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The original Fear of Negative Evaluation test consists of thirty items with a sentence that was response format and takes approximately ten minutes to complete. Scale scores range from 0 (low FNE) to 30 (high FNE). In 1983, Mark Leary presented a brief version of the FNE consisting of twelve original questions on a 5-point Likert scale (BFNE). [4]
Test anxiety can also lead to panic attacks, in which the student may have a sudden intense fear, difficulty breathing, and extreme discomfort. Worry and dread – maladaptive cognitions. This includes catastrophic expectations of gloom and doom, fear of failure, random thoughts, feelings of inadequacy, self-condemnation, negative self-talk ...
fear of failure; low self-efficacy; physical illness; learning difficulties; separation and divorce; parent mental health issues; overprotective parenting style; dysfunctional interactions; loss or bereavement; high levels of family stress; bullying; physical education; transitioning into secondary school; school day structure; tests or exams
The student fears failing his exam and appearing incapable. In partying the night before the exam the student has engaged in self-defeating behavior and increased the likelihood of poor exam performance. However, in the event of failure, the student can offer fatigue and a hangover, rather than lack of ability, as plausible explanations.
Other reasons cited on why students procrastinate include fear of failure and success, perfectionist expectations, as well as legitimate activities that may take precedence over school work, such as a job. [44] Procrastinators have been found to receive worse grades than non-procrastinators.
This effect is documented in FAE research in which students evaluated a fake debater on attitude and likability based on an essay the "debater" wrote. [18] After being sorted into positive or negative affect groups, participants read one of two possible essays arguing for one side or another on a highly controversial topic.
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the reasons for this lack of action include unwillingness to devote time and energy to the issue, reluctance to undergo an emotional confrontation, and fear of retaliation by the student, of losing students, of being accused of harassment or discrimination, and even of being sued for these offenses and/or defamation of character.