Self-reported social anxiety symptoms and correlates in a clinical (CAP) and a community (Young-HUNT) adolescent sample

Ranøyen, Ingunn; Jozefiak, Thomas; Wallander, Jan L.; Lydersen, Stian; Indredavik, Marit S.

doi:10.1007/s00127-014-0888-y

Cited by 15 publications

(13 citation statements)

References 39 publications

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“…Participants who reported that their family economic situation was worse than others had greater odds of being in the SP and SAD groups compared with those who reported having an equal family economic situation. This lends further support to a previously documented association between subjective perception of family economic situation and social anxiety (Wittchen et al, 1999;Ranøyen et al, 2014). Evaluation of the family's economic situation could be interpreted as a form of subjective socioeconomic status (SES), which has been shown to be associated with health outcomes, especially mental health outcomes (Quon and McGrath, 2014).…”

Section: Sociodemographic Characteristicssupporting

confidence: 76%

“…and were presented with six response options: "no, never"; "yes, once"; "yes, 2-3 times"; "yes, 4-10 times"; "yes, 11-25 times"; and "yes, more than 25 times." In accordance with established practice (Strandheim et al, 2009;Ranøyen et al, 2014), we divided answers into three categories: no, 1-10 times, and 11 times or more. Smoking was measured with the item "Have you ever tried to smoke?"…”

Section: Questionnaire (N = 8199) Descriptive Variablesmentioning

confidence: 99%

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Sociodemographic Correlates and Mental Health Comorbidities in Adolescents With Social Anxiety: The Young-HUNT3 Study, Norway

et al. 2021

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Social anxiety is highly prevalent in adolescents and is often associated with great individual suffering and functional impairment. Psychiatric comorbidity is common and further adds to this burden. The purposes of this study were: (1) to describe the occurrence of diagnosed and self-reported social anxiety among 8,199 Norwegian adolescents aged 13–19 years who participated in the population-based Young-HUNT3 study (2006–2008); (2) to examine associations between sociodemographic characteristics and different subgroups of social anxiety; and (3) to describe the psychiatric health comorbidities among adolescents diagnosed with social anxiety disorder (SAD). In total, 388 (5.9%) of the adolescents screened positive for SAD and were invited into a diagnostic interview, performed by professional nurses, using Anxiety Disorders Interview Schedule for DSM IV: child version (ADIS-C) (response rate = 54.6%). A SAD diagnosis was indicated in 106 individuals (50% of the interview subjects), and more than two-thirds of the adolescents diagnosed with SAD had one or more comorbid psychiatric disorders. Higher mean scores of self-reported social anxiety symptoms, poor self-rated health, sleep problems, poor family economic situation, low physical activity, and having sought professional help within the last year were associated with higher odds of being in the screening positive subgroup. Screening positive subjects who did not meet for a diagnostic interview did not differ notably from the rest of the screening positive group in terms of these sociodemographic characteristics. Based on our results and the fact that individuals with social anxiety often fear interview situations, the use of ADIS-C, screening questions and self-reports seem to be sufficient when aiming to identify epidemiologically representative cohorts of adolescents at risk of social anxiety.

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Section: Sociodemographic Characteristicssupporting

confidence: 76%

Section: Questionnaire (N = 8199) Descriptive Variablesmentioning

confidence: 99%

Sociodemographic Correlates and Mental Health Comorbidities in Adolescents With Social Anxiety: The Young-HUNT3 Study, Norway

et al. 2021

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“…La ansiedad, por ejemplo, puede dificultar el adecuado desarrollo del autoconcepto, llegando a suponer una falta de aceptación por parte de los demás, dificultades en el proceso de socialización y malestar (Gómez-Ortiz et al, 2016). Estos estados emocionales también pueden ser responsables de problemas académicos (Ranoyen, Jozefiak, Wallander, Lydersen, & Indredavik, 2014).…”

Section: Introductionunclassified

Influencia de las variables sociodemográficas sobre la ansiedad y el rendimiento académico adolescente: el contexto pluricultural de Ceuta

Acosta

Clavero

2019

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Este trabajo tiene como objetivo fundamental analizar la ansiedad y el rendimiento académico, sus tipos y niveles en función de edad, género, cultura y estrato socioeconómico, así como contemplar las relaciones entre ambas. Se contó con 811 participantes. El 71.6% de la muestra eran musulmanes, mientras que el 28.4% eran cristianos; el 46.1% hombres y el 53.9% mujeres. Como instrumentos de evaluación se empleó el STAIC (Spielberger, 2001) y las calificaciones del alumnado. Se reflejan niveles medio-bajos en ansiedad y medios en rendimiento académico. En la ansiedad influyen edad, género, cultura/religión y estatus socio económico-cultural. Sobre el rendimiento actúan la edad, la cultura y el estatus. No se halló relación estadísticamente significativa entre ansiedad y rendimiento académico.

