Fear of Negative Evaluation and Social Appearance Anxiety and Life Satisfaction

in University Students

Introduction

From the onset of mankind, education has been the corner stone/ linchpin of
progress, which has transformed human society exponentially. It has brought our race
from stone age to bronze, silver ages and helped hover through Industrial, technological
and social revolutions (Dewey. J, 1939; Experience and Education). Education is a
multifaceted process encompassing the systematic transmission of knowledge, skills,
values and cultural norms from one generation to another, fostering intellectual, social
and emotional development it involves formal and informal experiences that contribute
to the overall growth of individuals, empowering them to critically engage with the world
and participate meaningfully in society (Gardner. H 1993; Frames of Mind).
Education plays a pivotal role in societal development by fostering intellectual
growth, cultivating critical thinking and nurturing diverse cognitive abilities (Noddings, N.
2003; Caring). It empowers communities, promotes societal cohesion, contributes to
economic progress of individuals, societies and states respectively (UNESCO SDGs
Learning Objectives 2017). Having education in an area helps people think, feel, and
behave in a way that contributes to their success, and improves not only their personal
satisfaction but also their community. In addition, education develops human
personality, thoughts, dealing with others and prepares people for life experiences.
The process of learning starts the moment a person steps into this world (Kyle
Snow, Director, Center of Applied Research National Association for Education of
Young Children). However, depending on the method of inculcation, education can be
classified as Formal (Durkheim, E. 1897), Informal (Livingston D.W, 1999), Non-formal
(Carron V.S, 2004), Online or e-Learning (Garrison, D.R & Kanuka, H; 2004). Relatedly,
Stratification based on age period are Early Childhood Education (Pianta, R.C &
Barnett, W.S; 2009), Primary Education (UNESCO 2015; Education for All: Global
Monitoring Report 2015), Secondary Education (World Bank: World Development
Report 2018), Higher Education (Altbach, P. G, Reisberg, L & Rumbley, L 2009: Trends
in Global Higher Education) and Tertiary or Postgraduate Education (Clark, B.R 1995:
Places of Inquiry).
University education includes advance studies beyond the undergraduate level
such as master’s and doctoral programs (Clark, B.R 1995: Places of Inquiry). It acts as
a linchpin or anchor of success by making profound changes in a person’s life. It
contributes significantly to the development of human capital by equipping individuals
with specialized knowledge, critical thinking skills and the ability to apply theoretical
concepts to real-world scenarios (Becker, G.S. 1993: Human Capital). Universities also
help in economic development by producing a skilled workforce, fostering innovation
and contributing to research and development (Mincer, J. 1991: Human Capital,
Technology and Wage Structure). Moreover, universities serve as a catalyst for social
mobility, providing individuals from diverse backgrounds with the opportunities to access
higher levels of education and improve their socio-economic status (Hout, M 2012:
Social and Economic Returns to College Education). Apart from these it also helps in
Cultural and Global Awareness (Marginson, S 2016: The Dream is Over), Research and
Innovation (Etzkowitz, H 2000: The Dynamics of Innovation) and Civic Engagement
(Checkoway, B 2011: Renewing the Civic Mission). This all contributes to highlight the
imperativeness of education is our day-to-day life which concludes that education has a
profound impact throughout our entire history and is playing a vital role in our day-to-day
life.
As discussed above, university education plays critical role in transformation of
individuals and societies. This all is possible with effective evaluation and assessment
process at every level in general and at universities level in particular to assess caliber
of students and revision of teaching methodologies and techniques accordingly. A
number of methods are used for assessment and evaluation in university students. On
one hand universities evaluate programs to ensure they meet educational objectives,
standards and student learning outcomes (Banta, T.W & Palomba 2015: Assessment
Essentials) and on the other hand universities employ exams, assignments and projects
to assess students’ understanding of course material and their overall academic
performance (Angelo, T.A & Cross, K.P. 1993: Classroom Assessment Techniques).
Although the earlier entails assessing the system and later deals with students. The
later remains more significant as it leaves profound impact on students’ lives; success in
which means going towards the prosperity in life while the failure or feeble response
means receipt of lower grade which may act as a tag for future and career development.
Evaluation itself is a daunting experience, let alone negative evaluation which
has been the major cause of fear among university students. Evaluation can be
