Cognitive‐Emotional Impact of Negative Interpretations of Ambiguous Social Information and Fear of Negative Evaluation on the Association Between Intolerance of Uncertainty and Social Anxiety Subtypes: A Cross‐Sectional Mediation Analysis
Bibliographic record
Abstract
This study investigated whether negative interpretations of ambiguous social information and fear of negative evaluation (FNE) mediate the relationship between intolerance of uncertainty (IU) and social anxiety subtypes, specifically social interaction anxiety and performance anxiety. Sixty-six participants completed measures examining IU, social interaction anxiety, social performance anxiety, fear of negative evaluation, and negative interpretation bias in the context of ambiguous social scenarios. As expected, fear of negative evaluation mediated the association between IU and social interaction anxiety, and the relationship between IU and performance anxiety. Negative interpretation bias, as measured by a higher likelihood of having negative interpretations of ambiguous social content come to mind, mediated the association between IU and both social anxiety subtypes; however, participants' belief in those negative interpretations did not. Results of this study suggest that difficulty tolerating uncertainty about perceived negative evaluation and about the meaning and possible consequences of ambiguous social situations may be a critical element in the development, maintenance, and/or exacerbation of social anxiety. Future studies should incorporate longitudinal designs using serial moderation models to examine the complex causal relations between IU, FNE, negative appraisals of ambiguous social content, and social anxiety subtypes.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".