1Cademy - Introduction: effects of social anxiety and social skills on academic performance

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Introduction: effects of social anxiety and social skills on academic performance

19% of college students in a 1989 study (Beidel) qualified for a diagnosis of social anxiety disorder (SAD), based on self-assessments and confirmation from close friends and family.
In 1998, 33% of college men enrolled in an intro psychology course met criteria for SAD (Strahan).
This study's participants have not been formally diagnosed with SAD but rather self-identified as highly socially anxious based on the SPAI (Social Phobia and Anxiety Inventory).
- These results will still be useful due to low differences in behavior between diagnosed phobics and nonclinical individuals with clinical levels of anxiety.
Effects will often be indirect. Self-medication, discontent with college experience, and low use of coping methods are possible among socially anxious students.
- Direct evidence: 91% of a sample of 99 college students with SAD identified poor academic adjustment due to their phobia, presented through low grades from lack of class participation, avoidance of grad school and public speaking courses, and transferring to escape oral speaking requirements.
Social skills' effect on academic adjustment are also in question, as there has been evidence of a positive relationship with strong performance and academic happiness (D'Zurilla/Riggio). However, socially anxious individuals often underestimate their social competence compared to others who may view them more positively.

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Updated 2021-04-18

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