The presence of an observer was hypothesized to heighten self-focused attention for students rehearsing interviewing skills in a classroom setting. Pairs of undergraduates were randomly assigned to interview each other in the presence (8 pairs) or absence of an observer (7 pairs). Results supporting the hypothesis were marginally significant. A supplementary finding indicated that differences between the sex of an interviewer and observer did mediate self-focused attention. An explanation for this finding is discussed using objective self-awareness theory.
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