Performance–Triggered Type

Nerdyssey November 04, 2025

🧠 Overview

Performance–Triggered Type is an emotional state in which the brain “overreacts” to situations involving performance or evaluation. This can include exams, presentations, job interviews, report submissions, competitions, or even posting creative work on social media where views, likes, and reactions are visible. Every time a “performance indicator” appears, the brain automatically shifts into fight/flight mode.

In this state, the brain is not as afraid of the event itself as it is of the “social consequences” of the outcome — such as fear of criticism, fear of losing face, or fear of being seen as “not good enough.” As a result, the brain tightly binds “self-worth” to “performance and productivity” — as if even a minor mistake equals a total failure of the self.

People with this pattern often feel as if their life is one endless exam. Even in everyday situations like meetings or conversations with a supervisor, the brain interprets them as “I am being evaluated”. This leads to bodily tension, rapid breathing, pounding heart, and mental fog precisely at the moment when they need to access their true capabilities.

After the event is over, their emotions do not immediately return to baseline. Instead, they shift into a post-performance crash — feeling exhausted, burned out, or repeatedly blaming themselves for “not doing well enough,” even when others are actually praising them. Their brain struggles to truly receive positive feedback if it does not match the ideal image they previously set for themselves.

Thus, Performance–Triggered Type is not just “simple nervousness.” It is a programmed brain–mind mechanism that interprets evaluation as a form of threat. This disrupts the coordination between the limbic system and the prefrontal cortex, creating a repetitive loop of overthinking and self-criticism.

People in this group may be highly capable and work extremely hard, yet still feel “never good enough.” Over time, this leads to chronic stress and burnout. Understanding that these reactions are not a sign of a “naturally cowardly personality,” but rather the result of a brain circuit that is overly sensitive to evaluation, is the starting point for restoring emotional balance and learning to truly separate “self-worth” from “performance outcomes.”

🎯 Core Symptoms

The symptoms of Performance–Triggered Type are complex and form a multi-layered loop between brain–emotion–behavior. They often begin with an automatic fear of evaluation that is triggered every time there is a situation involving “performance” or “efficiency” — whether it is an exam, a speech, work tasks, project submissions, or even uploading creative work online.

1) Emotions (Affective Symptoms)

A standout characteristic is that emotions fluctuate directly according to “performance indicators.”

Before starting the task, the brain enters a state of anticipatory anxiety — pre-emptively predicting that “something will definitely go wrong,” which leads to worry, hyperarousal, and fear of failure even before anything has actually happened.

During the performance, there is continuous activation of the limbic system (especially the amygdala), creating intense fear, a sense that “mistakes are unacceptable,” or a pounding heart that slows down cognitive processing.

After the event has passed, an emotional crash often follows — shifting from a hyperaroused state to hypoarousal, accompanied by feelings of depletion, sadness, or a desire to withdraw from everything.

There is a strong tendency toward shame-based emotions — feeling ashamed of oneself more than angry at others, with thoughts like “I disappointed them,” or “I don’t deserve to be here.”

When these experiences accumulate over time, they become a chronic emotional baseline lurking beneath conscious awareness — the brain becomes ready to enter “emotional threat mode” every time there is any kind of evaluation, even minor ones.

2) Thoughts (Cognitive Symptoms)

The thinking patterns of people in this group often involve cognitive distortions, which are key sources of suffering:

  • All-or-Nothing Thinking: Seeing the world in extremes of “perfect success” or “total failure,” with no gray area.
    • Example: “If I don’t get 100%, it means I’m a failure.”

  • Catastrophic Thinking: Predicting the worst possible outcome.

    • Example: “If I mess up this presentation, I’ll never get promoted.”

  • Mind Reading: Assuming you know what others think without real evidence.

    • Example: “They must think I’m incompetent,” even though nothing was explicitly said.

  • Discounting the Positive: Rejecting one’s own success.

    • Example: “That was just luck. I’m not actually good.”
  • Replay Loop: After the event, the brain replays the moment of error over and over like a rewound videotape — a mechanism driven by the interplay between the amygdala and hippocampus, which store shame-laden memories as “danger signals.”

When these thought patterns recur frequently, the brain constructs new core assumptions about the self, such as “I am a failure,” or “I don’t deserve success.” Over time, this gradually erodes self-worth.

3) Behavior (Behavioral Symptoms)

Behavior in Performance–Triggered Type often appears paradoxical — over-efforting and avoidance happening at the same time.

