中文摘要：

目的：考察高低社交焦虑大学生对正性评价的解释偏向.方法：选取12名高社交焦虑（SIAS得分超过中国常模均值1个标准差）大学生参加半结构式访谈,了解高社交焦虑大学生受到正性评价的情形和经历及对正性评价的反应,并归纳其解释正性评价的方式;另外选取大学生43人（高社交焦虑21人,低社交焦虑22人）,采用简版负性评价恐惧量表（BFNE-S）、正性评价恐惧量表（FPES）、自编正性评价解释方式评定问卷评定其负性评价恐惧、正性评价恐惧水平及对正性评价解释方式,检验社交焦虑个体对正性评价的解释偏向.结果：访谈结果表明,高社交焦虑大学生在受到正性评价时易产生负性情绪,其解释路径可归纳为“正性评价提升他人期望”,“正性评价增加人际冲突”两类.高社交焦虑组的BFNE-S和FPES评分均高于低社交焦虑组（均P＜0.001）;高社交焦虑组对正性评价的消极解释评分高于低社交焦虑组,对正性评价的积极解释评分低于低社交焦虑组（均P ＜0.05）.结论：高社交焦虑大学生认为正性评价会提升他人期望或带来关注,且相对于低社交焦虑大学生更倾向于用消极的方式解释他人期望提升与关注的后果.

英文摘要：

Objective： To explore interpretative bias of positive evaluation in higher and lower socially anx- ious college students. Methods： Totally 12 higher socially anxious college students （their SIAS scores were higher than Chinese normative means a standard deviation） were selected to participate the semi-structured interviews, which studied their experience of and reactions to positive evaluation, and then classified and summarized their in- terpretations of positive evaluation. Totally 43 college students were selected （21 cases with higher social anxiety and 22 cases with lower social anxiety）. The Brief Fear of Negative Evaluation Scale： Straifforward （BFNE-S）, Fear of Positive Evaluation Scale （FPES） and self-made Interpretations of Positive Evaluation Questionnaire were em- ployed to compare fear of negative evaluation （FNE）, fear of positive evaluation （FPE）, and interpretations of posi- tive evaluation between higher and lower socially anxious individuals, for the purpose of examining interpretation bi-ases existed in socially anxious individuals. Results： The result of semi-structured interviews indicated that higher socially anxious individuals generated negative emotion when they received positive evaluation. FPE occurred through two major interpretative pathways of positive evaluation, i. e., ＂positive evaluation enhances others＇expecta- tion＂ and ＂positive evaluation increases interpersonal conflicts＂. Scores of FNE and FPE were significantly higher in higher socially anxious individuals than in lower socially anxious individuals （Ps 〈 0. 001）. Higher socially anxious individuals got higher scores of negative interpretation to positive evaluation and lower scores of positive interpreta- tion to positive evaluation than lower socially anxious individuals （Ps 〈 0.05）. Conclusion： Higher socially anxious college students are not more than the lower socially anxious individuals to think positive evaluation raised expecta- tions or others brought attenti