The aim of this programme of research was to build on existing knowledge of impression management and self-presentation in the sport context. Theoretical advancement was made with the integration of two well-established social psychological frameworks of impression management phenomena; Leary’s (1995) topography of dispositional self-presentational motives, and Leary and Kowalski’s (1990) Two-Component Model of Impression Management – including situational impression motivation and impression construction – are complimentary, and their combination reflects a trait x state approach to understanding interpersonal behaviour in sport contexts. Athletes are assessed by team-mates, coaches, selectors, and the audience at a frequent rate. If they are aware of this, it could be viewed as an opportunity for personal and social development, or a threat to their existent identities. In both cases, the athlete must ensure that their performance is not affected by such thoughts, otherwise they risk conveying a negative impression regardless of their self-presentational motives (Leary, 1992). The present thesis incorporates three novel studies that address a multitude of first and second generation research questions (cf. Zanna & Fazio, 1982). Key findings include, but are not limited to: athletes have a strong dispositional motive to attain intra- and interpersonal goals via their self-presentations; if their impression efficacy does not match their impression motivation they tend to appraise this as a challenge, not a threat, contrary to theoretical expectations; in a laboratory setting, heightened impression motivation is associated with improved performance rather than increased distractibility and performance decrements (as was anticipated); impression management is important in developing desired social identities within university sport subcultures; and impression management is implicated in positive and negative group dynamics. In achieving its aims, the present thesis developed a new measurement scale, devised a successful experimental manipulation of impression motivation, and employed stimulated recall interview methodology; all novel or challenging approaches in sport psychology.

<p>This study investigated the extent to which memories of parental rearing were related to the quality of parent and peer attachment, and whether parent and peer attachment were correlated with social anxiety feelings among 510 Chinese high school students. Memories of parental rearing were measured by the My Memories of Upbringing for Children (EMBU-C), The Inventory of Parent and Peer Attachment (IPPA) was used to assess attachment quality and social anxiety was assessed by Social Anxiety Scale for Adolescents (SAS-A) with adolescents in two age-groups. Consistent with findings from Western samples, the analyses revealed significant associations between attachment and memories of parental warm emotions as well as with memories of parental rejection. Attachment scores were related to level of social anxiety. Moreover, peer attachment was stronger associated with the adolescent¡¯s social anxiety feelings than parent attachment. However, the age differences were found across each measure scale. Furthermore, fathers showed a moderately more important role in the adolescent¡¯s social development than mothers. The findings indicate that in spite of considerable consistency with findings from Western studies, child-parent attachment in Chinese adolescents is also influenced by culture-specific practices that shape the youth-parent relationships and their meaning to the child.</p>

This study investigated the extent to which memories of parental rearing were related to the quality of parent and peer attachment, and whether parent and peer attachment were correlated with social anxiety feelings among 510 Chinese high school students. Memories of parental rearing were measured by the My Memories of Upbringing for Children (EMBU-C), The Inventory of Parent and Peer Attachment (IPPA) was used to assess attachment quality and social anxiety was assessed by Social Anxiety Scale for Adolescents (SAS-A) with adolescents in two age-groups. Consistent with findings from Western samples, the analyses revealed significant associations between attachment and memories of parental warm emotions as well as with memories of parental rejection. Attachment scores were related to level of social anxiety. Moreover, peer attachment was stronger associated with the adolescent¡¯s social anxiety feelings than parent attachment. However, the age differences were found across each measure scale. Furthermore, fathers showed a moderately more important role in the adolescent¡¯s social development than mothers. The findings indicate that in spite of considerable consistency with findings from Western studies, child-parent attachment in Chinese adolescents is also influenced by culture-specific practices that shape the youth-parent relationships and their meaning to the child.

Recent research has demonstrated that high social anxiety is associated with uncertainty about one’s self views and self-concept (Moscovitch et al., 2009; Stopa et al., 2010; Wilson & Rapee, 2006). However, no research has addressed potential mechanisms underlying the link between high social anxiety and low self-certainty nor has research examined whether this relationship is bi-directional. In the current research, I propose a cyclical model in which high social anxiety leads to low self-certainty, which in turn, feeds back into higher levels of social anxiety. I also propose that the relationship between high social anxiety and low self-certainty is mediated by the self-protective self-disclosure patterns employed by socially anxious individuals. In three interconnected studies, I examine the hypothesis that social anxiety, self-disclosure and self-certainty operate in a cyclical model. Study 1 provided a correlational test of the hypothesized feedback model in its entirety and demonstrated that honesty of self-disclosure was the most important and influential mechanism underlying the link between high social anxiety and low self-certainty. Experimentally manipulating the honesty of participants’ self-disclosures in Study 2 demonstrated that dishonest self-disclosures during a social task led to low self-certainty, but only amongst individuals high in trait performance anxiety. Finally, experimentally manipulating self-certainty in Study 3 demonstrated that low self-certainty led to high anticipatory anxiety about an upcoming self-disclosure task. Together, these results elucidate a cyclical maladaptive pattern in which low self-certainty as a result of self-protective self-disclosure leads to high social anxiety and a greater reluctance to self-disclose. Results from the three studies are discussed with respect to their theoretical implications and in relation to clinical applications for individuals with social anxiety disorder.