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“…En este sentido, consecuencias desfavorables pueden ir asociadas a este tipo de estados emocionales. La ansiedad, uno de los más conocidos, puede dificultar el adecuado desarrollo del autoconcepto (Ranoyen, Jozefiak, Wallander, Lydersen, & Indredavik, 2014). Todo ello puede desencadenar desajustes psicosociales y enfermedades psiquiátricas.…”

Section: Introductionunclassified

Estados emocionales contrapuestos como predictores del rendimiento académico en secundaria

Acosta

Clavero

2018

rie

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Este trabajo tiene como objetivo fundamental analizar los predictores de Ansiedad, Felicidad y Rendimiento Académico, considerando la edad, género, cultura y estrato socioeconómico, así como contemplar las relaciones que se pudieran dar entre las variables, para una población adolescente multicultural. Para ello, se ha contado con 811 participantes, de seis centros en los que se imparte formación perteneciente a la Etapa Secundaria. Considerando la cultura, el grupo mayoritario es el de participantes pertenecientes a la cultura-religión musulmana. Estos constituyen el 71.6% de la muestra, mientras que el 28.4% de la misma pertenecía a la culturareligión cristiana, siendo el 46.1% varones y el resto de la muestra (53.9%) mujeres. Como instrumentos de evaluación se han empleado el Inventario de Ansiedad Estado-Rasgo para Niños (STAIC, Spielberger, 2001), un cuestionario elaborado para evaluar la Felicidad junto con las calificaciones de los estudiantes. Los resultados reflejan que los predictores de la Ansiedad son la Edad y el Género. Para la Felicidad aparecen todas las variables sociodemográficas: Edad, Cultura, Estatus y Género. Se ha halló una fuerte relación inversa entre Ansiedad y Felicidad, actuando cada una como principal predictora de la otra. En Rendimiento Académico los predictores son el estatus, la cultura/religión y la edad. No se ha halló relación estadísticamente significativa entre Ansiedad y Rendimiento Académico, pero sí en el caso de la Felicidad. This work has as main objective to analyze the predictors of Anxiety, Happiness and Academic Achievement, according to age, gender, culture and socioeconomic stratum as well as the relationships that could be given between all the variables, for a multicultural adolescent sample. To make it possible we focused on 811 participants from six educational centre; 71.6% of the total were Muslims and 28.4% belonged to the Christian religion, 46.1% were male and 53.9% female. The techniques used in this survey were the State-Trait Anxiety Inventory for Children (STAIC, Spielberger, 2001), a Happiness questionnaire, as well as the students’ grades. The results reflect that the predictors of Anxiety are Age and Gender. For Happiness, all the sociodemographics variables act as predictors: They are Age, Culture, Socioeconomic stratum and Gender. We found a strong and inverse relationship between Anxiety and Happiness. Each one act as the main predictor of the other. Academic Achievement predictors’ are the sociodemographic factors of status, culture and age. There is no statistically significant relationship between Anxiety and Academic Achievement, but we found it between Academic Achievement and Happiness.

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Self-reported social anxiety symptoms and correlates in a clinical (CAP) and a community (Young-HUNT) adolescent sample

Cited by 15 publications

References 39 publications

Sociodemographic Correlates and Mental Health Comorbidities in Adolescents With Social Anxiety: The Young-HUNT3 Study, Norway

Sociodemographic Correlates and Mental Health Comorbidities in Adolescents With Social Anxiety: The Young-HUNT3 Study, Norway

Influencia de las variables sociodemográficas sobre la ansiedad y el rendimiento académico adolescente: el contexto pluricultural de Ceuta

Estados emocionales contrapuestos como predictores del rendimiento académico en secundaria

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