  • Avoidance: Avoiding situations involving evaluation — such as not applying for new jobs, not posting work, or not asking for feedback due to fear of disappointment.
  • Procrastination: Putting tasks off repeatedly under the excuse of “not ready yet,” which in reality is a defense against fear of failure (fear-driven delay).
  • Over-Preparation: Preparing excessively beyond a healthy level — for example, remaking slides multiple times, rehearsing speeches all night, or endlessly polishing small details out of fear of submitting.
  • Post-Performance Self-Monitoring: After the task, constantly refreshing views/sales/comments, or repeatedly asking, “Was it good?” “Are you sure it was okay?”
  • Self-Punishment: If the performance does not meet their expectations, they punish themselves — such as forbidding themselves from watching series, refusing to rest, or not allowing any relaxation.

Some people fall into a cycle of overwork → burnout → guilt → more overwork, without realizing it — because performance becomes the only thing that appears to validate their “sense of worth.”

4) Physical / Somatic Symptoms

In this state, the brain–body system is in constant “ready-to-fight” mode, so physical symptoms stand out clearly:

  • Rapid heartbeat, sweating, cold or trembling hands when in front of others.
  • Stomach tightness, stomach aches, or frequent urges to use the restroom before going on stage or into a key situation.
  • Chronic tension in the neck, shoulders, and upper back, which can develop into office syndrome.
  • Insomnia the night before important days, with the mind cycling through “What if I mess up?” scenarios.
  • Possible brief dissociative moments — such as going blank, being unable to speak, or forgetting what they rehearsed — because the prefrontal cortex is disrupted by the amygdala.
  • After the task is over, there is often a sensation of being “instantly drained”, as all the energy used to maintain hyperarousal has been spent just trying to emotionally survive the situation.

📋 Diagnostic Criteria

Note: The following criteria are not for formal medical diagnosis. They are a conceptual framework to help with self-understanding and behavioral–emotional self-assessment, for psychoeducational purposes.

A. Presence of negative emotions directly “triggered” by performance or evaluation situations

Individuals in this group do not feel bad all the time, but they experience intense emotional reactions specifically and immediately when a performance or evaluation situation appears — such as exams, presentations, interviews, sports competitions, or posting content where numbers and metrics matter.

Core manifestations include at least one of the following three:

  • Performance Anxiety: Clear, intense stress, worry, and panic.
  • Self-Devaluation: Feeling worthless when results fall short of expectations.
  • Emotional Collapse: After the situation, sinking into a state of sadness/exhaustion/ loss of motivation.

The underlying brain mechanisms in Criterion A often involve an amygdala that is hypersensitive to evaluative cues, and an anterior cingulate cortex (ACC) that generates overly strong error signals.

B. The intensity of emotions is disproportionate to the reality of the situation

For example:

  • A small mistake feels like “my life is over.”
  • Normal feedback is perceived as “they definitely hate me.”

This reflects a distortion in how the brain interprets error-related feelings — the ACC and prefrontal cortex send danger-evaluation signals at a level far exceeding the real threat.

C. The pattern is recurrent for at least 6 months

There must be recurrent triggering across multiple contexts, such as:

  • At school: Fear of answering incorrectly or failing an exam.
  • At work: Fear of disappointing a supervisor.
  • In personal life: Fear of partners or close others seeing one’s flaws.
  • Online: Fear of posting and receiving few reactions or negative comments.

This loop may not always be extremely intense, but it persists chronically and becomes a baseline pattern of daily functioning.

D. It causes impairment in at least one major life domain

In education or work:

  • Declining growth opportunities — for example, refusing to present or propose projects.
  • Chronic unfinished tasks due to fear of imperfection.

In relationships:

  • Avoiding leadership roles in groups out of fear of letting the team down.
  • Gradual withdrawal from others due to lack of confidence.

In physical and mental health:

  • Chronic insomnia, headaches, or migraines.
  • Emerging symptoms of depression / burnout / attention problems driven by stress.

E. The presentation cannot be better explained solely by other conditions

For example, although there may be overlap with:

  • Social Anxiety Disorder (fear of being evaluated by others),
  • Major Depressive Disorder (feelings of worthlessness when performance is poor),
  • Generalized Anxiety Disorder (chronic worry across many domains),

Performance–Triggered Type specifically emphasizes the distinct mechanism of responding to “performance evaluation” as the primary emotional trigger every time.

