J. Behav. Ther. & Exp. Psychiat.

46 (2015) 164e169

Contents lists available at ScienceDirect

Journal of Behavior Therapy and

Experimental Psychiatry
journal homepage: www.elsevier.com/locate/jbtep

Short report

Don't put me down but don't be too nice to me either: Fear of

positive vs. negative evaluation and responses to positive vs. negative
social-evaluative lms
Julia Reichenberger a, Nicole Wiggert a, Frank H. Wilhelm a, Justin W. Weeks b,
Jens Blechert a, *
a
b

University of Salzburg, Austria

Ohio University, USA

a r t i c l e i n f o

a b s t r a c t

Article history:
Received 1 April 2014
Received in revised form
9 October 2014
Accepted 9 October 2014
Available online 23 October 2014

Background and objectives: The bivalent fear of evaluation (BFOE) model suggests that fears of negative
evaluation (FNE) and positive evaluation (FPE) are distinct features in social anxiety disorder as well as in
non-clinical variations of social anxiety. The constructs can be measured utilizing the Brief Fear of
Negative Evaluation Scale e Revised (BFNE-R) and the Fear of Positive Evaluation Scale (FPES), respectively.
Whereas the distinction between FNE and FPE has been well examined in survey studies, concomitant
evidence from laboratory tasks is scarce.
Methods: The present study tested whether subjective unpleasantness responses to short lms simulating positive and negative evaluation from others are related to individual differences in FNE and FPE.
Ninety-eight unselected individuals watched 24 short lms displaying actors expressing positive,
negative and neutral sentences and rated their responses on unpleasantness. Furthermore, pride responses to positive lms were examined since these can be expected to discriminate between FPE and
FNE.
Results: As expected, higher BFNE-R scores were related to more unpleasant responding to negative
lms, whereas higher FPES scores were related to more unpleasant responding to positive lms.
Furthermore, experience of pride following positive lms correlated positively with BFNE-R, but negatively with FPES scores.
Limitations: Participants were university students which limits representativeness.
Conclusions: The study revealed that measures of FNE and FPE show distinct relationships with positive
and negative social feedback which provides further evidence for the BFOE model in a laboratory setting.
2014 Elsevier Ltd. All rights reserved.

Keywords:
Social anxiety disorder
Fear of negative evaluation
Fear of positive evaluation
Pride
Emotion

1. Introduction
Social anxiety disorder (SAD) is associated with severe psychosocial impairments and a high rate of comorbid disorders (Lieb
& Mller, 2002). Central for SAD, socially anxious individuals
expect to be negatively evaluated by others and feel worse about it

Abbreviations: BFNE-R, Brief Fear of Negative Evaluation Scale e Revised; BFOE,

Bivalent Fear of Evaluation; CESD-R, Center for Epidemiologic Studies Depression
Scale e Revised; FNE, Fear of Negative Evaluation; FPE, Fear of Positive Evaluation;
FPES, Fear of Positive Evaluation Scale; SAD, Social Anxiety Disorder.
* Corresponding author. Department of Psychology, Division of Clinical Psychology, Psychotherapy, and Health Psychology, University of Salzburg, Hellbrunnerstrasse 34, 5020 Salzburg, Austria. Tel.: 43 662 8044 5163; fax: 43 662
8044 745163.
E-mail address: Jens.Blechert@sbg.ac.at (J. Blechert).
http://dx.doi.org/10.1016/j.jbtep.2014.10.004
0005-7916/ 2014 Elsevier Ltd. All rights reserved.

than low socially anxious individuals (Rapee & Heimberg, 1997;

Smith & Sarason, 1975). This so-called Fear of Negative Evaluation
(FNE) is incorporated as an important cognitive feature of social
anxiety in cognitive-behavioral models (Clark & Wells, 1995; Rapee
& Heimberg, 1997).
Weeks, Heimberg, and Rodebaugh (2008) recently added
another core feature of social anxiety e Fear of Positive Evaluation
(FPE) e consisting of distress and feelings of apprehension about
others positive evaluations of oneself. Albeit related, FNE and FPE
have been shown in cross-sectional studies and one longitudinal
study to contribute distinctly to the phenotype of social anxiety
(e.g., Fergus et al., 2009; Rodebaugh, Weeks, Gordon, Langer, &
Heimberg, 2012; Weeks, Heimberg, & Rodebaugh, 2008; Weeks,
Jakatdar, & Heimberg, 2010). Consequently, Weeks and Howell
(2012) combined them as unique components in their bivalent

