{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/28941"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/28941","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Reduction of fear arousal in young adults with speech anxiety through elicitation of positive emotions","abstract":"A research study was conducted to examine Fredrickson's Broaden-and-build theory of positive emotions in a speech anxious sample of undergraduate students. Experimental elicitation of positive emotions has previously been shown to speed cardiovascular recovery, increase attention, and broaden thought-action repertoires compared to elicitation of negative or neutral emotions (Fredrickson et al., 2000). 88 undergraduate students were selected from a screening process based on their reported speech anxiety on the Personal Report of Confidence as a Speaker (PRCS). Students who reported low or high speech anxiety completed an anxiety provoking task and were subsequently exposed to either a neutral emotion condition \"Pipes\" film) or one of two positive emotion conditions (\"Puppy\" film or thinking of a happy memory task). Fredrickson's theory was not supported since results showed no differences in cardiovascular recovery, thought-action repertoires, or global thinking for either groups or conditions. However, differences were found for broadened scope of attention on a modified Stroop task where the low anxiety group responded faster to threat words in the neutral and happy memory conditions than after viewing a positive film. Results of the study are discussed in light of attribution theory of emotion and previous studies on the effects of positive emotions.","abstract_html":"A research study was conducted to examine Fredrickson's Broaden-and-build theory of positive emotions in a speech anxious sample of undergraduate students. Experimental elicitation of positive emotions has previously been shown to speed cardiovascular recovery, increase attention, and broaden thought-action repertoires compared to elicitation of negative or neutral emotions (Fredrickson et al., 2000). 88 undergraduate students were selected from a screening process based on their reported speech anxiety on the Personal Report of Confidence as a Speaker (PRCS). Students who reported low or high speech anxiety completed an anxiety provoking task and were subsequently exposed to either a neutral emotion condition "Pipes" film) or one of two positive emotion conditions ("Puppy" film or thinking of a happy memory task). Fredrickson's theory was not supported since results showed no differences in cardiovascular recovery, thought-action repertoires, or global thinking for either groups or conditions. However, differences were found for broadened scope of attention on a modified Stroop task where the low anxiety group responded faster to threat words in the neutral and happy memory conditions than after viewing a positive film. Results of the study are discussed in light of attribution theory of emotion and previous studies on the effects of positive emotions.","abstract_has_math":false,"creators":["Hannesdottir, Dagmar Kristin"],"institution":"Virginia Tech","degree_name":"Ph. D.","degree_level":"doctoral","degree_discipline":"Psychology","degree_department":"Psychology","school":null,"contributors":[],"advisors":[],"committee_chairs":["Ollendick, Thomas H."],"committee_members":["Bell, Martha Ann","Clum, George A. Jr.","Dunsmore, Julie C.","Scarpa, Angela"],"year":2007,"date_issued":"2007-08-31","date_published":"2007-08-31","updated_at":"2026-07-22T22:19:00Z","subjects":["positive emotions","speech anxiety","Emotion regulation","college students"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-09112007-171749"],"render_values":[{"text":"etd-09112007-171749","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/28941","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Ollendick, Thomas H."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Bell, Martha Ann","Clum, George A. Jr.","Dunsmore, Julie C.","Scarpa, Angela"]},{"key":"dc:contributor.department","label":"Department","values":["Psychology"]},{"key":"dc:creator","label":"Author","values":["Hannesdottir, Dagmar Kristin"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-14T20:16:09Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-14T20:16:09Z","2010-10-08"]},{"key":"dc:date.issued","label":"Date","values":["2007-08-31"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph. D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["positive emotions","speech anxiety","Emotion regulation","college students"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-09112007-171749"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/28941"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["A research study was conducted to examine Fredrickson's Broaden-and-build theory of positive emotions in a speech anxious sample of undergraduate students. Experimental elicitation of positive emotions has previously been shown to speed cardiovascular recovery, increase attention, and broaden thought-action repertoires compared to elicitation of negative or neutral emotions (Fredrickson et al., 2000). 88 undergraduate students were selected from a screening process based on their reported speech anxiety on the Personal Report of Confidence as a Speaker (PRCS). Students who reported low or high speech anxiety completed an anxiety provoking task and were subsequently exposed to either a neutral emotion condition \"Pipes\" film) or one of two positive emotion conditions (\"Puppy\" film or thinking of a happy memory task). Fredrickson's theory was not supported since results showed no differences in cardiovascular recovery, thought-action repertoires, or global thinking for either groups or conditions. However, differences were found for broadened scope of attention on a modified Stroop task where the low anxiety group responded faster to threat words in the neutral and happy memory conditions than after viewing a positive film. Results of the study are discussed in light of attribution theory of emotion and previous studies on the effects of positive emotions."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ph. D."]},{"key":"dc:title","label":"Title","values":["Reduction of fear arousal in young adults with speech anxiety through elicitation of positive emotions"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Ollendick, Thomas H."],"dc:contributor.committeemember":["Bell, Martha Ann","Clum, George A. Jr.","Dunsmore, Julie C.","Scarpa, Angela"],"dc:contributor.department":["Psychology"],"dc:creator":["Hannesdottir, Dagmar Kristin"],"dc:date.accessioned":["2014-03-14T20:16:09Z"],"dc:date.available":["2014-03-14T20:16:09Z","2010-10-08"],"dc:date.issued":["2007-08-31"],"dc:description.abstract":["A research study was conducted to examine Fredrickson's Broaden-and-build theory of positive emotions in a speech anxious sample of undergraduate students. Experimental elicitation of positive emotions has previously been shown to speed cardiovascular recovery, increase attention, and broaden thought-action repertoires compared to elicitation of negative or neutral emotions (Fredrickson et al., 2000). 88 undergraduate students were selected from a screening process based on their reported speech anxiety on the Personal Report of Confidence as a Speaker (PRCS). Students who reported low or high speech anxiety completed an anxiety provoking task and were subsequently exposed to either a neutral emotion condition \"Pipes\" film) or one of two positive emotion conditions (\"Puppy\" film or thinking of a happy memory task). Fredrickson's theory was not supported since results showed no differences in cardiovascular recovery, thought-action repertoires, or global thinking for either groups or conditions. However, differences were found for broadened scope of attention on a modified Stroop task where the low anxiety group responded faster to threat words in the neutral and happy memory conditions than after viewing a positive film. Results of the study are discussed in light of attribution theory of emotion and previous studies on the effects of positive emotions."],"dc:description.degree":["Ph. D."],"dc:identifier.other":["etd-09112007-171749"],"dc:identifier.uri":["http://hdl.handle.net/10919/28941"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["positive emotions","speech anxiety","Emotion regulation","college students"],"dc:title":["Reduction of fear arousal in young adults with speech anxiety through elicitation of positive emotions"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Ph. D."],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:19:00Z"}