The Role of Cognitive Factors in Childhood Social Anxiety: Social Threat Thoughts and Social Skills Perception

Rianne E Van Niekerk,Mike Rinck,Giel J M Hutschemaekers,Eni S Becker,Esther Allart-Van Dam,Jennifer L Hudson,Anke M Klein

doi:10.1007/s10608-016-9821-x

Rianne E Van Niekerk, Mike Rinck + Show 5 more

Open Access

https://doi.org/10.1007/s10608-016-9821-x

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Abstract

Models of cognitive processing in anxiety disorders state that socially anxious children display several distorted cognitive processes that maintain their anxiety. The present study investigated the role of social threat thoughts and social skills perception in relation to childhood trait and state social anxiety. In total, 141 children varying in their levels of social anxiety performed a short speech task in front of a camera and filled out self-reports about their trait social anxiety, state anxiety, social skills perception and social threat thoughts. Results showed that social threat thoughts mediated the relationship between trait social anxiety and state anxiety after the speech task, even when controlling for baseline state anxiety. Furthermore, we found that children with higher trait anxiety and more social threat thoughts had a lower perception of their social skills, but did not display a social skills deficit. These results provide evidence for the applicability of the cognitive social anxiety model to children.

Highlights

Fear in social situations can be very impairing: Having to give a presentation at school, or being the centre of attention is a frightening experience for many children
We found that children with higher trait anxiety and more social threat thoughts had a lower perception of their social skills, but did not display a social skills deficit
We examined whether social threat thoughts and self-perceived social skills mediated the relationship between trait social anxiety and state anxiety

Summary

Introduction

Fear in social situations can be very impairing: Having to give a presentation at school, or being the centre of attention is a frightening experience for many children. Why do children become frightened in specific social situations like giving a presentation? It is to be expected that children who have a more anxious disposition are the ones who become more anxious in these situations, because theoretically ‘‘trait anxiety predicts state anxiety under conditions of psychological threat, especially conditions of evaluation’’ It is of interest to find more factors that may relate to state anxiety, for this will offer more insights into the mechanisms by which anxiety arises. These insights can be used for improving treatment interventions

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