J. Reichenberger et al. / J. Behav. Ther. & Exp. Psychiat. 46 (2015) 164e169

fear of evaluation (BFOE) model. However, the role of FPE as a distinct

feature remains controversial. Alternative accounts construe FPE as
a delayed effect of FNE: An initial positive evaluation raises social
standards, but if they cannot be upheld, FNE may arise (Wallace &
Alden, 1995, 1997).
A distinction between the distinct and delayed account can be
drawn by looking into the goals potentially underlying FPE and
FNE: According to Weeks, Rodebaugh, Heimberg, Norton, and
Jakatdar (2009), rather than predicting future failures (delayed account), FPE serves a more fundamental role in the social hierarchy:
positive feedback entails an upward shift in social hierarchy
resulting in a fear of negative consequences (e.g., concerns of social
reprisal from more dominant others due to overstepping one's
social rank [e.g., see Weeks & Howell, 2012]), whereas FNE is a fear
of negative consequences entailed by a downward shift in social
hierarchy following negative feedback (e.g., social exclusion). Thus,
an additional prediction of the BFOE model is that FPE and FNE may
show distinctiveness in regard of different goals, relating them
differentially to social behaviors that serve to prevent social
exclusion on the one hand or conicts with high-rank group
members on the other.
Despite notable evidence for the distinct account, questionnairebased research has important limitations, as personal social experiences, self-concepts and selective memory bias inuence ratings.
In the laboratory, by contrast, social-evaluative stimuli can be
delivered under controlled and comparable conditions, thus
limiting between-participant variability and specifying the targeted behaviors. Along these lines, Weeks, Howell, and Goldin
(2013) simulated social encounters by using lms with actors
expressing either negative or positive feedback. Thereby, FPE
correlated positively with subjective responses to positive, but not
negative feedback, whereas FNE correlated with positive and
negative feedback. However, some questions remain. First, neutral
lms are necessary to exclude generalized response tendencies,
frequently reported in socially anxious populations (Cooney, Atlas,

ne, & Gotlib, 2006; Lange, Allart, Keijsers, Rinck, &
Joormann, Euge
Becker, 2012). Second, to provide conceptual clarity, orthogonality
of the independent (questionnaires to measure FNE and FPE) and
the dependent variables (unpleasantness ratings of positive,
negative and neutral sentences) is desirable. The delayed account
would predict large variance overlaps between measures of FNE
and FPE as well as between their respective relationships with responses to positive, neutral and negative lms whereas we expected to nd support for the distinct account, predicting unique
covariance between FPE and unpleasantness responses to positive
lms as well as between FNE and unpleasantness responses to
negative lms.
Furthermore, if FPE and FNE serve differential goals with respect
to shifts in the social hierarchy, feelings of pride in response to the
positive sentences might be informative. Pride communicates
success and status to others (Leary, 2007), thereby increasing social
status within a group (Tracy & Robins, 2007a) and Gilbert (2000)
psychometrically showed that pride is correlated with feelings of
superiority to others. In addition, pride is tied to self-esteem
(Brown & Marshall, 2001; Tracy & Robins, 2007b), which signals
social status (sociometer hypothesis; Leary, Tambor, Terdal, &
Downs, 1995). Consequently, pride can reect an individual's position in the social hierarchy. If FPE serves to avoid upward social
shifts, it should be negatively correlated with pride responses,
whereas if FNE serves to avoid downward social shifts, it should be
positively correlated with pride responses to positive lms. In sum,
pride responses to positive lms might provide a stronger test of
the distinct account relating FPE and FNE in the opposite direction
to the same situation and might be indicative of underlying social
hierarchies.

