Social Anxiety Research Articles

Negative Emotion Differentiation Buffers against Intergenerational Risk for Social Anxiety in At-Risk Adolescent Girls

Social anxiety disorder (SAD) tends to emerge during adolescence and is more prevalent among those assigned female at birth. Parental social anxiety confers risk for adolescent SAD but less is known regarding protective factors. Research suggests that emotion differentiation (the ability to discriminate between similarly valenced emotions, e.g., fear vs. sadness vs. anger) may be protective, as it is associated with adaptive psychosocial outcomes. However, little work has examined how emotion differentiation influences the development of SAD, particularly during periods of higher risk such as adolescence. In a longitudinal study of adolescent girls at high temperamental risk for SAD (aged 11-14-years; n=114), we tested whether emotion differentiation (derived using negative and positive emotion ratings from 16-day ecological momentary assessments at baseline) moderated the relationship between parental and adolescent social anxiety symptoms across two years. Results revealed significant moderation by negative (but not positive) emotion differentiation (p=.042): Baseline parental social anxiety was positively associated with adolescent social anxiety symptoms at two-year follow-up but only at lower (vs. higher) levels of emotion differentiation, even after controlling for baseline depressive symptoms. Exploratory analyses showed that these effects were unique to avoidance of social situations (p=.014). Findings highlight the protective effects of emotion differentiation and have important clinical implications for understanding and treating SAD.

Excessive avoidance bias towards uncertain faces in Non-clinical Social Anxiety Individuals

Previous survey studies have consistently shown a strong link between social anxiety and intolerance for uncertainty. However, this association lacks empirical validation from laboratory investigations. To bridge this gap, we conducted a study utilizing the ultimatum game task to assign distinct social connotations (egoistic, altruistic, and uncertain) to three initially neutral faces. Subsequently, we utilized the Approach-Avoidance Task (AAT) paradigm to evaluate participants' approach-avoidance tendencies towards the faces with varying social meanings. Additionally, we collected data on participants' levels of social anxiety and trait anxiety. Our results indicate that both social anxiety and trait anxiety levels impact individuals' avoidance behaviors when faced with socially uncertain cues. This suggests that individuals with higher levels of social anxiety may demonstrate increased sensitivity to uncertainty in social contexts, leading to avoidance behaviors. Crucially, our findings directly underscore the heightened avoidance tendencies of non-clinical individuals with social anxiety towards socially uncertain stimuli, thereby providing new empirical support for research on anxiety disorders related to uncertainty.

Examining the role of post-event processing in test anxiety—Pilot testing in three student samples

This work investigates the occurrence of post-event processing (PEP) in the context of test anxiety; PEP involves rumination and self-critical thinking following an event and commonly observed in social anxiety. Three short-term longitudinal studies in student samples examined whether PEP occurs after exams and how it is associated with test anxiety. University students (N = 35 in Study 1, N = 146 in Study 2, and N = 37 in Study 3) completed measures of trait and state test anxiety before an actual exam; PEP related to the exam was assessed at various time points afterward. Results revealed that PEP occurred to a meaningful extent after exam situations. Overall, it was positively associated with trait and state test anxiety, although some variations in the relations were found across the three studies. These findings underscore the relevance of PEP in the context of test anxiety, as PEP might contribute to maintaining test anxiety in the long term. Implications for future studies are discussed.

Patterns of sub-optimal change following CBT for childhood anxiety.

