Is concentration an indirect link between social anxiety and educational achievement in adolescents?

Leigh, Eleanor; Chiu, Kenny; Clark, David M.

doi:10.1371/journal.pone.0249952

Cited by 22 publications

(15 citation statements)

References 49 publications

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“…This result further confirmed the adverse influence of social phobia on academic performance ( Baptista et al, 2012 ; Leigh et al, 2021 ; Vilaplana-Pérez et al, 2021 ; Archbell and Coplan, 2022 ) and on L2 acquisition and learning ( King, 2013a , b ). Meanwhile, the current research provided much empirical evidence and specifically elucidated how and to what extent social phobia could affect L2 WTC.…”

Section: Discussionsupporting

confidence: 73%

“…It was manifested that the female social phobics who participated in the study demonstrated significantly lower academic performances than those without social phobia. In the same vein, Leigh et al (2021) investigated the route from social anxiety to educational achievement via concentration. By analysing the results from a sample of 509 secondary school students in the United Kingdom, it was revealed that adolescents with social phobia generally had concentration problems, which might lead to unsatisfactory academic outcomes.…”

Section: Literature Reviewmentioning

confidence: 99%

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The impact of social phobia on willingness to communicate in a second language: The mediation effect of ideal L2 self

Zhang

2022

Front. Psychol.

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In recent years, a greater focus has been placed on the influential power of domain-general psychological properties in second language acquisition and learning. The investigations of these properties, such as grit, academic procrastination and enjoyment etc. have been extensively conducted and are well-documented. Notwithstanding the surge of academic inquiry, the link between psychopathological notions and second language learning has not been adequately established and thoroughly scrutinized. The current study, therefore, aims to broaden the spectrum of second language research and explore the impact of social phobia on willingness to communicate in the second language context. Meanwhile, this research introduces the self-construct, particularly the ideal L2 self to further examine and elucidate the impact. 173 qualified Chinese speakers of L2 English participated in the study. By conducting correlation analysis, regression analysis and structural equation modelling analysis, it was revealed that social phobia had a significant negative impact on L2 willingness to communicate in social situations of meetings and public speaking. Ideal L2 self acted as a complete mediating role in the impact. Pedagogical implications and future directions were proposed and discussed.

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Section: Discussionsupporting

confidence: 73%

Section: Literature Reviewmentioning

confidence: 99%

The impact of social phobia on willingness to communicate in a second language: The mediation effect of ideal L2 self

Zhang

2022

Front. Psychol.

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“…While on the other hand, the third hypothesis exclaimed that academic selfefficacy and social anxiety play a significant role in the prediction of academic success and it was put through a regression test whose analysis proved that it is justified. It showed that social anxiety significantly predicts the academic performance of Pakistani university students which again is supported by the existing literature that says that "social anxiety symptoms reduce the ability of the adolescent to concentrate in class which, in turn, impacts on their educational achievement over time, over and above baseline educational achievement and depression symptoms" (Leigh, 2021).…”

Section: Resultssupporting

confidence: 55%

Academic Self Efficacy, Social Anxiety and Academic Success in University Students

Majeed

2022

plhr

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Academic self-efficacy is an important determinant of academic success which could be affected by many factors both psychological and social. The present research was conducted to highlight the role of academic self-efficacy and social anxiety which could affect the academic performance of the students. The present study aimed to assess the relationship between academic self-efficacy, social anxiety and academic success with the hypothesis that academic self-efficacy positively and social anxiety inversely related and predicted academic success. Researchers choose to study the topic with a cross-sectional research design. Through the survey method, a convenient sample of 250 undergraduate students in the age range of 18 to 24 (M=21.35, SD=1.54) was obtained. Educational Self-Efficacy Scale for academic selfefficacy, Social Interaction Anxiety scale for measuring social anxiety and CGPA for academic success, along with a demographic sheet were used to collect data. Pearson product-moment correlation results indicated that academic self-efficacy has a statistically significant positive association with academic success (r=.367, n=250, p=.05) and has an inverse relationship with social anxiety(r=-.463, n=250, p=.01). Likewise, social anxiety shares a significant, inverse relationship with academic success (r=-.389, n= 250, p=.05). Moreover, Academic self-efficacy positively (β= .472, p< .001) and social anxiety inversely predicted academic success (β= -.431, p< .001). For improving academic performance, the focus of students, educators, counsellors and parents must be on improving academic self-efficacy and managing psychological issues like social anxiety as per the implications of the present research.

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“…In turn, unpleasant emotions in the school context have been associated with negative consequences, such as school burnout [ 29 ]. In other cases, an association has been found between social anxiety and low academic performance, with the possibility that the first could affect the second by limiting concentration in the classroom [ 30 ].…”

Section: Introductionmentioning

confidence: 99%

Emotional intelligence as a mediator in the relationship between academic performance and burnout in high school students

et al. 2021

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Low performance of high school students and repeating a year are major problems in the education system. Low performance in the classroom generates negative emotions in young people and has been related to development of school burnout. The objective of this study was to analyze the repercussions of academic performance on burnout in high school students, and establish the role of emotional intelligence in this relationship. The sample was made up of 1287 high school students aged 14 to 18, who filled out questionnaires for evaluation of these variables. The results showed that youths who had failed a subject or had repeated a year showed more exhaustion and cynicism than their classmates with better performance and higher academic efficacy. A relationship was also found between school burnout and emotional intelligence in these adolescents, positive for self-efficacy and negative for cynicism and exhaustion. The model results showed that low academic performance affected burnout level, and that stress management and mood in emotional intelligence acted as a mediator in this relationship. In conclusion, development of emotional intelligence programs in the educational context is proposed as a measure for preventing burnout in the face of adverse high school academic events, such as failing or repeating a year.

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Is concentration an indirect link between social anxiety and educational achievement in adolescents?

Cited by 22 publications

References 49 publications

The impact of social phobia on willingness to communicate in a second language: The mediation effect of ideal L2 self

The impact of social phobia on willingness to communicate in a second language: The mediation effect of ideal L2 self

Academic Self Efficacy, Social Anxiety and Academic Success in University Students

Emotional intelligence as a mediator in the relationship between academic performance and burnout in high school students

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