165

2. Material and methods

2.1. Participants
Ninety-eight University of Salzburg students, mean age 23.5 years
(SD 3.55), with no current mental or neurological disorders, par
ticipated in exchange for payment (10 Euro) or course credit. Data were
acquired in two phases (N1 43, 37 female; N2 55, 29 female) with
slight variations in stimulus presentation and measures.1 The study
protocol was approved by the University of Salzburg ethics committee.
2.2. Procedure
After informed consent and a general introduction, participants
completed questionnaires for FNE and FPE. Next, sensors for psychophysiology measures were attached (results not reported here2), followed by adaptation and rating training. Generally, in both
experimental phases, several negative, positive, and neutral lms (3 s
each) from E. vids (Blechert, Schwitalla, & Wilhelm, 2013), a well
validated lm-set, were shown, each followed by ratings on visual
analogue scales. Each participant in subsample 1 was presented with 8
negative (e.g., I hate you), 8 neutral (e.g., The train goes fast) and 8
positive (e.g., I am proud of you) sentences expressed by 3 different
actors. All negative sentences expressed rejection of participants
while all positive sentences were designed to convey appreciation
towards the participants. Ten different actors were presented across
participants with equal frequency of actor identity and actor gender in
each valence category. Actors, in front of a white screen, spoke directly
to the camera with corresponding countenance and participants were
asked to imagine a real interaction and report their emotional
response through the ratings (see Blechert et al., 2013 for detailed
information). Phase 1 ratings comprised unpleasantness (pleasant to
unpleasant), arousal (calming to exciting), pride (not at all to very
strong), and other specic social emotion-related states.3 Each
participant of subsample 2 was presented with the same type and
number of lms; however, across participants, 18 actors were presented, and ratings were conned to unpleasantness and arousal dimensions. Last, participants completed additional questionnaires and
were debriefed.
2.3. Questionnaires
2.3.1. Brief Fear of Negative Evaluation Scale e Revised
To measure fear and distress related to negative evaluation from
others, a German translation of the Brief Fear of Negative Evaluation
Scale-Revised (BFNE-R: Carleton, McCreary, Norton, & Asmundson,
2006; Carleton, Collimore, McCabe, & Antony, 2011; German FNE-K:
Reichenberger et al., in press) was used. The 12 items (e.g., I am
usually worried about what kind of impression I make) are self-rated
on a 5-point Likert-scale from 1 (not at all characteristic of me) e 5
(extremely characteristic of me). The sum ranges from 12 to 60, with
higher scores indicating greater FNE. The German BFNE-R has
demonstrated excellent internal consistency (a .94), factorial validity, construct validity, and 2-week test-retest reliability
(Reichenberger et al., in press).

1
The two samples exhibited no differences on age, but sample 2 contained a
higher proportion of male participants than sample 1 (c2 12.18, p < .001) due to
increased efforts to balance gender distribution during recruitment of sample 2.
However, correlation patterns did not change according to gender.
2
EMG and ERP data showed main effects of the valence but no covariation with
FNE and FPE.
3
anger, contempt, fear, guilt, embarrassment, rejection, sadness, joy, appreciation and being liked/loved.

166

J. Reichenberger et al. / J. Behav. Ther. & Exp. Psychiat. 46 (2015) 164e169

2.3.2. Fear of Positive Evaluation Scale

To measure fear and distress related to positive evaluation from
others, a German translation of the Fear of Positive Evaluation Scale
(FPES: Weeks, Heimberg, and Rodebaugh (2008); German FPES:
Schwarz et al., under review) was used. It consists of 10 items (e.g.,
I feel uneasy when I receive praise from authority gures), rated
on a 10-point Likert-scale from 0 (not at all true) e 9 (very true). As
only the eight positively formulated items are included in the sum,
the score ranges from 0 to 72, with higher scores denoting higher
FPE. The German FPES has demonstrated acceptable internal consistency (a .79), factorial validity, construct validity, and 2-week
test-retest reliability (Schwarz et al., under review).
2.3.3. Center for Epidemiologic Studies Depression Scale e Revised
To measure subjective impairment associated with depressive
symptoms within the last week, a German translation of the Center
for Epidemiologic Studies Depression Scale e Revised (CESD-R: Eaton,
Muntaner, Smith, Tien, & Ybarra, 2004; German ADS: Hautzinger,
Bailer, Hofmeister, & Keller, 2012) was used. The long form consists of 20 items (e.g., My appetite was poor) rated on a 4-point
scale from 0 (rarely or not at all/less than one day) e 3 (most, all of the
time/5 to 7 days). The sum ranges from 0 to 60, with higher scores
indicating higher depression intensity. The German CESD-R has
demonstrated good internal consistency (a .89e.92) and
construct validity (Hautzinger et al., 2012).
2.4. Statistical analysis
Unpleasantness ratings of the 8 lms of each valence category
(positive, neutral, negative) were averaged. For phase 1 participants, pride ratings were averaged across the 8 lms of the positive
valence category only.
Unpleasantness ratings for the three conditions were orthogonalized (by saving standardized residuals from multiple regressions, e.g., unpleasantness ratings in positive condition on
unpleasantness ratings in neutral and negative condition) and
partial correlations with FPES and BFNE-R (while controlling for the
respective other questionnaire) were calculated.
Pride ratings following positive feedback were orthogonalized
and partial correlations with FPES and BFNE-R (while controlling for
the respective other questionnaire, CESD-R scores4 and orthogonalized unpleasantness ratings for positive sentences) were calculated.
All measures were checked for outliers and deviation from
normality. One outlier was excluded for all calculations, FPES scores
for the unpleasantness test, and CESD-R scores for the pride test
were square root transformed. Preliminary analyses showed similar
correlation patterns with non-orthogonal measures, but results
including the orthogonal measures are reported here for reasons of
statistical precision. Means and standard deviations for all measures are displayed in Table 1.
3. Results
3.1. Test 1 e Unpleasantness
As expected and illustrated in Fig. 1, higher BFNE-R scores
correlated with greater unpleasantness responses to negative social
feedback, and higher FPES scores correlated with greater

