Social Anxiety and Perceived Social Support: Gender Differences and the Mediating Role of Communication Styles

Barnett, Michael D.; Maciel, Idalia V.; Johnson, Dylan M.; Ciepluch, Ilona

doi:10.1177/0033294119900975

Cited by 51 publications

(40 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Compared to the female medical fresh students, the males' PTG is signi cantly higher than females'. The results are consistent with previous studies that females were experiencing more severe stress and anxiety symptoms, while males showed better resilience to stress [29,30].…”

Section: Discussionsupporting

confidence: 93%

The Effect of Trait Anxiety on Medical Freshmen's Post-Traumatic Growth: The Mediating Role of Resilience

Lan

et al. 2021

Preprint

View full text Add to dashboard Cite

Trait anxiety is a risk factor for post-traumatic growth when medical freshmen are experiencing stressful events. However, little is known about whether resilience has the mediating role between trait anxiety and post-traumatic growth. The current study surveyed the Post Traumatic Growth Inventory (PTGI), Self-rating Depression Scale (SDS), the State-Trait Anxiety Inventory (STAI) and the Connor-Davidson Resilience Scale (CD-RISC) in a sample of 295 medical freshmen. The results founded that post-traumatic growth was negatively correlated with trait anxiety, with correlation coefficients of -0.609( p < 0.01), and positively correlated with resilience, with correlation coefficient of 0.635 ( p < 0.01). Moreover, resilience could mediate the relationship between trait anxiety and post-traumatic growth. These findings provide theoretical implications to promote medical freshmen’s resilience to adapt to their life of college.

show abstract

Section: Discussionsupporting

confidence: 93%

The Effect of Trait Anxiety on Medical Freshmen's Post-Traumatic Growth: The Mediating Role of Resilience

Lan

et al. 2021

Preprint

View full text Add to dashboard Cite

show abstract

“…They will avoid interactions with others to the greatest extent possible, and even try not to ask for help when they have difficulties, which may lead to a lack of social support (SS) in their real lives. Some studies ( Wonderlich-Tierney and Vander Wal, 2010 ; Moghtader and Shamloo, 2019 ; Barnett et al, 2021 ) showed that the higher the level of SA of college students, the lower their perceived SS. SS, as an important resource of social characteristics, is an important factor in improving individuals’ perceptions of the controllability of events and enhancing their internal psychological resources ( Hill and Hamm, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Social Anxiety and Subjective Quality of Life Among Chinese Left-Behind Children: The Mediating Role of Social Support

Yang

Xiao-zhou

2022

Front. Psychol.

View full text Add to dashboard Cite

The issue of left-behind children has become a key focus in China. In this study, we investigate the mediating role of social support between social anxiety and the subjective quality of life among left-behind children in China (N = 379, Mage = 13.65). A total of 710 junior high school students were recruited using clustering random sampling from five middle schools in China and investigated using the Social Anxiety Scale for Children, Social Support Rating Scale for Adolescents, and Inventory of Subjective Life Quality. The results show that social anxiety is negatively associated with social support and subjective quality of life, and social support is positively correlated with subjective quality of life. In addition, social support partially mediates the relationship between social anxiety and subjective quality of life. In conclusion, these findings provide new insights to improve the subjective quality of life of left-behind children. The focus should be on alleviating social anxiety and increasing social support in order to help left-behind children improve their subjective quality of life.

show abstract

“…Theoretically, the communication style in the transactional model assumes that complex information is sent and received simultaneously through various diverse media, and then becomes a consideration for everyone in the interaction process 3 . Thus, communication styles would mediate maladaptive perfectionism on perceived social support and social Anxiety on Perceived Social Support [35]. Accordingly, teachers with better communication are likely to increase the effect of teaching motivation, workplace ethics, Emotional Intelligence on the reading proficiency and knowledge sharing.…”

Section: Modernization Of Educationmentioning

confidence: 99%

The Effect of Communication Style on Teaching Motivation, Work Ethics, Emotional Intelligence, Reading Proficiency and Knowledge Sharing

2021

View full text Add to dashboard Cite

Introduction. The reading proficiency of students across countries varies. Better teaching motivation, workplace ethics, Emotional Intelligence promote one to share their knowledge with others. Therefore this study seeks to investigate the role of communication style, the effect of teaching motivation, workplace ethics, emotional intelligence on reading proficiency and knowledge sharing. Materials and Methods. This study engaged 448 teachers/serviced teachers from various levels of secondary schools. Structural Equation Modeling is utilized in this study to analyze the model. The model reached a satisfactory compliance. Results. The results showed that teaching motivation, workplace ethics, emotional intelligence bear on reading proficiency and knowledge sharing positively. The communication style of teachers mediates the model significantly. Discussion and Conclusion.Teachers with better motivation prepare their class better by increasing their knowledge and insight into their field by the intensity of their effort to increase their reading experience and proficiency. Those sticking to work ethic try to increase their integrity, honesty, discipline, fairness and respect, responsibility, and accountability at work to reach better proficiency of reading and behaviors of sharing activities. Teachers’ Emotional Intelligence boosts their quality in reading by reaching a better quality of their ability on their understanding of reading passages and vocabulary knowledge as well as the level of proficiency in reading. Teachers with better communication styles increase their motivation onto the level of reading proficiency. Communication style strengthens the influence of motivation on reading skills.

show abstract

Social Anxiety and Perceived Social Support: Gender Differences and the Mediating Role of Communication Styles

Cited by 51 publications

References 43 publications

The Effect of Trait Anxiety on Medical Freshmen's Post-Traumatic Growth: The Mediating Role of Resilience

The Effect of Trait Anxiety on Medical Freshmen's Post-Traumatic Growth: The Mediating Role of Resilience

Social Anxiety and Subjective Quality of Life Among Chinese Left-Behind Children: The Mediating Role of Social Support

The Effect of Communication Style on Teaching Motivation, Work Ethics, Emotional Intelligence, Reading Proficiency and Knowledge Sharing

Contact Info

Product

Resources

About