scale(ISS, Cook, 1993), and fear of negative evaluation scale(BFNES, Larry', 1983). The results showed a significant positive relationship between academic procrastination and a tendency towards academic cheating, with an effect coefficient of 0.31 (p > 0.05). There was also a significant positive relationship between internalized shame and academic procrastination, with an effect coefficient of 0.57 (p > 0.01). Additionally, the effect of internalized shame on the tendency towards academic cheating was found to be indirectly positive with a coefficient of influence of 0.18 (p > 0.05). The results showed that academic procrastination alone and also with the mediation of internalized shame can explain the tendency to cheat in school.

The present study aimed to investigate the mediating role of fear of negative evaluation (FNE) in the relationship between self-compassion (SC) and loneliness among adolescents. This descriptive-correlational study employed a structural equation modeling (SEM) approach. The statistical population comprised female students attending the first cycle of secondary school in District 15 of Tehran in 2023. A total of 260 participants were recruited through a convenient sampling method and completed an online survey encompassing the Fear of Negative Evaluation Scale (BFNES) (Leary, 1983), the Self-Compassion Scale (SCS) (Neff, 2003), and the Russell Loneliness Scale (UCLA) (Russell & Carroll, 1980). Data analysis was conducted using SPSS and Amos version 24 statistical software. The findings revealed that the proposed model accounted for 49% of the variance in adolescent loneliness and demonstrated satisfactory fit indices. Self-compassion exhibited a direct negative association with loneliness (P = 0.01, β = -0.37), while FNE displayed a direct positive association with loneliness (P = 0.01, β = 0.43). Additionally, self-compassion exerted a direct negative influence on FNE (P = 0.01, β = -0.50). Bootstrap test results confirmed the mediating role of FNE in the relationship between self-compassion and loneliness (P = 0.01, β = -0.22). These results suggest that self-compassion impacts loneliness directly and indirectly through FNE.

This study aimed to determine the effectiveness of cognitive behavioral therapy on the fear of negative evaluation, anxiety, and family conflict of childless couples referring to Gonbadkavus counseling centers.

The current study was applied in terms of purpose and semi-experimental in terms of pre-test-post-test type with a control group.The statistical population of this research included all childless couples referred to counseling centers in Gonbadkavos city. The statistical sample consisted of 30 couples selected by the available method and randomly assigned to two control and experimental groups. The necessary data were collected using Lori's Fear of Negative Evaluation Questionnaire (1983), Beck's Anxiety Questionnaire (1990), and Sanai and Barati's Marital Conflict Scale (2015) and analyzed using SPSS software and analysis of covariance.

The results showed that cognitive behavioral therapy influenced childless couples' fear of negative evaluation, anxiety, and family conflict. In all three hypotheses, the F value is less than the significance level of 0.05, and the hypotheses are accepted. The results of this research can be used in psychology and welfare counseling centers.

Research evidence indicates that marital infidelity can have irreparable consequences for couples, and causes rumination and fear of negative evaluation in cheating women. Despite numerous studies on marital infidelity, treatment effective in reducing rumination and fear of negative evaluation of betrayed women has been neglected.

The present study was conducted with the aim of the effectiveness of cognitive processing therapy on rumination and fear of negative evaluation of betrayed women.

The method of the present research was practical in terms of purpose and semi-experimental in terms of method, pre-test-post-test with control group and three-month follow-up. The statistical population of this study included all the betrayed women who needed counseling services in Bandar Abbas city in the second half of 2022. Among all counseling and psychological service centers in Bandar Abbas city, 30 women who had referred to ten centers due to infidelity of their husbands were selected by available sampling method and were randomly replaced in the experimental group and the control group. To collect data, rumination questionnaires (Hoeksma, 1991) and fear of negative evaluation (Lary, 1983) were used. The participants of the experimental group received 12 sessions of cognitive processing therapy according to Resik et al. (2007). The data were analyzed by analysis of covariance using SPSS-22 software.

The findings of the present study showed that the cognitive processing treatment led to the reduction of rumination and fear of negative evaluation of women in the tested group. (p> 0.01).