categorized as both positive and negative evaluation. Positive evaluation involves
recognizes and affirms the strengths, achievements and effectiveness of educational
programs, practices of individual (Scriven, M. 1991: Evaluation Thesaurus). It
encompasses aspects such as successful program outcomes, effective teaching
methods, high student performance and the impact of educational interventions. It
focuses on highlighting what works well and identifying strategies or practices that
contribute positively to the education environment. Negative Evaluation refers to
methods critiquing and identifying areas of improvement, weaknesses or challenges
with educational initiatives (Rossi, P.H., Lipsey, M.W & Freeman, H.E 2004: Evaluation
– A Systematic Approach). Negative evaluation may address issues such as program
inefficiencies, unsuccessful strategies, low student outcomes or any shortcomings that
hinder the effectiveness of education efforts. It aims to pinpoint areas that require
attention or modification to enhance overall performance.
Moving forward, university student have to confront with Fear of Negative
Evaluation (FNE) which immensely effects overall performance and activity of students.
FNE refers to and individual’s apprehension or anxiety about being negatively judged or
evaluated by others. This psychological construct is often associated with a heightened
sensitivity to social scrutiny, criticism or rejection. People experiencing a high level of
fear of negative evaluation are often concerned about making mistakes, being
perceived as incompetent or facing social disapproval. This fear can impact various
aspects of an individual’s life, including social interaction, performance in academic or
professional settings and overall well-being (Leary, M.R 1983: A Brief Version of the
Fear of Negative Evaluation Scale). FNE has various negative effects on students’ lives,
Academic Under-performance (Crozier, W.R 2004: Educational Psychology), Social
Anxiety and Isolation (Weeks, J.W, Heimberg, R.G. & Rodebaugh, T.L. 2008: The Fear
of Positive Evaluation Scale), Reduced Classroom Participation (Mattick, R.P. & Clarke,
J.C 1998: Development and Validation of Measures of Social Phobia Scrutiny Fear and
Social Interaction Anxiety) are to name a few.
Secondly, another problem that university students confront is Social
Appearance Anxiety (SAA), which refers to the fear and apprehension individuals
experience about how others perceive their physical appearance. It involves a
heightened concern about being negatively evaluated based on one’s looks or the
perceived flaws in physical appearance. People with high social appearance anxiety
may fee self-conscious, worry excessively about their appearance and may got to great
lengths to avoid situations where they feel they might be scrutinized or judged based on
their looks (Levinson, C.A, Rodebaugh, T.L., White, E.K. 2012: Social Anxiety and the
Evaluation of Negative Social Cues in Conversation). SAA may be associated with
lower academic performance due to increased stress and distraction, potentially
impacting concentration (Stoeber, J.& Otto, K. 2006: Positive Conception of
Perfectionism). It also hinders meaningful relationships as affected students may
struggle with self-disclosure and genuine connection due to fear of negative evaluation
(Horowitz, L.M, Rosenberg, S.E 1988: Vulnerability to the Projection of Aggressive
Wishes in College Students). Moreover, students with social appearance anxiety may
avoid participating in social events, clubs or extracurricular activities, limiting their
overall engagement in the university community (Levinson, C.A & Rodenbaugh 2011:
Validation of the Social Appearance Anxiety Scale).
Thirdly, university students have to confront with the challenge of life satisfaction
apart form FNE and SAA. Life satisfaction refers to a subjective assessment of one’s
overall well-being and contentment with various aspects of life, including academic,
social and personal domains. It encompasses an individual’s perception of the quality of
their life based on their experiences, achievements, relationships and fulfillment of
personal goals during university years (Diener, E. Emmons, R.A, Larson, R.J & Graffin,
S. 1985: The Satisfaction with Life Scale) (Pavot, W. & Diener, E. 2008: The
Satisfaction with Life Scale and the Emerging Construct of Life Satisfaction). There are
both positive and negative effects of Life Satisfaction among university students. It may
be associated with Academic Success (Suldo, S.M. & Shaffer, E.J 2008: Looking
Beyond Psychopathology), Mental Health and Well-being (Hellwell, J.F & Sachs, J
2019: World Happiness Report), Resilience and Coping (Garmezy, N. 1991: Resilience
in Children’s Adaptation to Negative Life Events and Stressed Environments).
Conversely speaking, it may cause Academic underperformance (Salami, S.O 2010:
Predictors of Academic Related Stress among College Students), Mental Health Issues
(Verger, P. Combes 2009: Psychiatric Disorders in Students in Six French Universities),
Negative Social Relationships (La Greca, A.M & Harrison, H.M 2005: Adolescents’ Peer
Relations) and Substance Abuse (Windle, M & Windle, R.C. 1996: Coping Strategies)

