Skip to main content
Top
Gepubliceerd in: Journal of Youth and Adolescence 5/2015

01-05-2015 | Empirical Research

The Social Ties That Bind: Social Anxiety and Academic Achievement Across the University Years

Auteurs: Christina A. Brook, Teena Willoughby

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 5/2015

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Given that engagement and integration in university/college are considered key to successful academic achievement, the identifying features of social anxiety, including fear of negative evaluation and distress and avoidance of new or all social situations, may be particularly disadvantageous in the social and evaluative contexts that are integral to university/college life. Thus, the purpose of this study was to examine the direct effects of social anxiety on academic achievement, as well as investigate an indirect mechanism through which social anxiety might impact on academic achievement, namely, the formation of new social ties in university. The participants were 942 (71.7 % female; M = 19 years at Time 1) students enrolled in a mid-sized university in Southern Ontario, Canada. Students completed annual assessments of social anxiety, social ties, and academic achievement for three consecutive years. The results from an autoregressive cross-lag path analysis indicated that social anxiety had a significant and negative direct relationship with academic achievement. Moreover, the negative indirect effect of social anxiety on academic achievement through social ties was significant, as was the opposing direction of effects (i.e., the indirect effect of academic achievement on social anxiety through social ties). These findings highlight the critical role that social ties appear to play in successful academic outcomes and in alleviating the effects of social anxiety during university/college.
Literatuur
go back to reference Adachi, P. J. C., & Willoughby, T. (2014). Interpreting effect sizes when controlling for stability effects in longitudinal autoregressive models: Implications for psychological science. European Journal of Developmental Psychology, 12(1), 116–128. doi:10.1080/17405629.2014.963549.CrossRef Adachi, P. J. C., & Willoughby, T. (2014). Interpreting effect sizes when controlling for stability effects in longitudinal autoregressive models: Implications for psychological science. European Journal of Developmental Psychology, 12(1), 116–128. doi:10.​1080/​17405629.​2014.​963549.CrossRef
go back to reference Antonio, A. L. (2004). Influence of friendship groups in college. The Journal of Higher Education, 75(4), 446–471.CrossRef Antonio, A. L. (2004). Influence of friendship groups in college. The Journal of Higher Education, 75(4), 446–471.CrossRef
go back to reference Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518–529. Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518–529.
go back to reference Baker, R. W., & Siryk, B. (1989). Student adaptation to college questionnaire manual. Los Angeles, CA: Western Psychological Services. Baker, R. W., & Siryk, B. (1989). Student adaptation to college questionnaire manual. Los Angeles, CA: Western Psychological Services.
go back to reference Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4(1), 1–44.CrossRef Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest, 4(1), 1–44.CrossRef
go back to reference Berndt, T. J. (1982). The features and effects of friendship in early adolescence. Child Development, 53(6), 1447–1460.CrossRef Berndt, T. J. (1982). The features and effects of friendship in early adolescence. Child Development, 53(6), 1447–1460.CrossRef
go back to reference Buhrmester, D. (1990). Intimacy of friendship, interpersonal competence, and adjustment during preadolescence and adolescence. Child Development, 61(4), 1101–1111.CrossRefPubMed Buhrmester, D. (1990). Intimacy of friendship, interpersonal competence, and adjustment during preadolescence and adolescence. Child Development, 61(4), 1101–1111.CrossRefPubMed
go back to reference Buote, V. M., Pancer, S. M., Pratt, M. W., Adams, G., Birnie-Lefcovitch, S., Polivy, J., et al. (2007). The importance of friends: Friendship and adjustment among 1st-year university students. Journal of Adolescent Research, 22(6), 665–689. doi:10.1177/0743558407306344.CrossRef Buote, V. M., Pancer, S. M., Pratt, M. W., Adams, G., Birnie-Lefcovitch, S., Polivy, J., et al. (2007). The importance of friends: Friendship and adjustment among 1st-year university students. Journal of Adolescent Research, 22(6), 665–689. doi:10.​1177/​0743558407306344​.CrossRef
go back to reference Chickering, A. W., & Reisser, L. (1993). Education and identity (2nd ed.). San Francisco: Jossey-Bass. Chickering, A. W., & Reisser, L. (1993). Education and identity (2nd ed.). San Francisco: Jossey-Bass.