Based on the obtained results, it can be said that cognitive processing therapy was effective on rumination and fear of negative evaluation of betrayed women, and therefore the awareness of specialists in the fields of psychology, counseling and health about these treatments to reduce rumination and fear of negative evaluation of women

Exam anxiety is a prevalent psychological and educational challenge among students, significantly impacting their academic performance, mood, and social behaviors. Gaining a deeper understanding of the psychological processes involved in exam anxiety can assist in developing effective strategies to enhance academic performance and improve students' overall quality of life. However, in the existing literature, the intricate interactions among maladaptive schemas, fear of negative evaluation, and exam anxiety have not been thoroughly examined.

The purpose of this study was to modeling structural test anxiety based on early maladaptive schemas with mediating role fear of negative evaluation in students in Tehran city.

This study was conducted in the presence of 500 people by convinience sampling method among high school students in Tehran city in year academic 2021-2022. To measure the variables, test anxiety inventory (TAI) of Abolghasemi and et al (1996), Young schema questionnaire – short form version 3 (YSQ-S3) of Young (2005) and brief fear of negative evaluation scale (BFNE) of Leary (1983). Data were analyzed using Pearson correlation and structural equation modelling with using SPSS-24 and AMOS software was investigated.

The results showed that there is a positive and significant relationship between early maladaptive schemas and fear of negative evaluation with test anxiety (P <0.01). The results also showed that most of the direct paths of this study were significant and the indirect paths of early maladaptive schemas were significant through the mediating role of fear of negative evaluation on test anxiety. Also, proposed model had an acceptable fitness to the data (RMSEA= 0/041,P-value< 0/05) and evaluated model has a good fit and is an important step in identifying the factors that are effective in test anxiety among high school students in Tehran city.

The results demonstrated that initial maladaptive schemas have a significant impact on exam anxiety through the mediating role of fear of negative evaluation. Therefore, based on these findings, it can be concluded that in addition to their direct influence on exam anxiety, schemas can also affect the dependent variable or criterion through the mediation of fear of negative evaluation. Consequently, this finding represents a significant step towards understanding the factors influencing exam anxiety in first-year high school students in Tehran

Social anxiety disorder is one of the most common anxiety disorders. Fear of negative evaluation by others is one of the most important features of social anxiety disorder. In various studies, the effectiveness of cognitive-behavioral treatments and virtual reality exposure therapy on the symptoms of anxiety disorders such as social anxiety disorder has been investigated and confirmed, But so far, no study has been conducted on the comparison of the effectiveness of these two types of treatment methods on the fear of negative evaluation of students with social anxiety disorder.

The present study was conducted with the aim of comparing the effectiveness of cognitive-behavioral therapy and virtual reality exposure therapy on the fear of negative evaluation of students with social anxiety disorder.

The current research method was a semi-experimental pre-test-post-test type with a control group and a one-month follow-up. The statistical population of the research included all second-year high school students studying in the schools of Qaem Shahr city in the academic year of 2022-2023. 51 students were included in the study with available sampling method and were randomly placed in two experimental groups and one control group (17 people in each group). The first and second experimental groups were subjected to cognitive-behavioral intervention and virtual reality exposure therapy during 12 and 8 60-minute sessions, respectively. The data collection tools in this research included the Social Phobia Inventory (Connor et al., 2000) and the short form of the Brief Fear of Negative Evaluation Scale (Leary, 1983). Data analysis was done by variance analysis method with repeated measurement and using SPSS-24 software.

The findings of this research showed that both cognitive-behavioral therapy interventions and virtual reality exposure therapy significantly reduced the fear of negative evaluation compared to the control group (P<0.01). And the effect of both intervention methods was maintained until the one-month follow-up phase. Also, the findings indicated that cognitive-behavioral therapy was more effective compared to virtual reality exposure therapy (P<0.01).

According to the obtained results, it is suggested that child and adolescent counselors and therapists as well as school counselors of the two interventional methods, cognitive-behavioral therapy and virtual reality exposure therapy, with the priority of cognitive-behavioral therapy in particular use to reduce the fear of negative evaluation and in general to reduce the symptoms of social anxiety of students.

Examining the state of mental health of students, who are the young and active segment of the society and have a special place in the health programs of the society, is very important. The purpose of this study is to investigate the state of mental health of students and also the factors affecting it.Research

The current research is a correlational study in terms of methodology, and the statistical population of this research includes students of Shiraz University who were studying in 2022, and the statistical sample of this research consisted of 267 people (128 boys, 139 girls) who were Available sampling was selected from the students of humanities, basic sciences, agriculture and technical engineering faculties. The tools of this research included Lavibond and Lavibond mental health questionnaires, Watson and Friend's fear of negative evaluation scale, Cheek and Bass shyness scale, and French and Shields' body esteem scale. For data analysis, Pearson's correlation coefficient and multiple regression analysis were used using SPSS version 22 software.

