Who’s afraid of criticism? Fear of negative evaluation and student participation in classroom discussions Victor A. Barger, Assistant Professor of Marketing University of Wisconsin–Whitewater Introduction In many courses, student participation in classroom discussions is a key aspect of the learning experience. Not all students are equally enthusiastic about participating, however! This research extends the literature on student participation by examining the effect of individual differences in fear of negative evaluation on student willingness to participate in classroom discussions. Introduction In many courses, student participation in classroom discussions is a key aspect of the learning experience. Not all students are equally enthusiastic about participating, however! This research extends the literature on student participation by examining the effect of individual differences in fear of negative evaluation on student willingness to participate in classroom discussions. Method Two sections of undergraduate students were invited to participate in a study for extra credit. A questionnaire was administered at the beginning of the semester to the students who agreed to participate (n=44). This questionnaire included measures of Fear of Negative Evaluation, extraversion-introversion, and self-esteem. At the beginning of each class, each student is provided with a “participation sheet”. The students are instructed to write down each thing they say in class on their participation sheets. At the end of class the participation sheets are collected and the number of times each student participated in class is tallied. At the end of the semester, the total number of times each student participated in class will be calculated and analyzed with respect to Fear of Negative Evaluation, extraversion-introversion, and self-esteem. Method Two sections of undergraduate students were invited to participate in a study for extra credit. A questionnaire was administered at the beginning of the semester to the students who agreed to participate (n=44). This questionnaire included measures of Fear of Negative Evaluation, extraversion-introversion, and self-esteem. At the beginning of each class, each student is provided with a “participation sheet”. The students are instructed to write down each thing they say in class on their participation sheets. At the end of class the participation sheets are collected and the number of times each student participated in class is tallied. At the end of the semester, the total number of times each student participated in class will be calculated and analyzed with respect to Fear of Negative Evaluation, extraversion-introversion, and self-esteem. Hypotheses Since students are likely to perceive participation in classroom discussions as an opportunity for professors and/or other students to evaluate their performance, it is hypothesized that students who fear negative evaluation are less likely to participate in class. Formally, it is hypothesized that:  Individual differences in Fear of Negative Evaluation will have statistically significant effects on the extent to which students participate in classroom discussions. Namely, students high in Fear of Negative Evaluation will be less likely to participate in classroom discussions than students low in Fear of Negative Evaluation.  The effect of individual differences in Fear of Negative Evaluation on participation in classroom discussions will be moderated by individual differences in extraversion-introversion. Namely, participation in classroom discussions by students who score highly on extraversion will be less affected by Fear of Negative Evaluation than it will by students who score highly on introversion. Hypotheses Since students are likely to perceive participation in classroom discussions as an opportunity for professors and/or other students to evaluate their performance, it is hypothesized that students who fear negative evaluation are less likely to participate in class. Formally, it is hypothesized that:  Individual differences in Fear of Negative Evaluation will have statistically significant effects on the extent to which students participate in classroom discussions. Namely, students high in Fear of Negative Evaluation will be less likely to participate in classroom discussions than students low in Fear of Negative Evaluation.  The effect of individual differences in Fear of Negative Evaluation on participation in classroom discussions will be moderated by individual differences in extraversion-introversion. Namely, participation in classroom discussions by students who score highly on extraversion will be less affected by Fear of Negative Evaluation than it will by students who score highly on introversion. Previous Research A number of factors have been identified that may encourage or discourage student participation in classroom discussions (Weaver and Qi, 2005):  Class size  Opportunity  Faculty-student interaction*  Perception of faculty as authoritative source of knowledge*  Fear of professors’ criticisms  Fear of peer disapproval*  Para-participation (sitting in the front of the class, talking with the professor before or after class, obtaining feedback from the professor before submitting an assignment)*  Age*  Gender  Preparation*  Confidence* Starred factors are ones that Weaver and Qi found to have a statistically significant effect on participation. A limitation of the Weaver and Qi study is its reliance on self reports of causal effects (e.g., “My participation in class is hindered by the large classes that I take.”). Previous Research A number of factors have been identified that may encourage or discourage student participation in classroom discussions (Weaver and Qi, 2005):  Class size  Opportunity  Faculty-student interaction*  Perception of faculty as authoritative source of knowledge*  Fear of professors’ criticisms  Fear of peer disapproval*  Para-participation (sitting in the front of the class, talking with the professor before or after class, obtaining feedback from the professor before submitting an assignment)*  Age*  Gender  Preparation*  Confidence* Starred factors are ones that Weaver and Qi found to have a statistically significant effect on participation. A limitation of the Weaver and Qi study is its reliance on self reports of causal effects (e.g., “My participation in class is hindered by the large classes that I take.”). Acknowledgements Special thanks to the Office of Professional and Instructional Development of the University of Wisconsin System and the Provost’s Office of the University of Wisconsin–Whitewater for supporting this research through the Wisconsin Teaching Fellows and Scholars Program. Acknowledgements Special thanks to the Office of Professional and Instructional Development of the University of Wisconsin System and the Provost’s Office of the University of Wisconsin–Whitewater for supporting this research through the Wisconsin Teaching Fellows and Scholars Program. Conclusions At the present time, data collection is underway and results are not yet available. Depending on the findings from this study, a second study may be undertaken with a larger sample and/or multiple instructors. Conclusions At the present time, data collection is underway and results are not yet available. Depending on the findings from this study, a second study may be undertaken with a larger sample and/or multiple instructors. Fear of Negative Evaluation Watson and Friend (1969) define fear of negative evaluation as “apprehension about others’ evaluations, distress over their negative evaluations, and the expectation that others would evaluate oneself negatively.” To measure the construct, Watson and Friend developed a 30-item scale, which includes items such as:  “I worry about what people will think of me even when I know it doesn’t make any difference.”  “I am frequently afraid of other people noticing my shortcomings.”  “When I am talking to someone, I worry about what they may be thinking about me.”  “I become tense and jittery if I know I am being judged by my superiors.” Fear of Negative Evaluation Watson and Friend (1969) define fear of negative evaluation as “apprehension about others’ evaluations, distress over their negative evaluations, and the expectation that others would evaluate oneself negatively.” To measure the construct, Watson and Friend developed a 30-item scale, which includes items such as:  “I worry about what people will think of me even when I know it doesn’t make any difference.”  “I am frequently afraid of other people noticing my shortcomings.”  “When I am talking to someone, I worry about what they may be thinking about me.”  “I become tense and jittery if I know I am being judged by my superiors.”