Author

Hilary Warner

Date of Award

2010

Document Type

Thesis

Abstract

The present study examined the interaction between the effects of social evaluation and writing and drawing on state anxiety. Students from a small, undergraduate, liberal arts college completed a stress inducing math task, then either wrote or drew for 5 min. Participants believed that either no one would see their responses, the researcher would evaluate their responses, or their peers would evaluate their responses. No significant differences were found for either variable on two self-report measures of state anxiety. However, trends in the data suggest that the expectation of evaluation by the researcher elicits greater anxiety than the expectation of no or peer evaluation when drawing. This and other trends are attributed to differences in how often the participants are engaged in drawing or writing activities in daily life.

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