Abstract: Fear of negative evaluation(FNE) was defined as anticipate and apprehension about others' evaluations, distress over their negative evaluations. Elkind proposed that teenagers move through a period of egocentrism, characterized by the belief that he or she is the continual object of everyone’s attention. During this period, adolescences not only need to face their physical and psychological changes, but also deal with their "imaginary audience" . These imaginary audiences will evaluate themselves. Therefore, the phenomenon of teenage fear of negative evaluation is particularly prominent, which may affect their healthy growth and performance in school. However, in the past, few studies were known about the developmental trajectories of fear of negative evaluation and the contributing factors and mechanisms that underlie the development, particularly in life stages with an accumulation of changes and challenges. Accordingly, a three-year longitudinal study was conducted to examine the change trajectories of fear of negative evaluation, and how self-perception shaped the development of middle school students. A total of 1222 seventh-grade adolescents were recruited from two middle schools and participated in this study. 977 adolescents participated in three consecutive years. The average age for the adolescents was 13.52 years (SD = 11.54 months). The study adopted the Social Anxiety Scale for Children-revised and Self-Perception Profile for Children to assess fear of negative evaluation, scholastic self-perception and social self-perception during three periods of time in May of 2012, May of 2013, May of 2014 respectively. The latent growth modeling was used to examine: (1) There was a significant increase of fear of negative evaluation in middle students over past three years（S=.05，p<.001）. (2) Scholastic self-perception and social self-perception as a time-variant variable influenced adolescent fear of negative evaluation. Higher level of scholastic self-perception or social self-perception at given testing point could decrease adolescent fear of negative evaluation at that time. (3) The role of gender on the development trajectories of fear of negative evaluation was due to gender differences of self-perception. Our findings suggest that developmental trajectories of fear of negative evaluation are influenced by changes in the forms and functions of social expectations, relationships and ego level at different developmental stages. And all these trajectories are influenced by perceived pressure at different developmental stages. Students who just entered middle school from primary school would grow higher levels of socio-cognitive maturity. They reported more interpersonal pressure (such as peer relationship, teacher-student relationship) and achievement stress (such as academic performance, exercise performance), which were different from adults. A better understanding of the causes and consequences of change in fear of negative evaluation across the critical age period of adolescence can help to ameliorate intervention programs designed to assist maladaptive adolescents. As Loevinger noted: every stage has its weaknesses, its problems, and its paradoxes, which provide both a potential for maladjustment and a potential for growth.

Key words: fear of negative evaluation, developmental trajectories, self-perception

摘要： 采用问卷法对977名初中生在校三年间负面评价恐惧的发展状况进行三次追踪测试，通过建构潜变量增长模型，检验初中生负面评价恐惧的变化趋势，并考察学业自尊和社交自尊对负面评价恐惧变化的影响。结果发现：（1）初中青少年负面评价恐惧呈上升趋势；（2）从初一到初三，学生较高的学业自尊和社交自尊显著抑制负面评价恐惧的增长；（3）性别对负面评价恐惧发展轨迹的影响是由于自尊的性别差异引起的。

关键词: 负面评价恐惧, 发展轨迹, 自尊