Summary of the Criteria

People who fit Performance–Triggered Type tend to show three prominent phases of reaction:

  • Before the event → Anxiety, repetitive planning, over-preparation.
  • During the event → Mental blankness, shortness of breath, panic.
  • After the event → Replaying mistakes, self-blame, exhaustion.

If this loop occurs frequently enough that the brain learns “performance = pain,” the system will begin to create automatic avoidance patterns. These then become internal barriers that block growth in career, creativity, and relationships.

🧬 Subtypes or Specifiers

This pattern can be further divided into subtypes to better describe different presentations:

(1) Perfectionism-Driven Type

  • The core is “inhumanly high standards.”
  • One mistake = total failure.
  • Spends a very long time revising or polishing work until completely drained.
  • After submitting, experiences post-performance rumination: replaying and thinking, “If only I had done better,” over and over.

(2) Public-Evaluation Type

  • Strongly triggered when there is a visible “audience” or “live evaluators.”
  • Involves public speaking in meetings, stage presentations, live streaming, etc.
  • Often comes with intense bodily reactions: shaking hands, trembling voice, dizziness, mental blackout at the moment of speaking.
  • Afterward, the brain replays the event: “Did I just say something really stupid?”

(3) Micro-Failure Sensitivity Type

  • The brain is hypersensitive to “tiny mistakes.”
  • For example, pressing the wrong button, typing one wrong letter, or forgetting a single sentence can feel overwhelmingly shameful.
  • Tightly linked to the core belief: “I must not make mistakes.”
  • Even small incidents trigger harsh self-criticism.

(4) Chronic-Overachiever Type
  • On the outside, they “look capable and in control.”
  • On the inside, they are constantly expending energy beyond their limit to outrun the fear that “if I drop to a normal level, people will be disappointed or will abandon me.”
  • Performance triggers exist almost daily because life is packed with goals and deadlines.
  • There is a high risk of burnout and subsequent depression.

🧪 Brain & Neurobiology

Performance–Triggered Type arises from “overactive” networks in the brain involved in performance evaluation, error detection, and emotion regulation. Under normal circumstances, the human brain is wired to feel good when receiving acceptance and to feel bad when receiving negative evaluation, because this was crucial for social survival over the course of evolution.

However, in this group, these mechanisms are activated too intensely and too frequently, transforming natural motivation into chronic performance stress response.

🧩 1) Anterior Cingulate Cortex (ACC) – Error and Conflict Detection Center

  • The ACC is the region responsible for detecting “errors” or “deviations from our goals.”
  • In a typical brain, the ACC sends a small error–related negativity (ERN) signal to help us learn from mistakes.
  • In people with Performance–Triggered Type, this signal is too loud, even for minor errors such as a typo or a single misspoken word.
  • The brain therefore interprets small mistakes as “social threats.”
  • This state is associated with perfectionism, anxiety, and obsessive checking behavior.
  • When the ACC is overactive, the brain enters a state of error hypervigilance — constantly scanning for things “wrong” with oneself without conscious awareness.

🧩 2) Dorsolateral Prefrontal Cortex (DLPFC) – Planning, Control, and Decision System

  • This area governs logical thinking, planning, sequencing, impulse control, and self-evaluation.
  • In situations where one “must perform well,” the DLPFC works hard to keep everything under control and precise.
  • But when stress is too high, the amygdala (emotion center) sends strong fear signals that disrupt the DLPFC.
  • The result is a “blank mind” or “speech freeze” during actual performance — a performance freeze.
  • This feeling is not cowardice; it is the outcome of a temporary shutdown of higher-order cognitive systems so the body can prioritize escape.
  • If this occurs frequently, the DLPFC becomes fatigued (cognitive fatigue), leading to decision paralysis — overthinking to the point of being unable to decide.

🧩 3) Amygdala – Center of Fear and Social Threat Detection

  • The amygdala acts like an “alarm system” highly sensitive to danger signals.
  • For most people, it responds mainly to physical threats, like loud noises or frightening stimuli.
  • In this group, however, the amygdala has been “reset” to respond to social threats, such as exams, criticism, or negative feedback.
  • The amygdala commands the body to release adrenaline and cortisol to prepare for fight/flight/freeze.
  • This causes rapid heartbeat, sweating, trembling hands, and mental blackout at the moments one needs to perform.
  • The more people are watching, or the higher the stakes, the stronger amygdala activation becomes.