go back to reference Duchesne, S., Vitaro, F., Larose, S., & Tremblay, R. E. (2008). Trajectories of anxiety during elementary-school years and the prediction of high school noncompletion. Journal of Youth and Adolescence, 37(9), 1134–1146. doi:10.1007/s10964-007-9224-0.CrossRef Duchesne, S., Vitaro, F., Larose, S., & Tremblay, R. E. (2008). Trajectories of anxiety during elementary-school years and the prediction of high school noncompletion. Journal of Youth and Adolescence, 37(9), 1134–1146. doi:10.​1007/​s10964-007-9224-0.CrossRef
go back to reference Epkins, C., & Heckler, D. (2011). Integrating etiological models of social anxiety and depression in youth: Evidence for a cumulative interpersonal risk model. Clinical Child and Family Psychology Review, 14(4), 329–376. doi:10.1007/s10567-011-0101-8.CrossRefPubMed Epkins, C., & Heckler, D. (2011). Integrating etiological models of social anxiety and depression in youth: Evidence for a cumulative interpersonal risk model. Clinical Child and Family Psychology Review, 14(4), 329–376. doi:10.​1007/​s10567-011-0101-8.CrossRefPubMed
go back to reference Erikson, E. H. (1966). Eight ages of man. International Journal of Psychiatry, 2(3), 281–300.PubMed Erikson, E. H. (1966). Eight ages of man. International Journal of Psychiatry, 2(3), 281–300.PubMed
go back to reference Fass, M. E., & Tubman, J. G. (2002). The influence of parental and peer attachment on college students’ academic achievement. Psychology in the Schools, 39(5), 561–574. doi:10.1002/pits.10050.CrossRef Fass, M. E., & Tubman, J. G. (2002). The influence of parental and peer attachment on college students’ academic achievement. Psychology in the Schools, 39(5), 561–574. doi:10.​1002/​pits.​10050.CrossRef
go back to reference Furman, W., & Buhrmester, D. (1992). Age and sex differences in perceptions of networks of personal relationships. Child Development, 63(1), 103–115.CrossRefPubMed Furman, W., & Buhrmester, D. (1992). Age and sex differences in perceptions of networks of personal relationships. Child Development, 63(1), 103–115.CrossRefPubMed
go back to reference Ginsburg, G. S., La Greca, A. M., & Silverman, W. K. (1998). Social anxiety in children with anxiety disorders: Relation with social and emotional functioning. Journal of Abnormal Child Psychology, 26(3), 175–185.CrossRefPubMed Ginsburg, G. S., La Greca, A. M., & Silverman, W. K. (1998). Social anxiety in children with anxiety disorders: Relation with social and emotional functioning. Journal of Abnormal Child Psychology, 26(3), 175–185.CrossRefPubMed
go back to reference Goguen, L. M. S., Hiester, M. A., & Nordstrom, A. H. (2010). Associations among peer relationships, academic achievement, and persistence in college. Journal of College Student Retention, 12(3), 319–337. doi:10.2190/CS.12.3.d.CrossRef Goguen, L. M. S., Hiester, M. A., & Nordstrom, A. H. (2010). Associations among peer relationships, academic achievement, and persistence in college. Journal of College Student Retention, 12(3), 319–337. doi:10.​2190/​CS.​12.​3.​d.CrossRef
go back to reference Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55.CrossRef Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55.CrossRef
go back to reference La Greca, A. M., & Harrison, H. M. (2005). Adolescent peer relations, friendships, and romantic relationships: Do they predict social anxiety and depression? Journal of Clinical Child and Adolescent Psychology, 34(1), 49–61.CrossRefPubMed La Greca, A. M., & Harrison, H. M. (2005). Adolescent peer relations, friendships, and romantic relationships: Do they predict social anxiety and depression? Journal of Clinical Child and Adolescent Psychology, 34(1), 49–61.CrossRefPubMed
