The DOI matches its Crossref record; 73 of the 73 references it cites were found in a registry or an index.
The Social Ties That Bind: Social Anxiety and Academic Achievement Across the University Years
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.
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In the citing paper
“Although previous studies have found that socially anxious college students exhibit low academic performance [9, 10]”
From Social media addiction and academic engagement as serial mediators between social anxiety and academic performance among college students (2024) · cites this paper as [14]
In the citing paper
“some researchers have suggested one underlying mechanism may be failure to seek support when students experience high levels of social anxiety at university (Arjanggi & Kusumaningsih, 2016; Brook & Willoughby, 2015; Zukerman et al., 2019).”
From Differences in anxieties and social networks in a group-matched sample of autistic and typically developing students transitioning to university (2020) · cites this paper as Brook & Willoughby, 2015
In the citing paper
“Higher rates of social anxiety in TD students has also been associated with poorer academic adjustment, and some researchers have suggested one underlying mechanism may be failure to seek support when students experience high levels of social anxiety at university (Arjanggi & Kusumaningsih, 2016; Brook & Willoughby, 2015; Zukerman et al., 2019).”
From Differences in anxieties and social networks in a group-matched sample of autistic and typically developing students transitioning to university (2020) · cites this paper as Brook & Willoughby, 2015
In the citing paper
“Among college students, relationships with peers contribute to adjustment during the college transition, academic success, and personal well-being (Abby et al., 1985;Brook & Willoughby, 2015;Zea et al., 1995).”
From Social anxiety mediates the effect of attachment to parents on friendships and loneliness during the college transition (2023) · cites this paper as Brook & Willoughby, 2015
In the citing paper
“Additionally, social anxiety has also been related to a lack of social ties which in turn is associated with lower academic achievement in college students (Brook & Willoughby, 2015;Lasgaard et al., 2011)”
From Social anxiety mediates the effect of attachment to parents on friendships and loneliness during the college transition (2023) · cites this paper as Brook & Willoughby, 2015
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Gremmen, M. C., Dijkstra, J. K., Steglich, C., & Veenstra, R. (2017) · Developmental Psychology · doi:10.1037/dev0000314 · Cited by 123
Post-Secondary Stress and Mental Well-Being: A Scoping Review of the Academic Literature
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Metadata
- Authors
- Brook, C. A., & Willoughby, T.
- Affiliations
- Brock University (CA)
- Corresponding author
- Brook, Christina A.
- Willoughby, Teena
- Venue
- Journal of Youth and Adolescence
- Published
- 2015-02-18
- Volume
- 44
- Issue
- 5
- Pages
- 1139-1152
- ISSN
- 0047-2891 (ISSN-L)
- 1573-6601
- OpenAlex
- W2012414170
- Cited by
- 183
- References
- 72
- Citations by year
- 2026: 13 · 2025: 28 · 2024: 26 · 2023: 15 · 2022: 29 · 2021: 19 · 2020: 20 · 2019: 11 · 2018: 9 · 2017: 5 · 2016: 6 · 2015: 2
- FWCI
- 11.06
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Journal of Youth and Adolescence (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Social Sciences and Humanities Research Council of Canada
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Keywords
- social anxiety, academic performance, social ties, university students, social integration, fear of negative evaluation, social avoidance, student engagement
- MeSH terms
- Adolescent, Adult, Anxiety, Educational Status, Female, Humans, Interpersonal Relations, Longitudinal Studies, Male, Social Behavior, Universities, Young Adult
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