An Investigation Into the Influence of Positive Peer Feedback on Self-Relevant Cognitions in Social Anxiety

Abstract This study investigated whether positive feedback from same-age peers can modify self-relevant cognitive processes of high socially anxious youth in a direction. Thirty-three and 32 non-socially undergraduate students (17–22 years) gave an impromptu speech received either or neutral post-speech. Anticipatory processing (AP) was rated prior to the via self-report. One week later participants returned laboratory completed questionnaires assessing post-event (PEP) thoughts related AP about future speech. For receiving feedback, their performance significantly improved over time. In addition, who reported higher frequency PEP intervening week. These improvements did not occur peer condition. Non-socially participants’ both conditions, whereas unaffected by feedback. findings suggest that, youth, We discuss how methodological could more thoroughly investigate potential for changing cognitions.