go back to reference La Greca, A. M., & Lopez, N. (1998). Social anxiety among adolescents: Linkages with peer relations and friendships. Journal of Abnormal Child Psychology, 26(2), 83–94.CrossRefPubMed La Greca, A. M., & Lopez, N. (1998). Social anxiety among adolescents: Linkages with peer relations and friendships. Journal of Abnormal Child Psychology, 26(2), 83–94.CrossRefPubMed
go back to reference Leary, M. R. (2010). Social anxiety as an early warning system: A refinement and extension of the self-presentation theory of social anxiety. In S. G. Hofmann & P. M. DiBartolo (Eds.), Social anxiety: Clinical, developmental, and social perspectives (2nd ed., pp. 471–486). New York: Elsevier.CrossRef Leary, M. R. (2010). Social anxiety as an early warning system: A refinement and extension of the self-presentation theory of social anxiety. In S. G. Hofmann & P. M. DiBartolo (Eds.), Social anxiety: Clinical, developmental, and social perspectives (2nd ed., pp. 471–486). New York: Elsevier.CrossRef
go back to reference Leary, M. R., & Kowalski, R. M. (1995). The self-presentation model of social phobia. In R. G. Heimberg, M. R. Liebowitz, D. A. Hope, & F. R. Schneier (Eds.), Social phobia: Diagnosis, assessment, and treatment. New York: Guilford Press. Leary, M. R., & Kowalski, R. M. (1995). The self-presentation model of social phobia. In R. G. Heimberg, M. R. Liebowitz, D. A. Hope, & F. R. Schneier (Eds.), Social phobia: Diagnosis, assessment, and treatment. New York: Guilford Press.
go back to reference Little, T. D., Jorgensen, T. D., Lang, K. M., & Moore, E. W. G. (2014). On the joys of missing data. Journal of Pediatric Psychology, 39(2), 151–162.CrossRefPubMed Little, T. D., Jorgensen, T. D., Lang, K. M., & Moore, E. W. G. (2014). On the joys of missing data. Journal of Pediatric Psychology, 39(2), 151–162.CrossRefPubMed
go back to reference Mitchell, M., MacInnes, D., & Morrison, I. (2008). Student wellbeing study. Christ Church, New Zealand: The Department for Innovation, Canterbury Christ Church University. Mitchell, M., MacInnes, D., & Morrison, I. (2008). Student wellbeing study. Christ Church, New Zealand: The Department for Innovation, Canterbury Christ Church University.
go back to reference Parade, S. H., Leerkes, E. M., & Blankson, A. N. (2010). Attachment to parents, social anxiety, and close relationships of female students over the transition to college. Journal of Youth and Adolescence, 39(2), 127–137. doi:10.1007/s10964-009-9396-x.CrossRefPubMed Parade, S. H., Leerkes, E. M., & Blankson, A. N. (2010). Attachment to parents, social anxiety, and close relationships of female students over the transition to college. Journal of Youth and Adolescence, 39(2), 127–137. doi:10.​1007/​s10964-009-9396-x.CrossRefPubMed
go back to reference Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research (Vol. 2). San Francisco: Jossey-Bass. Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research (Vol. 2). San Francisco: Jossey-Bass.
go back to reference Robinson, D. A. G., Burns, C. F., & Gaw, K. F. (1996). Orientation programs: A foundation of student learning and success. New Directions for Student Services, 75, 55–68.CrossRef Robinson, D. A. G., Burns, C. F., & Gaw, K. F. (1996). Orientation programs: A foundation of student learning and success. New Directions for Student Services, 75, 55–68.CrossRef
go back to reference Rubin, K. H., Bowker, J. C., & Gazelle, H. (2010). Social withdrawal in childhood and adolescence. In K. H. Rubin & R. J. Coplan (Eds.), The development of shyness and social withdrawal (pp. 131–156). New York: Guilford Press. Rubin, K. H., Bowker, J. C., & Gazelle, H. (2010). Social withdrawal in childhood and adolescence. In K. H. Rubin & R. J. Coplan (Eds.), The development of shyness and social withdrawal (pp. 131–156). New York: Guilford Press.