🧩 4) Striatum & Reward Circuit – Reward and Motivation Circuit (Dopaminergic System)

  • The striatum is the brain’s reward center, heavily mediated by dopamine.
  • Normally, dopamine increases when we succeed or receive praise, reinforcing positive behaviors.
  • In Performance–Triggered Type, the brain strongly links dopamine to external outcomes (scores, praise, views, metrics).
  • If the outcome is good → dopamine surge → a feeling of being “accepted.”
  • If there is even small failure → dopamine crash → a sense of worthlessness.
  • This pattern is called an Achievement-Dependent Dopamine System, which greatly increases risk of fatigue and depression when expected results are not achieved.

🧩 5) Insula – Interoceptive Awareness (Body Signal Processing)

  • The insula helps us perceive internal bodily signals, such as heartbeats, breathing, or muscle tension.
  • In Performance–Triggered Type, the insula is overly sensitive to these body signals.
  • As a result, normal physical stress responses are experienced as excessively intense, which can trigger panic or prominent physical symptoms.
  • The feeling of “my heart is racing = I must be failing” is essentially a misinterpretation of bodily cues.
  • The brain reads the body as “unsafe,” even when it is simply in a state of excitement.

🧩 6) HPA Axis & Cortisol – Chronic Stress Hormone System

  • The HPA axis (Hypothalamus–Pituitary–Adrenal Axis) governs stress hormone release.
  • Every time a performance cue appears (exam day, presentation day), the hypothalamus signals the pituitary, which then signals the adrenal glands to release cortisol.
  • Elevated cortisol is useful for short-term alertness, but if this happens too often or for too long, certain brain regions like the hippocampus start functioning less effectively.
  • The outcome is: the brain “remembers mistakes more than praise,” because the hippocampus, which stores positive and contextual memories, is impaired.
  • With chronically elevated cortisol, a state resembling “performance burnout” arises, similar to depression and temporary memory problems.

🧩 7) Neural Connectivity Imbalance – Imbalanced Links Between Emotional and Rational Brain Regions

  • The connection between the amygdala ↔ prefrontal cortex (especially the DLPFC) is crucial for the ability to “keep thinking clearly while feeling afraid.”
  • In Performance–Triggered Type, this connectivity weakens temporarily during evaluation situations.
  • The amygdala overrides rational systems → the brain shifts into an emotion-driven state.
  • This leads to the phenomenon “I know what to do, but I can’t do it in the moment” — knowing but unable to perform.

🧩 8) Serotonin, Dopamine, GABA – Involved Neurotransmitter Systems

  • Dopamine: Fluctuates with success–failure of performance outcomes.
  • Serotonin: Tends to be lower in individuals with strong perfectionism and shame-proneness, making emotional recovery more difficult.
  • GABA: An inhibitory neurotransmitter that calms emotional brain activity; if levels are low, it becomes harder to regulate anxiety.

Imbalance among these three systems drives the brain into a cycle of “hyperarousal → exhaustion → hyperarousal again.”

🧠 System-Level Summary

Brain System Normal Function Dysregulation in Performance–Triggered Type
ACC Error detection Over-detects errors; everything feels like a “failure”
DLPFC Planning, control Overridden by the amygdala; can’t think clearly during performance
Amygdala Threat detection Overreacts to evaluation as if it were danger
Striatum Reward/motivation Dopamine spikes and crashes too intensely
Insula Bodily awareness Misinterprets body signals as danger
HPA Axis Short-term stress Overactive → chronically elevated cortisol

🧩 Causes & Risk Factors

This condition does not arise from “just being timid,” but from a combination of brain learning and social conditioning deeply rooted from childhood into adulthood.

1) Personality and Cognitive Factors

  • High Perfectionism, especially maladaptive perfectionism — driven less by the desire to grow, and more by the fear of making mistakes.
  • An achievement-based identity: defining self-worth through performance — e.g., “I am valuable because I perform well.”
  • Core beliefs such as “I must not fail,” “I must always be the best,” “People will only love me if I succeed.”
  • The brain configures its reward & threat systems to be directly tied to performance.
  • This profile is common among those with Rejection Sensitivity, Shame Proneness, or high self-monitoring (constantly observing and evaluating oneself).

2) Early Developmental & Family Factors

  • Growing up in homes that emphasize outcomes over effort — e.g., “What score did you get?” rather than “How much effort did you put in?”
  • Receiving affection or rewards only when performing well → the brain learns “love = achievement.”
  • Being criticized or punished for mistakes → the brain links “failure = danger.”
  • Frequent comparison by parents or teachers, such as “Why aren’t you as good as your friend?”
  • Conditional love becomes a direct incubator for this emotional structure.
  • As they grow up, the feeling “I will be abandoned if I’m not good enough” becomes an emotional shadow, triggered every time evaluation appears.

