Fear of Negative Evaluation and Classroom Participation among University Students: The Mediating Role of Academic Self-Efficacy
DOI:
https://doi.org/10.67460/ijik.1.3.2026.30Keywords:
Fear of negative evalution, classroom participation, academic self-efficacy, university students, higher education, mediationAbstract
The classroom is a part of the learning process at the university that is a crucial one because it has the opportunity to provide space for the students to ask questions, share their ideas, explain their understanding, and discuss in the academic context. But some students might be dissuaded because of the negative connotations of being judged. The students' academic self-efficacy may also signify whether or not they can feel secure enough to engage in classroom activities. The present study investigated the associations between fear of negative evaluation and classroom participation as well as the mediating processes of academic self-efficacy. A quantitative, cross sectional correlational design is suggested with sample of 100 university students of Karachi, Pakistan who were taken by convenience sampling. Standardized assessments for fear of negative evaluation and academic self-efficacy will be administered as well as a classroom participation measure. The proposed relationships will be explored by using the Pearson correlation and Hayes PROCESS Model 4. For this revision, it is not provided any raw data, so it is not fabricated a numerical empirical result. The manuscript offers a full research framework with a well-defined results template to be filled with actual SPSS output.
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