The results showed that all three variables of shyness, fear of negative evaluation and self-esteem simultaneously predict 22% of the variance of depression, 31% of the variance of anxiety and 20% of the variance of stress at a significance level of p=0.01. Also, among the three predictor variables, the contribution of the shyness variable in predicting mental health is higher than the other two predictor variables (r=0.56, p<0/01).

According to the results, it can be said that all three variables of reducing shyness and fear of negative evaluation and increasing body self-esteem are effective factors in mental health (anxiety, depression, stress), which considering the importance of mental health among students, it is suggested that efforts More should be done to reduce shyness and fear of negative evaluation and increase body esteem in this important segment of society.

The purpose of this research is to predict social adjustment based on fear of negative evaluation and perception of parents' behavior in children with learning disabilities. The statistical population of this study included all children from the third to fifth grades with learning disabilities in Tehran in the academic year 1402-1401, and 90 of them were selected by available sampling method. The measurement tools in this research were social adjustment questionnaires by Dekhanchi (1377), perception of parental behavior by Parker et al. (1979) and fear of negative evaluation by Leary (1983), which had acceptable validity and reliability. In order to analyze the data, inferential statistics of Pearson's correlation coefficient and multivariate regression were used using SPSS-23 software. The results showed that between social adaptation and fear of negative evaluation; And there is a relationship between social adjustment and the perception of parents' behavior in children with learning disabilities. Also, the results of statistical analysis indicated that fear of negative evaluation and perception of parents' behavior are predictors of social adaptation of children with learning disabilities.

The present study was conducted with the aim of investigating the effectiveness of integrated meta-diagnostic treatment on sensation seeking and fear of negative evaluation of girls affected by Instagram. The research design was quasi-experimental and within the framework of pre-test, post-test and follow-up plans with a control group. The statistical population consisted of 20 female students aged 15 to 18 in Tehran in 1399-1400 who were addicted to Instagram and their sensation seeking and fear of negative evaluation scores were higher than the cutoff score. Voluntary sampling was done in two groups of 10 people, experimental and control. The results of data analysis showed that the integrated meta-diagnostic intervention produced significant changes on sensation seeking and fear of negative evaluation between the experimental and control groups. Also, a significant difference between the experimental and control groups was revealed in the sensation-seeking subscales (experimentalism, adventure, boredom, avoidance of inhibition). The findings showed that the integrated meta-diagnostic treatment approach has been able to reduce excitement seeking and fear of negative evaluation in teenage girls on Instagram and subsequently reduce the desire to seek likes and approval in these people.

The aim of this study was to evaluate the effective of short _term psychoanalysis on the fear of negative evaluation and body dissatisfaction and reduction of symptoms in body dysmorphic disorder in Isfahan in 1399. The research is a case study. In this study, subjects were selected purposefully. A single case method (A-B-A) was used to analyze the data. The baseline of the intervention was eight one-hour sessions performed on each of the sample individuals according to the patient's condition. Finally, in order to determine the effectiveness of short-term psychotherapy treatment on the fear of negative evaluation and physical dissatisfaction and reduce the symptoms of people with body dysmorphic disorder, the patients were re-evaluated by the criteria of body dysmorphic disorder ,physical dissatisfaction and negative evaluation. Results Regarding the fear variable of negative evaluation of short-term psychodynamic therapy with a very good effect for the first, second and third cases (PND = 100%) has given results. In relation to the physical dissatisfaction variable, short-term psychodynamic therapy has a very good effect for the second case (PND = 100%) and a relatively good effect for the first and third cases . Regarding the variable of physical deformity, short-term psychodynamic therapy with a good effect for the first, second and third cases (70% <PND <90%) has yielded results. Finally, based on the results, it can be said that short-term psychosis has an effect on the fear of negative evaluation and physical dissatisfaction and reduce the symptoms of people with physical deformity.

