The Effect of Social Anxiety and Self-Esteem on College Adjustment, Academics, and Retention

COVID-19 vaccine related anxiety partially mediates the association between COVID-19 related anxiety and student adjustment to college during the pandemic

The COVID-19 pandemic caused severe disruptions in living and learning to millions of college students. Here we investigated using mediation analysis two dimensions of anxiety that were specific to the pandemic - COVID-19 related anxiety and COVID-19 vaccine anxiety - to evaluate their relationship to college adjustment during the pandemic. Using cross-sectional survey data across three semester waves (Spring 2021, Fall 2021, and Spring 2022) we probed whether anxiety functioned as a challenge or hindrance stressor on adjustment. We found that although anxiety decreased in both COVID-19 dimensions across semesters, student adjustment to college remained consistently low. Our mediation analysis revealed that both COVID-19 related anxiety and COVID-19 vaccine-related anxiety functioned as challenge stressors, elevating academic, social, personal-emotional, and institutional adjustment during the pandemic. We discuss the role of positive COVID impacts on college adjustment, including enhanced social support.

Social media addiction and academic engagement as serial mediators between social anxiety and academic performance among college students

BACKGROUND

Social anxiety has been shown to affect college students' academic performance. However, the role of social media addiction and academic engagement in this association is unclear.

METHODS

A total 2661 college students completed a self-report questionnaire including Liebowitz Social Anxiety Scale, the Bergen Social Media Addiction Scale, the Utrecht Student Work Engagement Scale for Students, and the grade point average. Hayes' PROCESS macro for SPSS was employed to test the serial mediation effect.

RESULTS

Results indicated that social anxiety was negatively related to academic performance, only academic engagement played a single mediating role in the relationship between social anxiety and academic performance, meanwhile social media addiction and academic engagement acted as serial mediators between social anxiety on academic performance.

CONCLUSIONS

Social media addiction and academic engagement can explain the potential mechanisms of the association between social anxiety and academic performance, which have implications for devising intervention strategies to enhance the mental health and academic outcomes of college students.

Minority stress and academic outcomes among ethnic minority college students: Anxiety as a mediating mechanism

Objective: The present study examines the relationship between minority stress and academic outcomes for ethnic minority college students in the U.S. We explore to what extent anxiety functions as a potential mediating mechanism for these relationships. Participants: Data were obtained from 347 undergraduate ethnic minority college students attending a public university in West Texas. Results: Results revealed that minority stress was significantly related to anxiety symptoms when controlling for ethnic minority group membership. Additionally, it was found that anxiety symptoms significantly mediated the relationship between minority stress and major satisfaction, controlling for ethnic minority group membership. Conclusions: This study contributes to the existing psychological literature on ethnic minority college students by highlighting the extent that minority stress is related to certain academic outcomes, taking a step further to investigate anxiety as a mechanism that may explain these relationships.

The influence of general causality orientations on self-esteem and perceived stress among undergraduate students in women-only colleges

Purpose

General causality orientation is a mini-theory within the self-determination theory (STD). The purpose of this study was to examine the influence of general causality orientations (autonomous, controlled, and impersonal) on perceived stress and self-esteem among students in a women-only college.

Design/methodology/approach

Data were collected through a questionnaire administered to students (n = 132) of a small women-only university in Roanoke, Virginia, USA. The survey included questions on the three general causality orientations, perceived stress, and self-esteem; the survey also included questions on student satisfaction, financial resources, and academic performance, used as control variables in the study.

Findings

Autonomous orientation was not significantly related to self-esteem or perceived stress. Controlled orientation negatively influences self-depreciation. Finally, impersonal orientation positively influenced self-depreciation and negatively affected self-confidence.

Practical implications

Faculty and administrators in women-only universities should be encouraged to implement programs that strengthen the sense of optimism among female students. Student support services that emphasize enhancing autonomous orientation could be even more helpful by offering interventions that help students overcome their impersonal orientation.

Originality/value

While previous studies have concentrated on autonomous orientation, this study provides recommendations for overcoming impersonal orientation among female undergraduate students in women-only colleges to enhance self-esteem and reduce stress.

Student Perceptions of Authoring a Publication Stemming from a Course-Based Undergraduate Research Experience (CURE)

Course-based undergraduate research experiences (CUREs) engage students in authentic research experiences in a course format and can sometimes result in the publication of that research. However, little is known about student-author perceptions of CURE publications. In this study, we examined how students perceive they benefit from authoring a CURE publication and what they believe is required for authorship of a manuscript in a peer-reviewed journal. All 16 students who were enrolled in a molecular genetics CURE during their first year of college participated in semistructured interviews during their fourth year. At the time of the interviews, students had been authors of a CURE publication for a year and a half. Students reported that they benefited personally and professionally from the publication. Students had varying perceptions of what is required for authorship, but every student thought that writing the manuscript was needed, and only two mentioned needing to approve the final draft. Additionally, we identified incomplete conceptions that students had about CURE publications. This work establishes student-perceived benefits from CURE publications and highlights the need for authorship requirements to be explicitly addressed in CUREs.

