Fear of negative evaluation, loneliness, and social interaction anxiety among Chinese technical-vocational senior high school students

This research assessed levels of fear of negative evaluation, loneliness, and social interaction anxiety among Technical-Vocational Senior High School (TVSHS) students in central China and examined demographic differences and interrelationships among these factors to inform the development of a psychological intervention program. Employing a descriptive-correlational research design, the study gathered data from TVSHS students selected through stratified random sampling, using standardized instruments: the Brief Fear of Negative Evaluation Scale (BFNE-2), the UCLA Loneliness Scale Version 3 (ULS-3), and the Social Interaction Anxiety Scale (SIAS). Descriptive statistics, the Mann-Whitney U test, the Kruskal-Wallis H test, and Spearman's rho correlation analysis were used to analyze the data. Results revealed that the participants scored high in fear of negative evaluation, loneliness, and social interaction anxiety. Fear of negative evaluation did not differ significantly by sex, grade level, academic major, residential location, or only-child status. However, selected dimensions of loneliness and social interaction anxiety varied significantly according to sex, academic major, and residential location. Correlation analysis indicated a statistically significant negative relationship between fear of negative evaluation and loneliness, as well as a significant negative relationship between loneliness and social interaction anxiety, while no significant relationship was found between fear of negative evaluation and social interaction anxiety. These findings suggest that TVSHS students experience elevated levels of psychosocial difficulties that are shaped by certain demographic characteristics and are interrelated in complex ways. Based on the findings, a targeted psychological intervention program was designed to increase students' self-confidence, emotional control, social skills, and adaptive coping mechanisms, with the aim of lowering their fear of negative evaluation, loneliness, and social anxiety. It is recommended that school authorities and guidance personnel implement this intervention program and provide continuous monitoring and support to promote the psychological well-being of TVSHS students.