4
CESD-R scores were included as a covariate, as a study by Gilbert (2000)
showed a signicant correlation between pride and CESD-R scores, and CESD-R
scores in the present study were strongly correlated with BFNE-R scores (r .53,
p < .001).

Table 1
Means and standard deviations for all variables examined in test 1 and 2.
Variables
Test 1 e Unpleasantness (N 95)
Unpleasantness ratings of negative sentences
Unpleasantness ratings of positive sentences
Unpleasantness ratings of neutral sentences
Brief Fear of Negative Evaluation Scale e Revised (BFNE-R)
Fear of Positive Evaluation Scale (FPES)
Test 2 e Pride (N 41)
Pride ratings of positive sentences
Brief Fear of Negative Evaluation Scale e Revised (BFNE-R)
Fear of Positive Evaluation Scale (FPES)
Center for Epidemiologic Studies Depression Scale-Revised
(CESD-R)
Unpleasantness ratings of positive sentences

SD

78.73
20.48
43.60
35.03
19.23

12.10
13.89
17.30
9.58
12.84

54.02 22.82
37.66 11.29
21.76 14.74
14.98 9.16
14.85 12.72

Note: M Mean, SD Standard deviation.

unpleasantness responses to positive lms. Ratings of neutral lms

were not correlated with either questionnaire.
3.2. Test 2 e Pride
As expected and illustrated in Fig. 2, higher BFNE-R scores went
along with higher residual pride responses to positive lms,
whereas higher FPES scores went along with lower residual pride
responses to positive lms. Fisher z-scores showed a signicant
difference between the two partial correlations (z 5.15,
p < .0001).
4. Discussion
The present study examined whether measures of FNE and FPE
would selectively and independently predict subjective responses
to experimentally conveyed negative and positive social feedback
according to unpleasantness and pride.
In line with the distinct account, higher FNE went along with
stronger unpleasantness responses to negative lms whereas
higher FPE went along with stronger unpleasantness responses to
positive lms. These results are inconsistent with the delayed account stating that FNE could account for negative responses to
positive social feedback inasmuch as these predict future negative
evaluation. This evidence dovetails with previous psychometric
evidence suggesting a distinct role for FPE in predicting responses to
positive feedback (e.g., see Fergus et al., 2009; Weeks, Heimberg,
and Rodebaugh (2008); Weeks, Heimberg, Rodebaugh, & Norton,
2008). Furthermore, the ndings of Weeks et al. (2013) have been
expanded upon in the present study, since correlations were selective and potential overlaps between questionnaires and between
responses to the three video conditions (i.e., negative, positive, and
neutral) were statistically controlled for.
In our second test, we predicted that FPES and BFNE-R would be
correlated distinctly and in different directions with pride responses to positive lms: as expected, higher FPE was associated
with lower pride responses, possibly to avoid upward shifts in the
social hierarchy, which can challenge superordinate group members and result in hierarchy conicts (Gilbert, 2000), whereas
higher FNE was associated with higher pride responses, possibly to
avoid downward shifts. The negative correlation of FPES and pride
responses to positive social lms is further consistent with Gilbert
(2000), who reported that socially anxious (as well as depressed)
individuals felt less proud for positive outcomes. Notably, subclinical variation in social anxiety in healthy individuals was sufcient
to reveal similar associations, supporting continuum models of
social anxiety (Ruscio, 2010). Last, this correlation dovetails with

J. Reichenberger et al. / J. Behav. Ther. & Exp. Psychiat. 46 (2015) 164e169

167

Fig. 1. Partial correlations between residual unpleasantness ratings for the sentence categories and BFNE-R (Brief Fear of Negative Evaluation Scale-Revised) or FPES (Fear of Positive
Evaluation Scale), when controlling for the respective other questionnaire.