3) Cultural & Educational Conditioning

  • School systems that measure value mainly by grades create the equation “wrong = failure.”
  • High-stakes exams (university entrance, professional licensing) make performance feel like life-and-death for future prospects.
  • In many Asian societies with “Face Culture,” making mistakes in public is equated with losing honor and status.
  • These factors gradually train the brain to react as if it is “risking social survival” every time a performance is required.
  • In the modern online world, this pressure is amplified by social comparison — every piece of work comes with numbers (views, likes, reactions).

4) Neurodevelopmental Comorbidity

  • Frequently co-occurs with ADHD, ASD, or Specific Learning Disorders (SLD) such as Dyslexia.
  • These individuals often have a gap between “true cognitive potential” and “what the system can measure.”
  • Repeated experiences of underperforming in standardized settings teach the brain that “every evaluation = high risk of failure.”
  • The brain then develops performance anxiety as a self-protective mechanism.
  • Some highly capable people therefore avoid performance situations entirely, despite their true abilities.

5) Public Shame & Performance Trauma

  • Having experienced “public failure” — such as a disastrous presentation, being laughed at, or freezing in an oral exam.
  • The brain stores such incidents as emotional memories deeply embedded in the amygdala.
  • Whenever similar circumstances arise, the brain automatically replays the old scene (memory reactivation).
  • Even years later, they can still feel just as nervous, fearful, or ashamed as in the original event.
  • These incidents become templates of fear that continually trigger the amygdala–HPA–cortisol loop.

6) Social Media & Self-Evaluation Loop

  • Using platforms where everything is quantified (likes, views, shares) creates a dopamine feedback loop.
  • Every time content is posted → the brain anticipates dopamine from social approval.
  • If the metrics are low → dopamine drops → the brain learns “I failed.”
  • Repetition of this leads to strong Performance Triggers, even for small activities.
  • Online spaces thereby become subtle arenas for continuous value-judgment of the self.

7) Genetic & Biological Sensitivity

  • Some individuals have a genetic predisposition to heightened sensitivity to dopamine or cortisol.
  • This makes their brains respond more intensely to stress compared to others.
  • Research has identified polymorphisms in genes such as COMT, BDNF, and 5-HTTLPR that may be associated with emotion regulation in evaluative situations.
  • When combined with environmental pressure (e.g., highly demanding parenting), the likelihood of this pattern emerging increases significantly.

🧠 System-Level Summary

Performance–Triggered Type does not arise from “personality alone,” but from a combination of:

  1. A brain configuration that is highly sensitive to errors.
  2. Social learning that emphasizes performance over intrinsic worth.
  3. Repeated exposure to competitive, comparison-based environments.
  4. Repeated experiences of shame that cause the brain to build anticipatory fear before each performance.

Once the brain internalizes this pattern as “truth,” it automatically activates protective mode —
even in ordinary situations without real threat, such as speaking in a small group or posting something online.

Therefore, this cycle calls for new understanding in order to “reset the relationship between performance and self-worth.”

🩺 Treatment & Management

These are educational and self-help oriented suggestions. Actual treatment should be under the care of qualified professionals.

1) Psychoeducation – Understanding Your Own Brain Model

  • Recognize that “the brain doesn’t hate you”; it is trying to protect you from rejection or shame.
  • See that these emotions do not come from being “inherently weak,” but from a hypersensitive ACC–amygdala–PFC circuit around performance.
  • Practice separating “who I am” from “what I produce” → I am not my performance.

2) Cognitive Restructuring (From CBT)

Identify automatic thoughts such as:

  • “If I mess up, they will definitely hate me.”
  • “This one score defines the value of my entire life.”

Then challenge these with real evidence and more balanced alternative perspectives.

Reduce all-or-nothing thinking and replace it with “spectrum thinking,” e.g., “Today’s 70% is still a real improvement from my past.”

3) Self-Compassion & Shame-Resilience

  • Practice talking to yourself the way you talk to a dear friend.
  • Accept that mistakes are part of learning, not proof of being “worthless.”
  • Use concepts from self-compassion (Kristin Neff) and shame resilience (Brené Brown) to help recovery after performance events.

4) Exposure & Skills Training

  • Gradually face feared situations by increasing the “emotional risk level” step by step:
    • Start by practicing a presentation alone → then with a close friend → a small group → an actual meeting.

