School of nursing, Guizhou Medical University, nine # Beijing Road, Guiyang, 550001, Guizhou, China.
School of nursing, Guizhou Medical University, nine # Beijing Road, Guiyang, 550001, Guizhou, China.
J Prof Nurs. 2023 Jul-Aug;47:88-94. doi: 10.1016/j.profnurs.2023.04.007. Epub 2023 May 23.
Fear of evaluation (including the negative and positive ones) has been the focus of scholarly attention as one of the core components of social anxiety. However, most existing research has focused on participants with social anxiety. Previous research has suggested that self-efficacy and fear of positive evaluation are associated with fear of negative evaluation. Still, it remains unknown whether there is an association between the three. For undergraduate nursing students in complex social environments, understanding the association between self-efficacy and fear of positive and negative evaluation is essential to facilitate the high-quality development of nursing talent.
We aimed to explore the mediating role of fear of positive evaluation in the relationship between self-efficacy and fear of negative evaluation.
A cross-sectional survey was conducted on 824 undergraduate nursing students using the Brief Fear of Negative Evaluation Scale-Straightforward Items, the Fear of Positive Evaluation Scale, and the General Self-Efficacy Scale. Pearson correlation analysis was used to explore the correlation of the variables. t-test or ANOVA was used as a univariate analysis. A bootstrap test was conducted to verify the mediating effect through the SPSS macro plugin PROCESS v3.3, with P < 0.05 indicating a statistically significant difference.
Self-efficacy, fear of positive evaluation, and fear of negative evaluation were significantly associated. Self-efficacy directly and negatively predicted fear of negative evaluation (B = -3.14, p < 0.001). Fear of positive evaluation partially mediated between self-efficacy and fear of negative evaluation, with a mediating effect size of 38.22 %.
Self-efficacy can directly and negatively influence fear of negative evaluation. Meanwhile, it can also indirectly reduce the fear of negative evaluation by reducing the fear of positive evaluation. Nursing educators can improve the fear of negative evaluation by increasing students' self-efficacy and encouraging them to view positive assessments correctly.
恐惧评估（包括负面和正面评估）一直是学术研究的焦点，是社交焦虑的核心组成部分之一。然而，大多数现有研究都集中在患有社交焦虑症的参与者身上。先前的研究表明，自我效能感和对正面评价的恐惧与对负面评价的恐惧有关。然而，目前尚不清楚这三者之间是否存在关联。对于处于复杂社会环境中的本科护理学生，了解自我效能感与对正面和负面评价的恐惧之间的关系对于促进护理人才的高质量发展至关重要。
本研究旨在探讨正面评价恐惧在自我效能感与负面评价恐惧之间的关系中是否起中介作用。
采用横断面调查方法，对 824 名本科护理学生进行了简短的负面评价恐惧量表-直接项目、正面评价恐惧量表和一般自我效能感量表的调查。采用 Pearson 相关分析探讨变量之间的相关性。t 检验或方差分析用于单变量分析。采用 SPSS 宏插件 PROCESS v3.3 进行 Bootstrap 检验，以验证中介效应，P 值小于 0.05 表示差异具有统计学意义。
自我效能感、正面评价恐惧和负面评价恐惧之间存在显著相关性。自我效能感直接且负向预测负面评价恐惧（B=-3.14，p<0.001）。正面评价恐惧在自我效能感和负面评价恐惧之间部分中介，中介效应量为 38.22%。
自我效能感可以直接且负向影响负面评价恐惧。同时，它还可以通过降低对正面评价的恐惧来间接降低负面评价恐惧。护理教育者可以通过提高学生的自我效能感并鼓励他们正确看待正面评价来降低学生的负面评价恐惧。
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