Directing self-compassion toward maladaptive self-beliefs in social anxiety
Bibliographic record
Abstract
BACKGROUND/OBJECTIVES: Inducing self-compassion has shown benefits for social anxiety. Typically, individuals focus on a past or upcoming stressful social situation generally with self-compassion writing prompts. The present research evaluated the possible benefits of focusing self-compassionate writing on maladaptive self-beliefs. METHODS: = 229 students pre-selected for high social anxiety), during a single online session (30 minutes), participants reported their endorsement of maladaptive self-beliefs and then were randomly assigned to reflect on the beliefs within a potential future social situation with self-compassion or control writing prompts. Participants then reported their predicted thoughts and behaviors if the situation were to occur. RESULTS/CONCLUSIONS: In both studies, participants in the self-compassion condition reported greater expected state self-compassion and positive affect, lower expected anxiety/distress, and fewer expected safety behaviors, compared to controls. Further, participants in the self-compassion condition showed significant reductions in endorsement of maladaptive self-beliefs from pre- to post-induction in both studies. Finally, in Study 1, the reduction in the endorsement of maladaptive self-beliefs for the self-compassion condition, led to reduced anxiety, which was further associated with lower predicted safety behaviors. Directing self-compassion to maladaptive self-beliefs specifically appears fruitful for socially anxious individuals.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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".