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European Journal of Investigation in Health, Psychology and Education, Volume 14, Issue 11

2024 November - 8 articles

Cover Story: Current diagnostic systems identify fear of negative evaluation as a key feature of social anxiety. In our data, however, fear of positive evaluations by others was also found to contribute to social anxiety while fears of social reprisal and disqualification of positive outcomes mediated the effects of both evaluative fears. These findings align with evolutionary theories of social anxiety which attribute evaluative fears to an overactive threat–safety system that exaggerates the negative social consequences of evaluations by others. Thus, fear of negative evaluation is distressing because it activates concerns about rejection and social exclusion. Paradoxically, positive evaluation is also feared because public success draws attention to the socially anxious person, increasing the fear that others will see them as a threat and seek to exclude them. View this paper
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Articles (8)

  • Article
  • Open Access
6,281 Views
12 Pages

Examining the Factor Structure and Validity of the Depression Anxiety Stress Scale-21

  • Grant Jacobsen,
  • Madeline P. Casanova,
  • Alexandra Dluzniewski,
  • Ashley J. Reeves and
  • Russell T. Baker

Background: The prevalence of mental health disorders calls for valid and reliable instruments that are easy to administer and assess for clinicians and researchers. The Depression Anxiety Stress Scale-21 (DASS-21) is a commonly used instrument to as...

  • Article
  • Open Access
1 Citations
4,114 Views
14 Pages

Fears of negative evaluation (FNEs) and fears of positive evaluation (FPEs) comprise a bivalent model of evaluation that can explain the aetiology and maintenance of Social Anxiety Disorder (SAD). In this study, we examined an extended version of thi...

  • Review
  • Open Access
10 Citations
11,160 Views
17 Pages

The sense of school belonging plays an important role in students’ academic, behavioural, and psychological outcomes. Based on a systematic review, following the PRISMA 2020 guidelines and examining 86 studies conducted between 1990 and Februar...

  • Feature Paper
  • Article
  • Open Access
4 Citations
7,667 Views
18 Pages

Parents of children With Special Needs and Disabilities (W-SND) who require long-term healthcare are at high risk of Parental Burnout (PB). However, most studies have focused on PB among parents of children Without Special Needs (WO-SN). This study a...

  • Article
  • Open Access
5 Citations
2,848 Views
18 Pages

Analysis of Gender Issues in Computational Thinking Approach in Science and Mathematics Learning in Higher Education

  • Alejandro De la Hoz Serrano,
  • Lina Viviana Melo Niño,
  • Andrés Álvarez Murillo,
  • Miguel Ángel Martín Tardío,
  • Florentina Cañada Cañada and
  • Javier Cubero Juánez

In the contemporary era, Computational Thinking has emerged as a crucial skill for individuals to possess in order to thrive in the 21st century. In this context, there is a need to develop a methodology for cultivating these skills within a science...

  • Article
  • Open Access
5 Citations
3,425 Views
15 Pages

Over the past decade, there has been an intensified emphasis on STEM education to correspond with the goals of twenty-first century education. Educators play a vital role in executing a cohesive approach to interdisciplinary teaching and learning; he...

  • Article
  • Open Access
1 Citations
4,041 Views
15 Pages

Asthma and ADHD represent prevalent pediatric conditions, with the former being a physical disorder and the latter being a neurodevelopmental disorder. This study examined the influence of parental psychological flexibility (PF)—the ability to...

  • Article
  • Open Access
3,991 Views
16 Pages

The objective of this study was to compare the perspectives of psychiatrists, psychologists, and theologians on schizophrenia, depression, anxiety, and antisocial personality disorder. A cross-sectional research design was utilized, involving a rando...

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Eur. J. Investig. Health Psychol. Educ. - ISSN 2254-9625