  • Build actual skills that are directly relevant, such as:

    • Public speaking skills.
    • Time management and exam preparation strategies.
    • Setting realistic, attainable goals.

5) Adjusting Environment and Evaluation Systems

  • Ask for feedback that is specific and constructive rather than simply “good/bad.”
  • If you are a leader/teacher, help build a culture that emphasizes process + learning over a single outcome.
  • If you are a creator, focus on goals you can control (e.g., how often you publish) more than uncontrollable metrics (views/likes alone).

6) Medical Care (If Severe)

  • If there are co-occurring conditions such as Major Depressive Disorder, Anxiety Disorders, ADHD, etc., it is important to see a psychiatrist or clinical psychologist.
  • Medication may be considered when symptoms significantly impair daily functioning (e.g., chronic insomnia, debilitating anxiety), but must always be under medical supervision.

📝 Notes

  • Performance-Triggered Type is a conceptual / psychoeducational framework that helps people understand their own patterns. It is not a new disorder in DSM-5 or ICD-11.

  • It can overlap or co-exist with:

  • Social Anxiety Disorder
    • Generalized Anxiety Disorder
    • Major Depressive Disorder
    • ADHD / ASD / SLD

Use this framework to:

  • Explain yourself to others more clearly.
  • Plan self-care and redesign how you measure your own “self-worth.”
  • Create content or writing that describes the inner mechanisms of people whose emotions are strongly triggered by performance more than average.

📚 Reference

American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM-5-TR). Washington, D.C.: APA, 2022.

World Health Organization. International Classification of Diseases 11th Revision (ICD-11): Mental and Behavioural Disorders. Geneva: WHO, 2022.

Pizzagalli, D. A. (2014). Depression, stress, and anhedonia: Toward a synthesis and integrated model. Annual Review of Clinical Psychology, 10, 393–423.

Hajcak, G., & Foti, D. (2008). Errors are aversive: Defensive motivation and the error-related negativity. Psychological Science, 19(2), 103–108.

Tangney, J. P., & Dearing, R. L. (2002). Shame and Guilt. New York: Guilford Press.

Neff, K. D. (2011). Self-Compassion: The Proven Power of Being Kind to Yourself. HarperCollins.

Brown, B. (2012). Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead. Gotham Books.

Flett, G. L., & Hewitt, P. L. (2015). Perfectionism and Perfectionistic Self-Presentation in Anxiety and Depression. American Psychological Association.

Luu, P., Tucker, D. M., & Makeig, S. (2004). Frontal midline theta and the error-related negativity: Neurophysiological mechanisms of action regulation. Clinical Neurophysiology, 115(8), 1821–1835.

Proudfit, G. H., Inzlicht, M., & Mennin, D. S. (2013). Anxiety and error monitoring: The importance of motivation and emotion. Frontiers in Human Neuroscience, 7, 636.

Carver, C. S., & Scheier, M. F. (1998). On the Self-Regulation of Behavior. Cambridge University Press.

Sapolsky, R. M. (2004). Why Zebras Don’t Get Ulcers: The Acclaimed Guide to Stress, Stress-Related Diseases, and Coping. Holt Paperbacks.

Eisenberger, N. I., Lieberman, M. D., & Williams, K. D. (2003). Does rejection hurt? An fMRI study of social exclusion. Science, 302(5643), 290–292.

Hölzel, B. K., Lazar, S. W., et al. (2011). How does mindfulness meditation work? Proposing mechanisms of action from a conceptual and neural perspective. Perspectives on Psychological Science, 6(6), 537–559.

Dweck, C. S. (2016). Mindset: The New Psychology of Success. Random House.

🔖 Hashtags 

#PerformanceTriggeredType #PerformanceAnxiety #Perfectionism #AchievementBasedSelfWorth #ErrorSensitivity #AnxietySpectrum #EmotionSpectrum #NeuroNerdSociety #CognitiveFatigue #ShameResilience #FearOfFailure #DopamineSystem #ACCActivation #SelfCompassion #MentalHealthAwareness #PsychologyEducation #StressNeuroscience #BrainAndMind #BehavioralScience #CortisolCycle

Read Developmental-Coordination-linked- Depression

Read Neurodevelopmental-linked

Nerdyssey

Posted by Nerdyssey

Post a Comment

0 Comments

🧠 All articles on Nerdyssey.net are created for educational and awareness purposes only. They do not provide medical, psychiatric, or therapeutic advice. Always consult qualified professionals regarding diagnosis or treatment.