Today, adolescent students' academic lives are complicated and full of challenges. The learners' interactions in the educational environment are usually identified as an essential factor and a leading and fundamental resource in expressing the emotional experiences, including self-handicapping. Academic self-handicapping is one of the less known strategies that are used to explain the failure. It has unpleasant academic outcomes for the students and other actors of the field in education. Some factors like metacognitive beliefs and perfectionism are related to this variable. Metacognition is a multi-aspect concept referring to psychological structures, event knowledge, and procedures, which are involved in control and explanation. The structure of perfectionism, the other structure studied in this research, refers to self-destructive thoughts and behaviors whose goal is to reach to be unreal. Some believe that perfectionism is an advantageous motivational property that increases success and accomplishment to priority and perfection. On the other hand, the concept of goal orientation indicates a coherent pattern of the person's beliefs, attributions, and emotions that leads him to have different tendencies to the situations. The present research was carried out with the purpose of determining the role of metacognitive beliefs and perfectionism in predicting academic self-handicapping by mediating goal orientation in senior high school students in Urmia.

This study's methodology was descriptive-correlational, done through a structural equation pattern. The statistical population of this research included all the senior high school students in Urmia, who were totally 30984 people. Among them, 827 people were selected by randomized cluster sampling method (413 people for the fitness of the primary model and 414 people for the measurement model). The sample was selected among 69 male schools and 77 female schools. The data collection instruments included the following: 1) Metacognitive Beliefs Questionnaire (1997) that was designed by Cartwright Hawton & Wells, and its short form has 30 items in five subscales. On this scale, Cronbach’s alpha in Iran was measured as 0.91, and its reliability for the total scale was 0.73. 2) Hewitt & Flett's Perfectionism Questionnaire (1991)  designed by Hewitt & Flett and had 30 items. On this scale, Cronbach’s alpha in Iran has measured as 0.90 to 0.78 for all its subscales, and its reliability for scale was between 0.80 to 0.84. 3) Midgley et al. designed the Academic Self-Handicapping Scale (1996), which has five items. This scale's internal consistency in Iran was measured as 0.77, and 4) goal orientation scale (1998) was firstly designed by Midgley et al. It has 12 items in four subscales. This scale Cronbach’s alpha in Iran was measured as 0.87. The structural equations method and especially Bootstrapping method were used To test the data (H1: P=0.001; H2=0.037).

The results of structural equation analysis in which there are three independent variables, four dependent or mediating variables, and a primary dependent variable indicated that the presented structural equation has a good fit, all the indices have an excellent fit, and the good fit index was 0.933. Confirmatory factor analysis of academic self-handicapping was carried out using first rank confirmatory factor analysis in the components level, which was done in graphic Amos software. The Academic Self-Handicapping Scale has 23 items, and item 21 was eliminated because of low reliability. The analysis showed that factor loads obtained for all the items are more than 0.4 and have enough validity to be kept in the measurement model. Also, the factor load of all the items is significant at the level of 95 percent. In order to examine the mediating role of one variable self-regulating method was used because of being easy. Regarding the results, it is observed that without the involvement of mediating variable of goal orientation, fear of negative appraisal has no significant effect on academic self-handicapping. An indirect effect of fear of negative appraisal on academic self-handicapping is insignificant. In order to examine the mediating effect of goal orientation on the influence of metacognitive beliefs on the students' academic self-handicapping, Bootstrapping's method was used. Based on the obtained results, it was observed that metacognitive beliefs significantly affect the student's academic self-handicapping without the involvement of the goal orientation mediating variable (t=-4.31, P=0.001). On the other hand, in the mediating model, the direct route of metacognitive beliefs in metacognitive beliefs on academic self-handicapping is significant in 95 percent of confidence (P=0.001). Nevertheless, the value of the direct standard coefficient in the direct model, which was equal to -0.506, decreased and became -0.502. Accordingly, it could be concluded that goal orientation has a minimal mediating effect on the relationship between metacognitive beliefs on the students' academic self-handicapping. In order to study the mediating effect of goal orientation in the relationship between perfectionism on the student’s academic self-handicapping, Bootstrapping's method was used. Based on the results it was observed that perfectionism has a reverse effect on the students' academic self-handicapping without the involvement of mediating variable of goal orientation. On the other hand, in the mediating model, the direct route of perfectionism on academic self-handicapping is not significant in 95 percent of confidence (P=0.986). In other words, adding the mediating variable of several types of goal orientation to the model causes the direct route coefficient for this structure, i.e., perfectionism with academic self-handicapping, to change from a significant to an insignificant state. Thus, it could be concluded that goal orientation fully mediatesthe relationship between perfectionism on the student's  academic self-handicapping.

