Heterosocial anxiety has been assessed in a variety of ways, but little emphasis has been placed on collecting data in the person's social environment. The present study employed a behavioral diary to examine the daily heterosocial interactions of high- and low-socially-anxious students in the natural environment. Highanxious students participated in fewer interactions over a two-week period and reported higher anxiety, poorer performance, and less satisfaction with their performance than low-anxious students. Total and mean duration of interactions did not discriminate between groups, and subjects' sex made little difference. The impact of a variety of situational variables was also assessed. Issues regarding the use of heterosocial diaries for behavioral assessment are discussed. © 1987 Association for Advancement of Behavior Therapy. All rights reserved.
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