Subclinical social anxiety and academic performance in adolescence: analysis of theoretical and practical implications / Ansiedad social subclínica y rendimiento académico en la adolescencia: análisis de sus implicaciones teórico-prácticas

Abstract

This study analyses the relationship between self-reported social anxiety and academic performance in a sample of 1,616 Spanish students (52.1% males) in compulsory secondary education, aged 12 to 16 years old. Social anxiety was assessed by the Social Phobia and Anxiety Inventory (SPAI) and academic performance was measured with school grades and failing grades. Results reveal that adolescents with social anxiety show a similar academic performance to adolescents without social anxiety. Although t tests found some significant differences in academic grades and number of failing grades, the effect size analysis showed that these differences had no empirical relevance. These findings are discussed considering the gender and grade levels and their theoretical and practical implication.

Academic goals and learning strategies in secondary education Spanish students with social anxiety / Metas académicas y estrategias de aprendizaje en estudiantes españoles de Educación Secundaria Obligatoria con ansiedad social

“…In addition, secondary school students who have high social reinforcement goals are less likely to achieve high mathematics and language scores or a high general performance level than individuals with a low focus on social approval (Inglés et al, 2009). Therefore, although students with high social anxiety present similar academic goals to students with low social anxiety, it is probable that their predisposition to focus their learning on being accepted and not rejected by parents and teachers makes them susceptible to lower school marks (Delgado et al, 2014).…”

“…Es una problemática de prevalencia moderada, que suele iniciarse durante la adolescencia temprana y que genera una interferencia considerable sobre el ajuste académico y el desarrollo social de los menores. Así, el alto absentismo, la escasa participación en clase, o la tendencia a evitar preguntar al profesor (Bernstein, Bernat, Davis, & Layne, 2008) contribuyen a que el estudiante ansioso no pueda contrastar sus aprendizajes y obtenga calificaciones académicas más bajas (Delgado, Inglés, & García-Fernández, 2014). Igualmente, la evitación de las relaciones con los compañeros genera una baja aceptación en el grupo de iguales (Inglés, Delgado, García-Fernández, Ruiz-Esteban, & Díaz-Herrero, 2010), así como una percepción negativa del adolescente hacia sí mismo (Delgado, Inglés, & García-Fernández, 2013) y hacia la escuela.…”

“…The problem is of moderate prevalence, usually begins during early adolescence and generates considerable interference with children’s academic adjustment and social development. Thus, high absenteeism, poor participation in class and the tendency to avoid asking the teacher questions (Bernstein, Bernat, Davis, & Layne, 2008) result in the anxious student not being able to corroborate their learning and thus obtaining lower academic qualifications (Delgado, Inglés, & García-Fernández, 2014). Likewise, when they avoid creating relationships with other students their peers react by not accepting them (Inglés, Delgado, García-Fernández, Ruiz-Esteban, & Díaz-Herrero, 2010), which results in a negative perception of themselves (Delgado, Inglés, & García-Fernández, 2013) and their school.…”

Estilos atribucionales en estudiantes españoles de Educación Secundaria Obligatoria con alta ansiedad social autoinformada

“…Además, el malestar producido por la ansiedad social y sus respuestas evitativas repercuten negativamente en diferentes áreas funcionales de los niños. Así, la escasa participación en clase, la resistencia a presentar trabajos en el aula o la tendencia a evitar preguntar al profesor lo cual impide la aclaración de dudas (Bernstein, Bernat, Davis, & Layne, 2008), y el alto absentismo (Van Roy, Kristensen, Groholt, & Clench-Aas, 2009) contribuyen a que el estudiante ansioso obtenga calificaciones académicas más bajas y fracase en la escuela (Delgado, Inglés, & García-Fernández, 2014).…”

Reliability and Validity Evidence of Scores on the French Version of the Questionnaire about Interpersonal Difficulties for Adolescents

“…New social demands (e.g., asking for a date, presenting oral communications in class, attending parties and dances) require adolescents to show greater independence in their social interactions, and this favors the onset of interpersonal anxiety and social fears in those young people who find social interactions more difficult. Impairments and anxiety in social relationships are a common problem during adolescence (Detweiler, Comer, & Albano, 2010; Ollendick, Benoit, & Grills-Taquechel, 2014; Wittchen, Stein, & Kessler, 1999), and as such, they are related to many problems including drug consumption (Wittchen et al, 1999), social rejection and isolation (Inglés, Delgado, García-Fernández, Ruíz-Esteban & Díaz-Herrero, 2010), negative self-concept and low self-esteem (Delgado, Inglés & García-Fernández, 2013; Rivers et al, 2012), poor academic achievement and early dropout (Bernstein, Bernat, Davis & Layne 2008; Delgado, Inglés & García-Fernández, 2014) as well as several emotional and anxiety disorders (Chartrand, Cox, El-Gabalawy & Clara, 2011; Bernstein et al, 2008; Wittchen et al, 1999). …”