Predicting University Adjustment from Coping-Styles, Self-Esteem, Self-Efficacy, and Personality: Findings from a Survey in a Sample of Italian Students

Starting university life requires that students learn to cope with several personal, academic, and social challenges. A wide array of variables affects how students adjust to university life. This study was aimed to investigate which factors among coping styles, self-esteem, self-efficacy, and personality traits (i.e., diligence, relational availability, mental flexibility, activity, and emotional stability) best predicted the levels of university adjustment in a sample of university freshmen (N = 204, 63% women). Data were collected using self-report instruments. Multiple regressions analyses were conducted to identify the most significant predictors of adjustment to college. Our findings reported that self-efficacy, task-, and emotion-oriented coping were the most significant predictors, together with relational availability and mental flexibility. These findings might improve the growing knowledge concerning university adjustment, supporting main previous research. The observed relationships between university adjustment and the measured variables suggest intriguing considerations about the importance for schools and universities of providing interventions for students that aim to develop and strengthen the investigated personality facets, reducing withdrawal, behavioral and/or mental disengagement, and promoting academic achievement and success.

Relationship of childhood maltreatment, exercise, and emotion regulation to self-esteem, PTSD, and depression symptoms among college students

Because physical exercise improves psychological functioning, it may be beneficial to college students with maltreatment histories. Thus, we tested the hypotheses that cumulative maltreatment would negatively affect psychological functioning, physical exercise would positively affect psychological functioning, and emotion regulation difficulties would negatively contribute to the prediction of psychological functioning. Participants: Participants were 90 undergraduate students (71.1% female, 65.6% white). Methods: Participants completed questionnaires regarding their maltreatment and physical exercise history, emotion regulation difficulties, and psychological functioning. Results: Cumulative maltreatment was negatively correlated with self-esteem and positively correlated with PTSD/depression and frequent exercise was negatively correlated with PTSD/depression. Emotion regulation difficulties impacted the relationships between maltreatment history and psychological functioning, and accounted for much of the variability in psychological functioning. Cumulative maltreatment and exercise impacted different domains of emotion regulation which in turn uniquely affect psychological functioning. Conclusions: Therapeutic interventions should aim to improve these specific emotion regulation abilities.

Brief cognitive behavior group therapy for social anxiety among medical students: A randomized placebo-controlled trial

OBJECTIVE

To compare brief cognitive behavior group therapy (bCBGT) for social anxiety disorder (SAD) to a credible placebo, psychoeducational-supportive therapy (PST), in a sample of medical students.

METHOD

This was a single-center, rater-blind, randomized, attention placebo-controlled, parallel-group study. Participants were 50 consenting undergraduate medical students of a state government medical college in Cuttack, India having a primary diagnosis of SAD, who recieved 6 weekly 2-h group sessions. Assessments were carried out at baseline, post intervention and at two-month follow. Independent raters assessed the participants on the Liebowitz Social Anxiety Scale and Clinical Global Impression- Improvement scale (CGI-I). Social Phobia Inventory (SPIN), a self-rated measure, was administered in the same periods.

RESULTS

bCBGT group improved significantly across periods from pre-treatment to post-treatment and from pre-treatment to two-month follow-up. bCBGT was statistically superior to PST at the post-treatment and follow-up assessments and showed large effect sizes at both post-treatment and follow-up.

CONCLUSIONS

A 6-session bCBGT is an efficacious treatment for SAD among medical students. A longer follow-up and replication in other groups, and clinical settings are necessary for generalization to a broader SAD population.

Examination of the Brief Fear of Negative Evaluation Scale–Version 2 and the Brief Fear of Negative Evaluation Scale–Straightforward Items Factor Structure in a Sample of U.S. College Students

The current study examined the factor structure of the Brief Fear of Negative Evaluation–Straightforward Items (BFNE-S) and the Brief Fear of Negative Evaluation–Version 2 (BFNE-II) among 151 college students from the United States. Results indicated that the BFNE-S and the BFNE-II scores demonstrated excellent internal consistency reliability. Single-group confirmatory factor analyses found that compared with the BFNE-II, the BFNE-S demonstrated a superior fit for the unitary theoretical model. Together, these findings suggest that the BFNE-S appears to be a better measure for assessing fear of negative evaluation in U.S. college students.