Specific language impairment (SLI) describes a form of language acquisition difficulty that is not secondary to other developmental conditions. Researchers have identified a number of social and emotional difficulties in children and young people with SLI. However, less is known about the influences upon these difficulties, particularly at times of major change. This longitudinal study therefore examines the social well-being of children with receptive SLI during their transition from primary to secondary schooling. It focuses on peer social position and social anxiety and considers whether the severity of receptive language impairment, along with other factors, has particular importance for these markers. The markers are explored in terms of their definition, interrelationship and the degree to which they present singularly in children with SLI. The study uses a mixed method design to address six related research questions. The quantitative results showed that the participants with SLI had higher social anxiety than typical comparisons at both Time 1 and Time 2, but lower self-rated social acceptance at Time 2 only. However, teachers at Time 1 rated their social acceptance lower than they rated typical comparisons. There were no significant changes in self-rated measures from Time 1 to Time 2. A moderately strong and longitudinally robust association was found between social acceptance and social anxiety and between social acceptance and verbal/non-verbal discrepancy. Furthermore, social acceptance predicted social anxiety. The qualitative findings indicated that a number of factors singly and ecologically influenced the social well-being of children with SLI following secondary transition. Of these, receptive language level, pragmatic development and parental support were found to be particularly important. There was considerable variation in levels of social well-being, but they were generally lower than in a group of children with specific learning difficulties (SpLD). Overall, the study suggested that some children with SLI face greater social challenges than their peers at this life stage. However, secondary transition did not invariably result in greater difficulties. The study raised questions about policy, provision and practice in relation to children with SLI and identified areas for future research. Key words: specific language impairment (SLI); special educational needs (SEN); specific learning difficulties (SpLD); peer social position; social anxiety; ecological relationships

A Web-based teaching tool called WebCAPSI was modified and tested as an online treatment for social anxiety. Two-Hundred and Seventy-Seven Introductory Psychology students at the University of Manitoba participated in the study. Twenty-eight participants were excluded from the study, resulting in 121 participants in the control group and 128 in the treatment group used for the final analysis. All participants received written materials on treatment for social phobia via WebCAPSI; however, the material was broken down into discrete units with assigned study questions for participants in the treatment condition. Participants in the treatment condition answered specific questions within the WebCAPSI program whereas participants in the control condition answered questions unrelated to the content of the materials. Further, participants in the treatment condition were given the opportunity to serve as peer reviewers. Results of this study indicated significant differences in post-treatment anxiety scores on two anxiety measures between groups, higher treatment expectancy scores in the treatment group, and higher baseline anxiety scores predicting greater reduction in anxiety post-treatment. Peer review did not appear to have a significant effect on post-treatment anxiety scores. These results indicate that the WebCAPSI program may be a useful tool to present information on the treatment of social anxiety.

The purpose of this study is to examine the relationship between stereotype confirmation concerns (SCC) and fear of negative evaluation (FNE). It is hypothesized that SCC will predict FNE, and that this effect will be moderated by race, such that SCC and FNE will be stronger among African Americans than among European Americans. A sample of 53 Caucasians and 41 African Americans were diagnosed with social anxiety. A hierarchical multiple regression was run to predict FNE with SCC, race, and the product of the two. The final model explained 27.9% of the variance in participants’ FNE. Race significantly moderated the effects of SCC on FNE; SCC had a stronger effect on FNE for Caucasian (b = .380, p < .01) than for African Americans (b = .140, p < .05). This study shows that it may be helpful in treatment of social anxiety to address stereotype confirmation concerns and to discuss social situations during which negative stereotypes become salient.

A Web-based teaching tool called WebCAPSI was modified and tested as an online treatment for social anxiety. Two-Hundred and Seventy-Seven Introductory Psychology students at the University of Manitoba participated in the study. Twenty-eight participants were excluded from the study, resulting in 121 participants in the control group and 128 in the treatment group used for the final analysis. All participants received written materials on treatment for social phobia via WebCAPSI; however, the material was broken down into discrete units with assigned study questions for participants in the treatment condition. Participants in the treatment condition answered specific questions within the WebCAPSI program whereas participants in the control condition answered questions unrelated to the content of the materials. Further, participants in the treatment condition were given the opportunity to serve as peer reviewers. Results of this study indicated significant differences in post-treatment anxiety scores on two anxiety measures between groups, higher treatment expectancy scores in the treatment group, and higher baseline anxiety scores predicting greater reduction in anxiety post-treatment. Peer review did not appear to have a significant effect on post-treatment anxiety scores. These results indicate that the WebCAPSI program may be a useful tool to present information on the treatment of social anxiety.