Children and adolescents demonstrate diverse patterns of symptom change and disorder remission following cognitive behavioural therapy (CBT) for anxiety disorders. To better understand children who respond sub-optimally to CBT, this study investigated youths (N = 1,483) who continued to meet criteria for one or more clinical anxiety diagnosis immediately following treatment or at any point during the 12 months following treatment. Data were collected from 10 clinical sites with assessments at pre-and post-treatment and at least once more at 3, 6 or 12-month follow-up. Participants were assigned to one of three groups based on diagnostic status for youths who: (a) retained an anxiety diagnosis from post to end point (minimal responders); (b) remitted anxiety diagnoses at post but relapsed by end point (relapsed responders); and (c) retained a diagnosis at post but remitted to be diagnosis free at end point (delayed responders). Growth curve models assessed patterns of change over time for the three groups and examined predictors associated with these patterns including demographic, clinical and parental factors, as well as treatment factors. Higher primary disorder severity, being older, having a greater number of anxiety disorders, having social anxiety disorder, as well as higher maternal psychopathology differentiated the minimal responders from the delayed and relapsed responders at the baseline. Results from the growth curve models showed that severity of the primary disorder and treatment modality differentiated patterns of linear change only. Higher severity was associated with significantly less improvement over time for the minimal and relapsed response groups, as was receiving group CBT, when compared to the delayed response group. Sub-optimal response patterns can be partially differentiated using variables assessed at pre-treatment. Increased understanding of different patterns of change following treatment may provide direction for clinical decision-making and for tailoring treatments to specific groups of clinically anxious youth. Future research may benefit from assessing progress during treatment to detect emerging response patterns earlier.

THE ROLE OF THE ENDOCANNABINOID SYSTEM AND CANNABIDIOL (CBD) IN THE TREATMENT OF AUTISM SPECTRUM DISORDER: EFFICACY, SAFETY, AND COMORBIDITIES

Introduction: Autism Spectrum Disorder (ASD) encompasses a range of neurodevelopmental disorders characterized by persistent deficits in communication and social interaction, along with restrictive and repetitive behaviors. Conventional interventions often face limitations, prompting interest in alternative treatments, particularly those involving the endocannabinoid system (ECS) and cannabidiol (CBD). Objectives: This study aims to evaluate the role of the ECS and the efficacy of CBD as therapeutic interventions for ASD and its comorbidities. Methods: A literature review was conducted, focusing on articles published in Portuguese, Spanish, and English from 2019 to 2024. Databases such as the Virtual Health Library, LILACS Plus, and Medline were searched using descriptors: “Cannabidiol,” “Autism,” and “Endocannabinoid System”. Boolean terms “AND” and “OR” refined the results. A total of 7 articles from Medline and 3 from LILACS were initially identified. Results: The review identified 10 relevant articles that provided comprehensive insights into the effects of CBD on core ASD symptoms, including social interaction and anxiety. Most studies reported significant improvements in patients, with minimal adverse effects, emphasizing the safety of CBD compared to traditional treatments. Conclusion: The findings suggest that CBD may offer a promising alternative for treating ASD and its comorbidities, with a favorable safety profile. Continued research is essential to establish effective guidelines for clinical application.

Efficacy of positive expressive writing in reducing depression and social anxiety symptoms among schoolchildren during COVID-19: A randomized controlled trial.

The COVID-19 pandemic harmed children's mental health, and limited therapy access exacerbates the issue. We studied positive expressive writing (EW) as a psychological intervention for teachers to reduce depression and social anxiety symptoms among schoolchildren. Altogether, 165 Chinese schoolchildren aged 10-15 were randomly assigned to positive EW, memory EW, or control group. EW groups wrote for 10 minutes weekly for 7 weeks about people and things they felt grateful for (positive EW) or memorable in the past week. The control group continued with regular weekly class meetings. All groups measured depression and social anxiety before and after the intervention. Positive EW significantly reduced depression and social anxiety symptoms compared to the control condition (both Cohen's d = -0.45) and reduced social anxiety symptoms compared to memory EW (Cohen's d = -0.32). Therefore, teachers can implement positive EW to support schoolchildren's mental health recovery during and after disasters.

The effect of social media engagement on telemedicine adoption: an empirical study