According to the present study’s findings, it was concluded that the model of metacognitive beliefs, fear of negative appraisal, and perfectionism predict academic self-handicapping by the mediating role of goal orientation. The findings of this research regarding the factors that have a role in the student's academic self-handicapping could be applied in the schools and by the counselors, school psychologists, and teachers. Considering the importance of the adolescence period, which is a passing period in life, the  the present study’s findings could increase more knowledge about using self-handicapping behaviors and their outcomes and the success or failure factors in them.

The aim of this study was to determine the effect of group schema therapy on the fear of negative evaluation of girls with social anxiety.

The design of the present study was quasi-experimental with control and experimental groups with pre-test and post-test with a follow-up period. The statistical population included all female students with social anxiety referred to Allameh Tabatabai University Counseling Center. Available sampling method was selected from 30 people and they were assigned to experimental and control groups. The experimental group underwent a 10-session group schema therapy and the follow-up period continued until two months after the end of treatment. In order to collect data in the pre-test and post-test stages for the two groups, the Young Schema Scale, the Social Anxiety Inventory (LSAS), and the Fear of Negative Assessment Questionnaire (FNE) were used. The obtained data were analyzed using a mixed analysis of variance test with repeated measures.

The results of evaluations at the end of treatment showed that schema therapy significantly reduced the fear of negative evaluation and continued its effect in the two-month follow-up phase in the experimental group. In general, it can be said that group therapy based on schema has the necessary efficiency and effectiveness in reducing the main goal of treatment, namely fear of negative evaluation in the sample of Iranian female students with social anxiety.

The aim of the present investigation is to study the cognitive model of Rapee and Heimberg in explaining shyness. In the same vein, the mediating role of fear of negative evaluation and social-physique anxiety in the relationship between body image and Self-Focused Attention with shyness was investigated. Statistical population included all students studying at Mohaghegh Ardabili University in 2019-2020, among them, 222 people were selected using multi-stage cluster sampling. Data were collected using the Focus of attention questionnaire, Fear of Negative Evaluation Scale, Social physique anxiety scale, Cheeck-Briggs Shyness scale, and Body Image Rating Scale. Data were analyzed using structural equation modeling. The results revealed that that the variables of fear of negative evaluation and social-physique anxiety play a mediating role in the relationship between body image and focus of attention with shyness. In the face of social situations, a kind of mental representation of appearance is formed in the person that becomes the focus of attention, also attention is paid to the negative evaluation of others, and finally the anxiety caused by these two sources increases shyness, in other words, the cognitive processes of Rapee and Heimberg conceptual model of social anxiety also play a role in explaining shyness.

Fear of negative evaluation, focused attention and self-criticism are important cognitive factors in social anxiety disorder. So far, many therapeutic interventions have been introduced to improve them. The aim of this study was to compare the effectiveness of cognitive-behavioral therapy and psychodrama on reducing this symptoms.

This research is a quasi-experimental study with two experimental groups and a control group. In this study, 36 students of Neyshabour University of Medical Sciences who met the criteria of social anxiety were randomly divided into three groups of 12 including two experimental groups and a control group. All three groups were evaluated with the short form of Fear of Negative Evaluation Questionnaire, Focus Questionnaire and Self-Criticism Questionnaire. The above cognitions were assessed.

Findings showed that cognitive-behavioral intervention and psycho-display both significantly reduced the negative evaluation (F = 11.559 and p = 0.001) of self-focused attention (F = 5.343 and p = 0.011). And critical self (F = 17.217 and p = 0.001) in the experimental groups compared to the control group. This difference was not significant between the test groups (p> 0.05).

Both cognitive-behavioral and psycho-dramatic interventions are effective on fear of negative evaluation, self-focused attention and self-criticism and can be used alternatively and depending on the situation in different groups, including students.