Recent research has demonstrated that high social anxiety is associated with uncertainty about one’s self views and self-concept (Moscovitch et al., 2009; Stopa et al., 2010; Wilson & Rapee, 2006). However, no research has addressed potential mechanisms underlying the link between high social anxiety and low self-certainty nor has research examined whether this relationship is bi-directional. In the current research, I propose a cyclical model in which high social anxiety leads to low self-certainty, which in turn, feeds back into higher levels of social anxiety. I also propose that the relationship between high social anxiety and low self-certainty is mediated by the self-protective self-disclosure patterns employed by socially anxious individuals. In three interconnected studies, I examine the hypothesis that social anxiety, self-disclosure and self-certainty operate in a cyclical model. Study 1 provided a correlational test of the hypothesized feedback model in its entirety and demonstrated that honesty of self-disclosure was the most important and influential mechanism underlying the link between high social anxiety and low self-certainty. Experimentally manipulating the honesty of participants’ self-disclosures in Study 2 demonstrated that dishonest self-disclosures during a social task led to low self-certainty, but only amongst individuals high in trait performance anxiety. Finally, experimentally manipulating self-certainty in Study 3 demonstrated that low self-certainty led to high anticipatory anxiety about an upcoming self-disclosure task. Together, these results elucidate a cyclical maladaptive pattern in which low self-certainty as a result of self-protective self-disclosure leads to high social anxiety and a greater reluctance to self-disclose. Results from the three studies are discussed with respect to their theoretical implications and in relation to clinical applications for individuals with social anxiety disorder.

Background: Compassion Focused Therapy aims to reduce shame through the development of compassion towards the self (Gilbert & Proctor, 2006). In a recent meta-analysis, MacBeth & Gumley (2012), identified self-compassion as a good predictor of mental wellbeing in adult populations. In addition, Werner et al (2012) provided preliminary evidence that difficulties with self-compassion may contribute to the development and maintenance of social anxiety. Despite wide recognition that social anxiety arises in adolescence and can be a pre-cursor to the development of other psychological disorders, the relationship between self-compassion and social anxiety is yet to be explored in younger populations. Objective: The following portfolio aims to add to the current literature by firstly, completing a systematic review to examine whether the association between shame and social anxiety is supported by empirical research and secondly, examining the relationship between self-compassion and social anxiety in an adolescent community sample. The role of recognised cognitive factors of social anxiety i.e. fear of negative evaluation, self-focused attention and cognitive avoidance in mediating the relationship between self-compassion and social anxiety and the role of possible confounders i.e. depression and generalised anxiety were also examined. Method: A systematic review of studies that assess the association between shame and social anxiety symptomology was undertaken. The empirical study comprised a cross-sectional design in which 414 community based adolescents, aged 14-18, were recruited from 4 local schools to complete 7 validated psychometric questionnaires: Self-compassion Scale (Neff, 2003), The Social Phobia Inventory (Connor et al, 2000), the Social Anxiety Scale for Adolescents (LaGreca, 1998), The Cognitive Avoidance Questionnaire (Gosselin et al, 2002), the Self Consciousness Scales (Fenigstein et al, 1975), Screen for Child Anxiety Related Emotional Disorders (Birmaher et al, 1995) and the Short Mood and Feeling Questionnaire (Angold et al, 1995). Systematic Review Results: Twenty one studies met the inclusion criteria of the systematic review and demonstrated a positive association between shame and social anxiety symptomology. Methodological factors, depression and gender were found to impact on the power of this association. Empirical Project Results: Self-compassion was found to be inversely related to social anxiety, r=-.551, p < .0001, 95%CI[-.62, .48], with both fear of negative evaluation and cognitive avoidance, but not self-focused attention, partially mediating this relationship. Self-compassion was found to be a unique predict of social anxiety, explaining additional variance when depression and generalised anxiety were controlled for. Conclusions: The above studies extend existing literature on the relationship between shame, social anxiety and self-compassion. In particular the use of an adolescent sample provides evidence of the usability and applicability of self-compassion concepts with younger populations. Similarly, the above studies expand our understanding of the concepts underlying social anxiety, specifically in adolescents, for whom social anxiety is extremely prevalent. It is hoped that the above research may highlight associations in need of further investigation, in particular with clinical samples, and inform the development of compassion focused adaptations or interventions for this population.