Glossophobia Traits and Academic Performance among University Students: Fear of Negative Evaluation as a Mediator

Purpose: To examine the relationship between glossophobia traits, academic performance, and fear of negative evaluation among Pakistani students in universities in Pakistan and the United Kingdom. Methodology: A cross-sectional correlational design was employed, and purposive sampling was used to recruit Pakistani students studying at universities in Pakistan and the United Kingdom, aged 18 to 30 years. Standardized measures included the Public Speaking Anxiety Scale, the Brief Fear of Negative Evaluation Scale, and an Academic Performance Scale. Correlation analysis, mediation analysis using Hayes’ PROCESS macro version 4.2 Model 4, and independent samples t-tests were conducted. Findings: Glossophobia traits showed a significant positive association with fear of negative evaluation and a significant negative association with academic performance. Mediation analysis indicated that fear of negative evaluation did not significantly mediate the relationship between glossophobia traits and academic performance. Independent samples t-tests revealed that women scored significantly higher on glossophobia traits, men scored significantly higher on academic performance, and women scored slightly higher, but not significantly, on fear of negative evaluation. Unique Contribution to Theory, Policy, and Practice: The study extends Cognitive Behavioural Theory by highlighting how glossophobia traits negatively impact academic performance even when fear of negative evaluation does not serve as a significant mediator. The findings support the development of cognitive restructuring, exposure-based interventions, and communication skills programs. Policymakers and universities may implement targeted public-speaking and mental health services to strengthen students’ academic functioning.