Examining the relationship between shyness, anxiety and Type D personality

Background and Objectives: Previous research has focused on the relationship between shyness and anxiety, for example, social anxiety has been widely linked to shyness, with Type D personality being previously linked to anxiety. However, there has been no previous research that has focused on the relationship between shyness, anxiety and Type D personality together, although they have previously shown similar traits. Methods: There were two parts to the study. Part one: Nineteen University students from Leeds Trinity University on a course with a presentation component participated. 24 hours prior to or after the presentation task, participants completed an online survey with four validated measures: the Revised Cheek and Buss Shyness Scale (RCBS), the Standard assessment of negative affectivity, social inhibition, and Type D personality scale (DS14), State-Trait Anxiety Inventory (STAI-T) and the Brief Fear of Negative Evaluation Scale (BFNE-S). Immediately prior to and after the presentation task, heart rate measures were taken. The Rey-Osterrieth Complex Figure Task (ROCF) was completed immediately after the presentation task. Part two: Ten participants in the study opted to take part in a semi-structured interview following the presentation task to explore views and experiences regarding shyness and anxiety. Results: As hypothesised, shyness, anxiety and Type D personality were found to be similar constructs. Results showed some differences between peak heart rate and the high and low groups of each of the concepts, with shyness also showing some significant differences on the ROCF scores. Themes on perceived judgement by others, anticipation and pressure of expectations were found from the interview data. Conclusion: This study showed patterns between the constructs and the timing of peak heart rates during the presentations, showing that they may share similar traits. As University students undertake presentations as part of assessed modules, this suggests the value of further investigation in Higher Education settings, to ensure that all students are supported effectively.