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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

Subclinical social anxiety and academic performance in adolescence: analysis of theoretical and... AbstractThis 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Studies in Psychology: Estudios de Psicología Taylor & Francis

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

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Publisher
Taylor & Francis
Copyright
© 2014 Fundacion Infancia y Aprendizaje
ISSN
1579-3699
eISSN
0210-9395
DOI
10.1080/02109395.2014.893649
Publisher site
See Article on Publisher Site

Abstract

AbstractThis 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.

Journal

Studies in Psychology: Estudios de Psicología – Taylor & Francis

Published: Jan 2, 2014

Keywords: adolescent psychology; social anxiety; academic performance; academic failure; effect size; psicología adolescente; ansiedad social; rendimiento académico; fracaso escolar; tamaño del efecto

References

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