The Role of Social Skills in Social Anxiety of University Students

Abstract

Social anxiety is one of the most frequent mental health problems and there is no consensus regarding the relation between social skills and anxiety. This study aimed to compare the behavioral indicators of social skills presented by university students with social anxiety in relation to a non-clinical group, and to verify the predictive value of the social skills for social anxiety. Participants were 288 university students, 144 with Anxiety Disorder and 144 non-clinical. Social skills were assessed using the QHC-University (Social Skills, Behaviors and Context Assessment Questionnaire for University Students) and the IHS-Del-Prette instruments. Mental health indicators were assessed through screening and diagnostic instruments. Through univariate and multivariate analysis an association was found between social skills and anxiety, highlighting public speaking, potential, difficulties, and the total social skills score as predictors of social anxiety, which contributes to demonstrating the role the resources and difficulties play in this.

Prediction of course completion by students of a university in Brazil

“…Social skills appear to be protective for good academic and social development of the university students Fernandez et al, 2012;Gomes & Soares, 2013;Iturra et al, 2012;Victoroff & Boyatzis, 2013) and divergent findings from Del Arco (2005). Data from other studies have shown that school and courses variables also influence the social skills repertoire (Al-Alawneh el al., 2011;Artino et al, 2012;Bolsoni-Silva & Loureiro, 2015b;Gomes e Soares, 2013) and, additionally, that social skills influence the mental health of the university student (Angélico et al, 2012;Bolsoni-Silva & Loureiro, 2014;Segrin, 2000). Mental health in turn influences academic performance (Turner et al, 2012) and vice versa (Hernández-Pozo et al, 2008;López-Bárcena et al, 2009), highlighting the bi-directionality of these variables.…”

“…It is concluded that experiences in the university may hinder adaptation, good academic performance (Hussain et al, 2013;Ramírez et al, 2009;Shamsuddin et al, 2013;Wristen, 2013) and effect the mental health of the student (Baptista et al, 2012;Bitsika & Sharpley, 2012;Fang et al, 2010;Gonçalves et al, 2012;Osada et al, 2010). Conversely, social skills can promote mental health (Adlaf et al, 2001;Bolsoni-Silva & Loureiro, 2014;Bolsoni-Silva & Loureiro, 2015a), adaptation (Monteiro et al, 2008), academic performance (López-Bárcena et al, 2009) and remaining in the university. These skills can be taught and, with this, the effect on mental health and academic performance can be immediately minimized, which in turn can also have an influence on the lives of young people.…”

Convergent Validity of Zulliger-CS with the Social Skills Inventory for the Elderly

“…Previous studies indicate that motivated, affective and collaborative people usually have good productivity in the ZSC (Grazziotin & Scortegagna, 2012, 2013. The confrontation of stress and the control of negative emotions (Pinto et al, 2016), the social interaction and the academic performance (Bolsoni-Silva & Loureiro, 2014;Feitosa et al, 2012) are also reported in adults with higher social skills scores. In the study by Gregoleti and Scortegagna (2017), elderly patients with chronic kidney disease when compared to those free of disease, presented a decrease in R, which for the authors may derive from deprivation of leisure and interests, and employment restrictions.…”

“…Social skills (SS) imply the ability of the individual to organize thoughts, feelings, actions, and the balance of interpersonal relationships (assertiveness, affectivity, communication, aggressiveness and sexuality) (Del Prette & Del Prette, 2001). Adolescents and adults with higher scores in SS have less conflicted interpersonal relationships, higher academic and work performance (Feitosa, Del Prette, & Del Prette, 2012;Grazziotin & Scortegagna, 2012, 2013, higher social well-being and social interaction, lower social anxiety (Bolsoni-Silva & Loureiro, 2014;Pinto, Barham, & Del Prette, 2016).…”

Revisão sistemática sobre fatores associados à relação entre habilidades sociais e suporte social

“…Em contrapartida, déficits em HS e relacionamentos interpessoais conflituosos são considerados fatores de risco para vulnerabilidade emocional, ansiedade e sobrecarga emocional (Bolsoni-Silva & Loureiro, 2014;Giron & Souza, 2015;Pinto, 2016;Queluz et al, 2018).…”