Linking Social Anxiety with Social Competence in Early Adolescence: Physiological and Coping Moderators

Abstract

Despite relatively universal feelings of discomfort in social situations, there is considerable evidence for diversity in the social behaviors and peer experiences of socially anxious youth. However, to date, very little research has been conducted with the aim of identifying factors that differentiate socially anxious youth who are more socially competent from those who are less socially competent. The present study addresses this gap in the literature by examining whether physiological and cognitive coping responses to social stress moderate the association between social anxiety and social competence. Participants were a community sample of 123 fifth and sixth graders (Mage = 12.03). Social anxiety was measured globally and in the context of a lab-based peer evaluation situation, and social competence was assessed via teacher-reports. Physiological (i.e., skin conductance level reactivity, SCLR, and respiratory sinus arrhythmia reactivity, RSAR) and coping (i.e., disengaged) responses to social stressors were also assessed. Results indicated that SCLR and disengaged coping with peer victimization moderated associations linking global and context-specific social anxiety with social competence, such that social anxiety was associated with lower social competence at lower levels of SCLR and higher levels of disengaged coping with peer victimization. Thus, whether socially anxious preadolescents exhibit more or less competent social behavior may depend, in part, on how they respond to peer-evaluative stress. Inflexible physiological responses and disengaged coping responses may undermine social competence, whereas engaged responses may counteract socially anxious preadolescents' tendency to withdraw from social interactions or focus primarily on threat cues.

Shared genetic influences among childhood shyness, social competences, and cortical responses to emotions

“…While previous investigations in this field have mostly focused on different dimensions of shyness or SAD, social-interpersonal skills and social competences are additional important mediators of human interpersonal relations from childhood onwards (Ordonana et al, 2013). Social competences can be conceptualised as the harmonious application of effective social conducts, along with the related cognitive and emotion-regulatory abilities, that consent the achievement of constructive peer relationships across different social contexts (Dodge & Murphy, 1984;Kaeppler & Erath, 2016). At the phenotypic level, social competences and shyness are negatively, but not perfectly, correlated, indicating at least partial psychometric independence of the two constructs (Pesenti-Gritti, Scaini, D'ippolito, Fagnani, & Battaglia, 2011).…”

Improving Classroom Communication: The Effects of Virtual Social Training on Communication and Assertion Skills in Middle School Students

“…In fact, during middle school, students may face considerable challenges ranging from peer pressure, academic competition, and social comparison among peers, which may result in decreased connectedness with teachers, school staff, and classmates (Cappella et al, 2019). Furthermore, how middle schoolers respond to peer-evaluative stress may, in part, influence tendencies to withdraw from social interactions (Kaeppler and Erath, 2017). Given this critical role of peer interaction during adolescence, greater incorporation of efforts to boost positive communication methods and resiliency in the face of negative peer contagion may prove beneficial (Rapee et al, 2019).…”

Are Peer Status, Friendship Quality, and Friendship Stability Equivalent Markers of Social Competence?

“…Ford (1982) theorized that by defining social competence based on observable behavioral outcomes, as opposed to hypothetical constructs, trait-like descriptions can be avoided, and instead the focus can be on efficacy in social situations. Based on this theory, studies commonly use one of three aspects of peer relations as indicators of social competence: peer status, friendship quality, and friendship stability (Buhrmester 1990;Cillessen and Bellmore 2011;Kaeppler and Erath 2016;Monahan and Steinberg 2011;Rew et al 2015;RoseKrasnor 1997).…”