Abstract
Social life and mental health are essential factors that relate to classroom performance for undergraduate students. Thus, in line with this scope of research, the goal of this study was to examine the links between communication apprehension, stress, and cognitive engagement in the classroom for undergraduate students. Participants (N = 406) self-reported their levels of communication apprehension, stress, and cognitive engagement when in the classroom. The results showed that stress mediated the link between communication apprehension and cognitive engagement in the classroom. Overall, our results add to the body of literature on students’ social lives and academic engagement. Moreover, we discuss the practical implications of these findings for administrators and professionals in higher education.
Published Version
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