Social Anxiety Disorder

Jefferson, James W.

doi:10.4088/pcc.v03n0102

Cited by 34 publications

(23 citation statements)

References 25 publications

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“…Classroom communication apprehension is fairly prevalent among undergraduates, with one study documenting that 70% experienced it at least once (Bowers, 1986). Social anxiety refers to the “marked and persistent fear of social or performance situations in which embarrassment may occur,” and often manifests itself when students are expected to interact with others, for example, in classroom-based group work (Jefferson, 2001). A student with social anxiety would be expected to also suffer from classroom communication anxiety, but not all students who experience situational classroom communication anxiety have persistent social anxiety.…”

Section: Introductionmentioning

confidence: 99%

Student Anxiety and Perception of Difficulty Impact Performance and Persistence in Introductory Biology Courses

England

Brigati

Schussler

et al. 2019

LSE

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Students respond to classroom activities and achievement outcomes with a variety of emotions that can impact student success. One emotion students experience is anxiety, which can negatively impact student performance and persistence. This study investigated what types of classroom anxiety were related to student performance in the course and persistence in the major. Students in introductory biology classes self-reported their general class, test, communication, and social anxiety; perceived course difficulty; intention to stay in the major; and demographic variables. Final course grades were acquired from instructors. An increase in perception of course difficulty from the beginning to the end of the semester was significantly associated with lower final course grades ( N = 337), particularly for females, non-Caucasians, and students who took fewer Advanced Placement (AP) courses. An increase in communication anxiety slightly increased performance. Higher general class anxiety at the beginning of the semester was associated with intention to leave the major ( N = 122) at the end of the semester, particularly for females. Females, freshmen, and those with fewer AP courses reported higher general class anxiety and perceived course difficulty. Future research should identify which factors differentially impact student anxiety levels and perceived difficulty and explore coping strategies for students.

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Section: Introductionmentioning

confidence: 99%

Student Anxiety and Perception of Difficulty Impact Performance and Persistence in Introductory Biology Courses

England

Brigati

Schussler

et al. 2019

LSE

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“…Social anxiety generally starts during adolescence and can persist for years, or even a lifetime, if not identified and treated [10]. Adolescence is a crucial stage for all round development to healthy adulthood.…”

Section: Introductionmentioning

confidence: 99%

Social support, emotion regulation and mindfulness: A linkage towards social anxiety among adolescents attending secondary schools in Birgunj, Nepal

Singh¹,

Singh²,

Mahato³

et al. 2020

PLoS ONE

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There has been a growing burden of anxiety among Nepalese adolescents. Social anxiety in particular is one of the commonly reported symptoms indicating mental health problem among adolescents. The purpose of this study was to assess social anxiety, and identify how social support, emotion regulation and mindfulness uniquely contribute to social anxiety among adolescents in Birgunj, Nepal. The study was conducted by using a self-administered questionnaire among 384 adolescents (65.4% boys; M = 16.05 years, SD = 1.39) studying at secondary schools of Birgunj. Results show that there was a positive correlation between social anxiety symptoms and age, and girls reported more symptoms. Traits such as non-acceptance of emotions, lack of clarity and lack of awareness of emotions were related to increased social anxiety; while acting with awareness, non-reactivity, and better ability to describe emotions was related to decreased social anxiety. Finally, more social support from close friends was related to lower social anxiety. These results suggest that improving emotion regulation, dispositional mindfulness, and social support may be helpful for adolescents who are at risk of, or are suffering from, social anxiety.

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“…One study found that 70% of undergraduate students report feeling CCA at least occasionally [ 22 ]. Social anxiety, defined as a “marked and persistent fear of social or performance situations in which embarrassment may occur,” is estimated to impact 13% of people [ 23 ]. Test anxiety is also very common, with one study finding that 38.5% of undergraduates suffered from self-reported test anxiety [ 24 ].…”

Section: Introductionmentioning

confidence: 99%

Student anxiety in introductory biology classrooms: Perceptions about active learning and persistence in the major

2017

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Many researchers have called for implementation of active learning practices in undergraduate science classrooms as one method to increase retention and persistence in STEM, yet there has been little research on the potential increases in student anxiety that may accompany these practices. This is of concern because excessive anxiety can decrease student performance. Levels and sources of student anxiety in three introductory biology lecture classes were investigated via an online survey and student interviews. The survey (n = 327) data revealed that 16% of students had moderately high classroom anxiety, which differed among the three classes. All five active learning classroom practices that were investigated caused student anxiety, with students voluntarily answering a question or being called on to answer a question causing higher anxiety than working in groups, completing worksheets, or answering clicker questions. Interviews revealed that student anxiety seemed to align with communication apprehension, social anxiety, and test anxiety. Additionally, students with higher general anxiety were more likely to self-report lower course grade and the intention to leave the major. These data suggest that a subset of students in introductory biology experience anxiety in response to active learning, and its potential impacts should be investigated.

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Social Anxiety Disorder

Cited by 34 publications

References 25 publications

Student Anxiety and Perception of Difficulty Impact Performance and Persistence in Introductory Biology Courses

Student Anxiety and Perception of Difficulty Impact Performance and Persistence in Introductory Biology Courses

Social support, emotion regulation and mindfulness: A linkage towards social anxiety among adolescents attending secondary schools in Birgunj, Nepal

Student anxiety in introductory biology classrooms: Perceptions about active learning and persistence in the major

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