Abstract
The purpose of this study was to investigate the influences of attainable goal-setting on speech-related cognition in socially anxious individuals. Forty undergraduates completed 2 speech tasks, and we examined changes in speech-related cognition depending on the presence or absence of goal-setting. Participants in the goal-setting condition set attainable goals for speech tasks using worksheets by themselves, and participants in the control condition completed arithmetic tasks. Unexpectedly, in the control condition, perceived social standards in those with a high level of social anxiety were attenuated. In addition, state anxiety after speech tasks decreased in the control condition regardless of social anxiety. These findings suggest that goal-setting in the method of this study led to an increase of perceived social standards and state anxiety.
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