Cognición interpersonal de los adolescentes y autoevaluación de su propia ansiedad en un escenario imaginado de presentación en el aula que provoca ansiedad: Diferencias de género
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Abstract
Las presentaciones orales de la clase se asignan regularmente a los adolescentes, pero a menudo provocan ansiedad social, debido a la importancia de la aprobación de los compañeros y la necesidad de evaluarse a sí mismo como normal. También, se sabe poco acerca de las diferencias de género en la cognición interpersonal de las niñas y los niños y las evaluaciones de la ansiedad y el yo en situaciones de habla que provocan ansiedad. Se examinaron las diferencias de género en la cognición interpersonal y las valoraciones de la ansiedad en un escenario imaginado de presentación de clase en una muestra normativa de 687 adolescentes, de 14 a 16 años, del suroeste de Finlandia. Las medidas incluyeron el Cuestionario de Aula de Ansiedad Social y Cognición Interpersonal y la Escala de Ansiedad Social para Adolescentes. Las pruebas T examinaron las diferencias de género en la cognición interpersonal, y las pruebas de chi cuadrado examinaron las evaluaciones de los adolescentes de la probabilidad de su propia ansiedad de presentación y de sí mismo como ansioso. Las niñas reportaron con más frecuencia respuestas positivas, y menos frecuentemente negativas, hacia el grupo representado y ansioso que los niños. Además, un mayor porcentaje de niñas predijo que era probable que se volvieran ansiosas en la situación, y la no aceptación de sí mismas como ansiosas era más frecuente entre las niñas. Los niños predijeron reacciones negativas abiertas de los compañeros de clase (por ej., risas) hacia el compañero representado, ansioso, y hacia ellos mismos con más frecuencia que las niñas. Los resultados se discuten en el contexto del desarrollo específico de género y los procedimientos para reducir la ansiedad social de los adolescentes.
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