go back to reference Russell, G., & Shaw, S. (2009). A study to investigate the prevalence of social anxiety in a sample of higher education students in the United Kingdom. Journal of Mental Health, 18(3), 198–206. doi:10.1080/09638230802522494.CrossRef Russell, G., & Shaw, S. (2009). A study to investigate the prevalence of social anxiety in a sample of higher education students in the United Kingdom. Journal of Mental Health, 18(3), 198–206. doi:10.​1080/​0963823080252249​4.CrossRef
go back to reference Selig, J. P., & Little, T. D. (2012). Autoregressive and cross-lagged panel analysis for longitudinal data. In B. Laursen, T. D. Little, & N. A. Card (Eds.), Handbook of developmental research methods (pp. 265–278). New York: The Guilford Press. Selig, J. P., & Little, T. D. (2012). Autoregressive and cross-lagged panel analysis for longitudinal data. In B. Laursen, T. D. Little, & N. A. Card (Eds.), Handbook of developmental research methods (pp. 265–278). New York: The Guilford Press.
go back to reference Sharabany, R., Gershoni, R., & Hofman, J. E. (1981). Girlfriend, boyfriend: Age and sex differences in intimate friendship. Developmental Psychology, 17(6), 800–808.CrossRef Sharabany, R., Gershoni, R., & Hofman, J. E. (1981). Girlfriend, boyfriend: Age and sex differences in intimate friendship. Developmental Psychology, 17(6), 800–808.CrossRef
go back to reference Starr, L. R., Davila, J., La Greca, A., & Landoll, R. R. (2011). Social anxiety and depression: The teenage and early adult years. In C. Alfano & D. C. Beidel (Eds.), Social anxiety in adolescents and young adults: Translating developmental science into practice (pp. 75–91). Washington, DC: Psychological Association. Starr, L. R., Davila, J., La Greca, A., & Landoll, R. R. (2011). Social anxiety and depression: The teenage and early adult years. In C. Alfano & D. C. Beidel (Eds.), Social anxiety in adolescents and young adults: Translating developmental science into practice (pp. 75–91). Washington, DC: Psychological Association.
go back to reference Strahan, E. Y. (2003). The effects of social anxiety and social skills on academic performance. Personality and Individual Differences, 34, 347–366.CrossRef Strahan, E. Y. (2003). The effects of social anxiety and social skills on academic performance. Personality and Individual Differences, 34, 347–366.CrossRef
go back to reference Swenson, L. M., Nordstrom, A., & Hiester, M. (2008). The role of peer relationships in adjustment to college. Journal of College Student Development, 49(6), 551–567. doi:10.1353/csd.0.0038.CrossRef Swenson, L. M., Nordstrom, A., & Hiester, M. (2008). The role of peer relationships in adjustment to college. Journal of College Student Development, 49(6), 551–567. doi:10.​1353/​csd.​0.​0038.CrossRef
go back to reference Tavernier, R., & Willoughby, T. (2013). Bidirectional associations between sleep (quality and duration) and psychosocial functioning across the university years. Developmental Psychology, 50(3), 674–682. doi:10.1037/a0034258.CrossRefPubMed Tavernier, R., & Willoughby, T. (2013). Bidirectional associations between sleep (quality and duration) and psychosocial functioning across the university years. Developmental Psychology, 50(3), 674–682. doi:10.​1037/​a0034258.CrossRefPubMed
go back to reference Tavernier, R., & Willoughby, T. (2015). A longitudinal examination of the bidirectional association between sleep problems and social ties at university: The mediating role of emotion regulation. Journal of Youth and Adolescence, 44, 317–330. doi:10.1007/s10964-014-0107-x.CrossRefPubMed Tavernier, R., & Willoughby, T. (2015). A longitudinal examination of the bidirectional association between sleep problems and social ties at university: The mediating role of emotion regulation. Journal of Youth and Adolescence, 44, 317–330. doi:10.​1007/​s10964-014-0107-x.CrossRefPubMed