Theoretic Framework of the Research

The theoretical framework of a research is the structure that outlines key

concepts, theories, and models that form the foundation of the research. It provides a
basis for understanding the relationships between different variables and helps to guide
the research design and analysis. In essence, the theoretical framework helps
researchers position their study within existing knowledge and scholarly literature. There
are five main theories which are applied to buttress and underpin the research namely
Social Anxiety Theory, Social Comparison Theory, Self Determination Theory,
Appearance Schema Theory and Social Cognitive Theory; these theories tend to
explain the problem question and will help throughout the research and draw conclusion
at the end of the research.

Social Anxiety Theory (Clark, D.M, & Wells, A. 1995: A cognitive model of social
phobia) suggests that individuals with social anxiety fear negative evaluation from
others, leading to avoidance of social situations. It can be applied to understand the fear
of negative evaluation in university students and its impact on their social interactions
and overall life satisfaction. The theory also focuses on self-perception and creative
confidence, educational environment in which a scenario is based and Coping
Mechanism that students employ to navigate fear of negative evaluation and social
anxiety in creative context.

Second, Social Comparison Theory (Festinger, L. 1954: A Theory of Social

comparison Processes) posits that individuals determine their own social and personal
worth based on how they stake up against others. In the context of university students,
this theory can help explain how social appearance anxiety arises as a result of
comparing oneself with peers and the consequent impact on life satisfaction. The social
comparison can either be upward (comparing oneself with those perceived as
superiors) and downwards (comparing oneself with those perceived as inferiors); the
choice of comparison target depends on one’s goals and the specific context. Some
important factors for social comparison can be reckoned as Domain-specific, Cultural
and Gender Differences and Intervention strategies. By delving into the nuances of
social comparison theory, the thesis contributes valuable insights into the mechanism
underlying social comparison processes and their implications for individual well-being
and behavior.

Third, Self Determination Theory (Deci, E.L. & Ryan, R.M. 2000: Human needs
and the self determination of behavior) emphasizes the importance of autonomy,
competence and relatedness in determining one’s well-being and life satisfaction. By
integrating SDT, the research explores how fear of negative evaluation and social
appearance anxiety may impact the fulfillment of basic psychological needs, thus
influencing life satisfaction. SDT distinguishes between different types of motivation,
ranging from intrinsic, motivation to extrinsic motivation.

Forth, Appearance Schema Theory (Cash, 2002) suggests that individuals

develop cognitive schemas related to their physical appearance. These schemas
influence their perception of self and others’ evaluations, contributing to appearance-
related anxiety.

Lastly, Social Cognitive Theory (Bandhura, 1986) highlights the role of

observational learning, imitation and modeling in the development of behavior. SCT
posits that individuals learn not only form direct experiences but also from observing
others and cognitive processes pay a crucial role in shaping behavior. It also introduced
the concept of reciprocal determinism, which suggests that personal factors,
environment influences and behavior all interact and influence each other bi-
directionally. This theory will help understand the cognitive and observational processes
influencing the behavior and development of university students.

Literature Review
Relationships among inferiority feelings, fear of negative evaluation, and social
anxiety in Chinese junior high school students (10 January 2023).

This study aimed to explore the relationship between feelings of inferiority and social
anxiety in Chinese junior high school students. In addition, it examined the potential
mediating effect of fear of negative evaluation in this relationship. A survey was
administered to a sample of 734 Chinese junior high school students. The Feelings of
Inadequacy Scale, Brief Fear of Negative Evaluation Scale, and Social Avoidance
Distress Scale were used. First, there were significant positive correlations between all
subscales for the inferiority feelings, social anxiety, and fear of negative evaluation.
Furthermore, fear of negative evaluation mediated the predictive effects of four
inferiority subscales (i.e., self-esteem, academic ability, appearance, and physical
ability) for social anxiety. However, the total score for the sense of inferiority and social
confidence subscale lacked this mediating effect. The inferiority feelings of self-esteem,
academic ability, appearance, and physical ability may directly and indirectly predict
social anxiety through fear of negative evaluation.

