Evaluation Apprehension (EA) is the psychological concern or anxiety individuals feel when they believe they are being evaluated, especially in the presence of an audience. This concern can have varying effects depending on the complexity of the task at hand. For simple tasks that require little cognitive effort, such as shouting or performing a well-learned action, the presence of an audience and the anxiety associated with EA can actually improve performance. This phenomenon is known as the Yerkes-Dodson Law, which suggests that moderate levels of arousal can enhance performance on tasks that are simple or well-practiced. However, for complex or novel tasks, such as giving a public presentation or solving a difficult problem, the same evaluation apprehension can be detrimental, leading to poorer performance.
Cottrell's Model of Evaluation Apprehension provides a detailed explanation of when and why EA arises. According to Cottrell, EA occurs primarily when the individual perceives that others are capable of evaluating their performance. He also argued that this effect is strongest when people can clearly see their audience, as visual awareness increases the perception that one is being evaluated. This theory was supported by an experiment in which participants who were blindfolded showed a reduction in EA, as they could not see the audience and thus did not feel as evaluated. The presence of an audience can also activate the individual’s concern about being judged or compared to others, intensifying feelings of self-consciousness and performance anxiety.
Evaluation Apprehension has significant implications in various social and work-related settings, especially where performance is being scrutinized. In the context of public speaking or presentations, people often experience heightened anxiety due to the fear of being judged or making mistakes in front of others. This anxiety can interfere with cognitive functioning, impairing the ability to recall information, maintain focus, and effectively communicate. As Cottrell’s model suggests, being able to see the audience intensifies this sense of evaluation, making it harder to manage the pressure.
Similarly, classroom settings often induce EA, where students may feel nervous about answering questions in front of their peers or presenting their ideas in group discussions. When students perceive that their performance is being evaluated, the fear of negative judgment can hinder their ability to contribute meaningfully.
In Practice:
One practical application of the concept of EA is in performance-based feedback. For example, in professional settings or educational environments, recognizing the role of EA can help managers or educators create a less intimidating atmosphere for individuals giving presentations or speaking in front of a group. To mitigate the negative effects of EA, it might be helpful to reduce the audience’s visibility or modify the setting. For instance, organizing presentations in smaller, less formal groups, or even offering a “blind” review system (where feedback is given without revealing the evaluator’s identity) can reduce the anxiety that comes with being evaluated.
In sports psychology, EA can be addressed by focusing on mental training techniques like visualisation and relaxation exercises. Athletes often perform better in high-pressure situations if they can reduce the anxiety caused by the fear of evaluation. Techniques like meditation, deep breathing, or imagining success in front of an audience can help reduce EA and improve performance in complex tasks. These interventions aim to shift focus away from the potential evaluation and toward the process and the execution of the task at hand.
Based on the principles of Evaluation Apprehension, can you think of how to optimise your performance in on-line and in-person presentations?
Key References
Cottrell, N.B. (1972). Social Facilitation. In C. McClintock (ed.), Experimental Social Psychology (pp. 185-236). New York: Holt, Rinehart & Winston.
This foundational work by Cottrell outlines the model of evaluation apprehension and its role in social facilitation, discussing how the visibility of an audience can affect individual performance.
Zajonc, R. B. (1965). Social facilitation. Science, 149(3681), 269-274.
This classic study introduces the concept of social facilitation, showing how the presence of others can improve performance on simple tasks but impair performance on complex tasks, which is related to the concept of evaluation apprehension.
Mullin, M., & Williams, J. (2011). Sport psychology: Contemporary themes. McGraw-Hill.
This book explores various aspects of sport psychology, including the role of evaluation apprehension in athletic performance and how athletes can manage performance anxiety.