go back to reference Tinto, V. (2006). Research and practice of student retention: What next? Journal of College Student Retention: Research, Theory and Practice, 8(1), 1–19.CrossRef Tinto, V. (2006). Research and practice of student retention: What next? Journal of College Student Retention: Research, Theory and Practice, 8(1), 1–19.CrossRef
go back to reference Tokuno, K. A. (1986). The early adult transition and friendships: Mechanisms of support. Adolescence, 21(83), 593.PubMed Tokuno, K. A. (1986). The early adult transition and friendships: Mechanisms of support. Adolescence, 21(83), 593.PubMed
go back to reference Tulbure, B. T., Szentagotai, A., Dobrean, A., & David, D. (2012). Evidence based clinical assessment of child and adolescent social phobia: A critical review of rating scales. Child Psychiatry and Human Development, 43(5), 795–820. doi:10.1007/s10578-012-0297-y.CrossRefPubMed Tulbure, B. T., Szentagotai, A., Dobrean, A., & David, D. (2012). Evidence based clinical assessment of child and adolescent social phobia: A critical review of rating scales. Child Psychiatry and Human Development, 43(5), 795–820. doi:10.​1007/​s10578-012-0297-y.CrossRefPubMed
go back to reference Tynkkynen, L., Tolvanen, A., & Salmela-Aro, K. (2012). Trajectories of educational expectations from adolescence to young adulthood in Finland. Developmental Psychology, 48(6), 1674–1685. doi:10.1037/a0027245.CrossRefPubMed Tynkkynen, L., Tolvanen, A., & Salmela-Aro, K. (2012). Trajectories of educational expectations from adolescence to young adulthood in Finland. Developmental Psychology, 48(6), 1674–1685. doi:10.​1037/​a0027245.CrossRefPubMed
go back to reference Vernberg, E. M., Abwender, D. A., Ewell, K. K., & Beery, S. H. (1992). Social anxiety and peer relationships in early adolescence: A prospective analysis. Journal of Clinical Child Psychology, 21(2), 189–196.CrossRef Vernberg, E. M., Abwender, D. A., Ewell, K. K., & Beery, S. H. (1992). Social anxiety and peer relationships in early adolescence: A prospective analysis. Journal of Clinical Child Psychology, 21(2), 189–196.CrossRef
go back to reference Willoughby, T., & Fortner, A. (2014). At-risk depressive symptoms and alcohol use trajectories in adolescence: A person-centred analysis of co-occurrence. Journal of Youth and Adolescence. doi:10.1007/s10964-014-0106-y. Willoughby, T., & Fortner, A. (2014). At-risk depressive symptoms and alcohol use trajectories in adolescence: A person-centred analysis of co-occurrence. Journal of Youth and Adolescence. doi:10.​1007/​s10964-014-0106-y.
go back to reference Zhao, X., Lynch, J. G, Jr, & Chen, Q. (2010). Reconsidering Baron and Kenny: Myths and truths about mediation analysis. Journal of Consumer Research, 37(2), 197–206. doi:10.1086/651257.CrossRef Zhao, X., Lynch, J. G, Jr, & Chen, Q. (2010). Reconsidering Baron and Kenny: Myths and truths about mediation analysis. Journal of Consumer Research, 37(2), 197–206. doi:10.​1086/​651257.CrossRef
Metagegevens
Titel
The Social Ties That Bind: Social Anxiety and Academic Achievement Across the University Years
Auteurs
Christina A. Brook
Teena Willoughby
Publicatiedatum
01-05-2015
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 5/2015
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-015-0262-8

Andere artikelen Uitgave 5/2015

Journal of Youth and Adolescence 5/2015 Naar de uitgave