Social appearance anxiety, perfectionism, and fear of negative evaluation:

Distinct or shared risk factors for social anxiety and eating disorders (12 April
2013).

Social anxiety and eating disorders are highly comorbid. Social appearance anxiety
(i.e., fear of negative evaluation of one's appearance), general fear of negative
evaluation, and perfectionism have each been proposed as risk factors for both social
anxiety disorder and the eating disorders. However, no research to date has examined
all three factors simultaneously. Using structural equation modeling in two diverse
samples (N = 236; N = 136) we tested a model in which each of these risk factors were
uniquely associated with social anxiety and eating disorder symptoms. We found
support for social appearance anxiety as a shared risk factor between social anxiety
and eating disorder symptoms, whereas fear of negative evaluation was a risk factor
only for social anxiety symptoms. Despite significant zero-order relationships, two facets
of perfectionism (high standards and maladaptive perfectionism) did not emerge as a
risk factor for either disorder when all constructs were considered. These results were
maintained when gender, body mass index, trait negative affect, and depression were
included in the model. It is possible that treating negative appearance evaluation fears
may reduce both eating disorder and social anxiety symptoms.

Body Image Dissatisfaction, Anxiety, and Fear of Negative Evaluation. Fang et al.
(2011) looked at the relation between rejection sensitivity, anxiety, and body dysmorphic
concerns. These authors found that rejection sensitivity partially mediated the relation
between anxiety and body dysmorphic concerns. Similarly, Webb et al. (2015) found
that increased social anxiety was associated with more body dysmorphic concerns for
adolescents, which was partially explained by higher appearance rejection sensitivity.
These studies suggest that rejection sensitivity partly explains the relation between
anxiety and body dysmorphic concerns. Similarly, appearance-based rejection
sensitivity was found to partially mediate the relation between social anxiety and body
dysmorphic concerns (Lavell, ZimmerGembeck, Farrell, & Webb, 2014). Since body
dysmorphic concerns (preoccupation with and imagined defect in physical appearance;
Fang & Hofmann, 2010) are not the same as body image dissatisfaction, and since this
study used a rejection sensitivity measure (which is similar but different from fear of
negative evaluation), further research is needed to examine the relation between body
image dissatisfaction, social anxiety, and fear of negative evaluation. To my knowledge,
no study has looked at body image dissatisfaction, social anxiety, and fear of negative
evaluation (or rejection sensitivity) together in a longitudinal study. I addressed this gap
in knowledge by examining all three variables together in one integrated model.

Conclusion

University students, particularly those in their formative years, often find

themselves navigating a complex social landscape while simultaneously striving for
academic success. The fear of negative evaluation can be particularly pronounced in
this environment, where students may feel the pressure to meet societal expectations,
academic standards, and peer judgments. This fear is closely tied to social anxiety, and
its impact can extend to various facets of a student's life. Fear of Negative Evaluation
and Social Anxiety in university students manifests itself in various ways. They
significantly impact academic performance, social interactions and over all well-being of
an individual leading to Self-Handicapping, academic dishonesty, downgrading creativity
and low apprehension, reduced classroom participation, impaired communication skills
and negative mental health impact while creating social anxiety, public speaking anxiety,
test anxiety and low risk taking. All these factors and consequences add-up to nurture
life dissatisfaction which further aggravates the already deteriorated milieu, impacting
students in multitude of new problems such as academic procrastination, social
isolation, low self-esteem and impaired decision making. The study endeavors to carry
out detailed analysis of fear of Negative Evaluation, Social Appearance Anxiety and Life
Satisfaction and enlist factors effecting life of a university student. While doing so, five
theories namely Social Anxiety, Social Comparison, Self-Determination, Appearance
Schema and Social Cognitive Theory are put in consideration to better understand the
underlying causes and effects of the study.