Fig. 2. Partial correlations between residual pride ratings for positive sentences and BFNE-R or FPES, when controlling for the respective other questionnaire, depression and
residual unpleasantness ratings for positive sentences.

enhanced submissive behavior in individuals with high FPE (Weeks

et al., 2010) and their concerns of social reprisal due to positive
impressions (Weeks & Howell, 2012).
The respective nding that higher FNE went along with higher
pride responses to positive feedback is consistent with previous
ndings that individuals scoring high in FNE embrace social
approval (Friend & Gilbert, 1973; Watson & Friend, 1969). They

might also have a stronger need for approval as higher FNE relates
to higher evaluative concerns and perfectionism (Flett, Hewitt, &
De Rosa, 1996; Hewitt & Flett, 1991; Wu & Wei, 2008).
Furthermore, the opposing correlation pattern of pride with
measures of FPE versus FNE highlights the important distinct role of
FPE above FNE as components in social anxiety: positivity impairment (e.g., reduced positive automatic thoughts) and

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J. Reichenberger et al. / J. Behav. Ther. & Exp. Psychiat. 46 (2015) 164e169

disqualication of positive social experiences, observed in individuals with SAD (e.g., see Kashdan, Weeks, & Savostyanova, 2011
for a review) seem to be tied more strongly to FPE than to FNE
(Weeks & Howell, 2012). The present negative correlation of pride
(i.e., a positive emotional experience) and FPES scores might be due
to attributional mechanisms: Individuals with high FPE might have
difculties in attributing positive outcomes to their own behavior
or global self (i.e. Tracy & Robins, 2007a).
According to the present results, pride might be an important
target in psychological treatments of social anxiety. Leary, Haupt,
Strausser, and Chokel (1998) showed that self-esteem and selfrelevant affect (e.g., pride) increase with positive interpersonal
feedback. However, in light of the present results, positive feedback
may enhance self-esteem in high FNE individuals (see Reijntjes
et al., 2011 for such results in children), but appears counterproductive for high FPE individuals. Alternatively, socially anxious
individuals could also experience high trait levels of FPE and FNE,
which are activated dependent on context. Consequently, positive
social feedback results in state reductions in pride (since FPE is
activated), whereas negative feedback results in state increases in
pride (since FNE is activated).
Several limitations to the present study must be acknowledged.
All of the participants were students and therefore do not represent
a diversity of demographic characteristics. Although dimensional
models of SAD have gained prominence (Ruscio, 2010) a replication
in a clinical sample may be desirable. Furthermore, video responses, despite giving considerably more specicity in a
controlled laboratory setting compared to trait questionnaires, are
still subject to some of the known biases of self-report of emotion
(Robinson & Clore, 2002). In addition because of the instruction at
the beginning of the experiment imagine a real interaction we
cannot preclude emotional response ratings being partially based
on imagined scenarios. Therefore, future research could substantiate the present results with psychophysiological and implicit
measures as well as the assessment of eye gaze tendencies during
actual social interactions.
In conclusion, the present study revealed that FNE and FPE can
be seen as two distinct constructs when evaluated in relation to
positive and negative social feedback. Furthermore, the reactions of
pride to positive sentences differed with regard to FNE and FPE,
supporting the notion that FNE and FPE serve distinct social goals.
Together, these tests were based on the BFOE model which might
have utility in complementing current theories of social anxiety.
Although the eld has made great strides by focusing on negative
aspects of social anxiety, enhanced focus upon positivity impairment and responses to positive versus negative social events will
yield continued renements to our knowledge base, assessment,
and treatment of social anxiety.

Acknowledgments
The authors would like to thank Maria Schwitalla, Dominik
Jourdan, Sabrina Freier and Doris Bauer for their assistance in this
research.
This research received no specic grant from any funding
agency in the public, commercial, or not-for-prot sectors.

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