Effects of Peer Vicarious Experience and Low Effortful Control on Children's Anxiety in Social Performance Situations.
Two experiments investigated perceived and physiological changes in anxiety in children (7–11 years; N = 222; 98 female) in a performance situation after they observed another child in a similar situation with a negative or neutral outcome. The sample's London, United Kingdom, school catchment areas...
| Publicado en: | Developmental Psychology Vol. 59; no. 5; pp. 813 - 829 |
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| Autores principales: | , , |
| Formato: | Artículo |
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American Psychological Association
May2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=163481715&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 163481715 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00121649 DPS jtl: Developmental Psychology issn: 00121649 maglogo: N pubinfo: dt: May2023 vid: 59 iid: 5 pid: 34 pub: American Psychological Association artinfo: ui: 163481715 10.1037/dev0001527 ppf: 813 ppct: 16 formats: tig: atl: Effects of Peer Vicarious Experience and Low Effortful Control on Children's Anxiety in Social Performance Situations. aug: au: Mills, Charlotte Tenenbaum, Harriet R. Askew, Chris affil: School of Psychology, University of Surrey su: Affinity groups Minorities Motion pictures Self-evaluation Task performance Fear Temperament Social classes Social skills Control (Psychology) Anxiety in children Regression analysis Patient monitoring Heart rate monitoring Descriptive statistics sug: subj: Affinity groups Minorities Motion pictures Self-evaluation Task performance Fear Temperament Social classes Social skills Control (Psychology) Motion Picture and Video Production Anxiety in children Regression analysis Patient monitoring Heart rate monitoring Descriptive statistics keyword: effortful control modeling social anxiety social learning vicarious learning effortful control modeling social anxiety social learning vicarious learning ab: Two experiments investigated perceived and physiological changes in anxiety in children (7–11 years; N = 222; 98 female) in a performance situation after they observed another child in a similar situation with a negative or neutral outcome. The sample's London, United Kingdom, school catchment areas ranged from low to high socioeconomic statuses with 31% to 49% of children from ethnic minority backgrounds. In Study 1, participants watched one of two films of a child playing a simple musical instrument (a kazoo). In one film, an audience of peers responds negatively to the performance. In the other film, the audience response was neutral. Participants were then filmed playing the instrument themselves and measures of perceived and actual heart rate were taken along with individual differences in trait social anxiety, anxiety sensitivity, and effortful control. To better understand findings from Study 1, Study 2 replicated Study 1 but added a manipulation check and measures of effortful control and self-reported anxiety. Multiple regression analyses found watching a negative performance film, compared with a neutral one, was associated with a blunted heart rate response for children with low effortful control (Study 1 and 2). These findings suggest that children who are low in effortful control may disengage during performance tasks if the situation's social threat is elevated. Hierarchical regression analyses found that, compared to the neutral film, the negative performance film elevated children's self-report anxiety (Study 2). Overall, the findings indicated that anxiety in performance situations can be elevated after observing peers' negative experiences. Public Significance Statement: These studies show that children's own feelings of performance-related anxiety are influenced by observing peers' experiences and poor self-regulation may alter how increased social threat is processed. Findings suggest negative experiences of peers in social contexts could contribute to children's anxiety development. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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