This study aim was to investigate FNE role in predicting dimensions of creativity in students that was conducted with descriptive-correlation method. The study population consisted of all students of Pardis Farabi, Industrial university of Qom and Qom Universities in the academic years of 2018-2019. Total sample size consists of 200 undergraduate students (100 male & 100 Female) were selected by multi-stage cluster sampling method. Instruments were used: Abedi's creativity test (1993) and the Fear of negative evaluation scale (FNE; Watson & Friend, 1969). Data were analyzed by SPSS24 software using t-test for comparison of independent groups and linear regression. According to the results, there was no significant difference in total creativity score between male and female, but there were significant differences in the FNE scale(p= 0/0). Linear regression analysis showed that %64 of the creativity in the female’s group was predictable through the FNE. But, in the male’s group, this prediction was significant only in their flexibility score (p=0.01). As a result, fear of negative evaluation by others can greatly affect creativity. Therefore, Culture of Communities has an impact on fear of negative evaluation of individuals and suggested to provide a supportive and non-judgmental context for the emergence of creativity in individuals, especially women.

This study was conducted to determine the effectiveness of social communication skills training on metacognitive beliefs and fear of positive and negative evaluation of junior high school students.

The research method was quasi-experimental with a pretest-posttest design with a control group. The study population consisted of male high school students in Aran and Bidgol that 30 male students were selected by purposive sampling method and randomly assigned to two groups of 15 experimental and control and answered to metacognitive belief Wells and Katright-Hutton (2004) questionnaires, Weeks (2010) Fear of Positive Evaluation Questionnaire, and Leary (1983) Fear of Negative Evaluation Questionnaire. The control group waited and the social communication skills group training for the experimental group was performed in 8 one-hour sessions. At the end of the intervention, both groups were re-evaluated with research questionnaires. Data were analyzed using the analysis of covariance.

The results showed that social-communication skills training was effective in reducing metacognitive beliefs (p <0.05), reducing fear of negative evaluation (p <0.05), and reducing fear of positive evaluation (p <0.05). 

The results of the study confirmed the effectiveness of the use of group communication social skills training on reducing metacognitive beliefs and fear of positive and negative evaluation of students.

The aim of this study was to compare the effectiveness of cognitive - behavioral therapy (CBT) and interpersonal therapy (IPT) in reducing self- focused attention and fear of negative evaluation in patients with social anxiety. The study design pre-test - post-test in which 40 students with social anxiety disorder were selected and randomly assigned to either group CBT and IPT. Tools used in this study included the Structured Clinical Interview, the Focus of Attention Questionnaire (FAQ), the Social Phobia Inventory (SPIN), and the Brief Fear of Negative Evaluation Scale revised version (BFNE-II). Data were statistically analyzed using multivariate covariance analysis (MANCOVA). The results showed that there was no difference between the two psychotherapies in the improvement in self- focused attention and fear of negative evaluation. The findings of this study showed that both therapies are equally effective for self- focused attention and fear of negative evaluation in patients with social anxiety. Given that IPT is as effective as cognitive-behavior therapy in reducing the fear of negative evaluation and self-focused attention, it could be used to reduce the symptoms of social phobia, especially the fear of negative evaluation and self-focused attention.in situations where IPT is more efficacious, such as those with milder dysfunction in social and cognitive performance.

The purpose of this research was to investigate the effectiveness of Modular Cognitive-‎Behavioral Therapy on facial expression bias and fear of negative evaluation in paranoid ‎students. The research method was quasi-experimental with pre-test-post-test with control group.‎‏ ‏The research community was composed of all students referring to the counseling center of kashmar University of Medical Sciences in the year 2017-16, who were diagnosed according to ‎Multidimensional Clinical Questionnaire-3 and DSM-‎‏5‏‎ criteria with paranoid attribution disorder ‎‎(According to statistics obtained from the center 60 people)‎‏.‏‎ Of these, 20 students with paranoid ‎characteristics were selected through purposeful sampling and were randomly assigned to ‎experimental and control groups. The experimental group received 16 sessions of Modular ‎Cognitive-Behavioral Therapy (HRT), Chuppita and did not receive interventional ‎control.Multidimensional Clinical Questionnaire and Objective Fear Scale , were completed ‎before and after the intervention by both groups. The collected data were analyzed by SPSS-22 ‎software and inferential statistics of covariance analysis. The results of analysis of covariance ‎showed that by eliminating the effect of pre-test scores on facial expression bias and fear of ‎negative evaluation as a scattering variable, the main effect of Modular cognitive-behavioral ‎therapy on facial expression bias and fear of negative evaluation in post-test is significant ‎‎(P‎‏>‏‎0/05). Therefore, Modular cognitive behavioral therapy can be used as an effective method to ‎reduce interpretation bias and fear of negative evaluation of people with paranoid traits.‎