Purpose This study aims to assess the collective impact of social media engagement and anxiety due to COVID-19 on telemedicine adoption intentions with other constructs of the Technology Acceptance Model (TAM) concerning anxiety linked to COVID-19 and the influence of privacy concerns on TAM constructs. These constructs encompass the perception of ease of use, perceived usefulness, one’s attitude toward telemedicine and the intention to utilize telemedicine. Design/methodology/approach A total of 178 comprehensive responses were gathered over a six-month period from residents in Mumbai, India, to examine the proposed model. The data was analyzed using software tools, including SPSS version 23 and IBM AMOS 21, to compute factor loadings, assess model fit, estimate path relationships and conduct hypothesis testing. Findings Privacy concerns with telemedicine usage had a significant negative impact on behavioral engagement (B = −0.20, SE = 0.08, p < 0.05) and positively impacted affective engagement (B = 0.25, SE = 0.06, p < 0.01). Similarly, anxiety due to COVID-19 had a negative impact on the perceived usefulness of telemedicine (B = −0.10, SE = 0.03, p < 0.05). Research limitations/implications This research addresses a void in the existing literature by merging the TAM and the Social Media engagement theory. This study reaffirms the impact of past and relevant experiences, privacy concerns and COVID-19-induced anxiety on various components of TAM, thus expanding and enriching the TAM model. Practical implications Healthcare administrators should implement strategies to alleviate privacy-related apprehensions associated with telemedicine platforms. Additionally, they should promote existing users to create and disseminate positive content to mitigate COVID-19-induced anxiety and foster meaningful engagement, thereby enhancing the willingness to adopt telemedicine. Social implications Providers and promoters of telemedicine platforms and services may lean toward employing digital marketing campaigns that rely on emotional persuasion, including tapping into the fear factor to boost subscription and service sales. Such practices raise ethical questions, underscoring the need for well-defined advertising standards to govern the marketing of these products. Originality/value This article is among the relatively rare studies that document the favorable influence of emotional engagement on the intention to utilize telemedicine, underscoring the significant role of emotions in shaping telemedicine adoption Intentions.

Acceptance and commitment therapy as a transdiagnostic approach to adolescents with different anxiety disorders: study protocol.

Adolescence increases vulnerability to mental ill-health, particularly anxiety disorders like Social Anxiety Disorder (SAD) and Generalized Anxiety Disorder (GAD). Still, the understanding of Psychological Flexibility/Inflexibility (PF/PI) as a transdiagnostic framework relevant to explaining these difficulties and the efficacy of Acceptance and Commitment Therapy (ACT) in addressing adolescent SAD and GAD remains limited. Hence, this study has two aims: examining the role of PI/PF on adolescents' mental health and assessing ACT's efficacy for adolescent SAD and GAD. We will collect data from 400 community adolescents and employ network analysis to explore connections between PI/PF processes, anxiety, and flourishing. We will also investigate pathways linking PI/PF processes with flourishing and anxiety across samples (clinical SAD, clinical GAD, and mentally healthy groups), expecting to find similar patterns. Furthermore, a Randomized Controlled Trial with three groups (control, SAD experimental and GAD experimental), each comprising 29 participants, and four assessment moments (pre- and post-intervention and 3- and 6-months follow-up) will be conducted. Similar improvements are anticipated in both experimental groups, driven by changes in PI/PF processes. Findings from this work will provide valuable evidence to PI/PF as accurate conceptualizations of human suffering and expand the transdiagnostic application of ACT to adolescents with anxiety disorders.

Personal resilience among novice teachers and teacher-interns in Arab society in Israel: demographic, socio-emotional and educational characteristics

ABSTRACT Unlike previous studies that have investigated teachers’ personal resilience, the current study sought to examine its demographic characteristics and its relationships with socio-emotional and educational factors, and to consider differences in personal resilience between novice teachers and teacher-interns with low, medium and high levels of personal resilience. The participants were 298 novice teachers and teacher-interns in Arab schools in the north of Israel, who filled out questionnaires that included demographic details, and measures of personal resilience, subjective happiness, positive and negative affect, self-esteem, social anxiety, and teaching motivation. The findings indicated significant differences between the participants on the relationship between personal resilience and teaching status, teaching internship and teaching seniority. In addition, a significant positive correlation was found between personal resilience and subjective happiness, but negative correlations were found between personal resilience and negative affect, social anxiety, social fear, and social avoidance. Significant differences were found between three categories (low, medium and high personal resilience) of novice teachers and teacher-interns for social avoidance, social anxiety, general affect, negative affect, and teaching motivation. The authors concluded that workshops for the mentioned teachers should focus primarily on increasing their personal resilience, which is crucial for their optimal integration into the education system.

Augmenting self-guided virtual-reality exposure therapy for social anxiety with biofeedback: a randomised controlled trial

IntroductionWe previously found that self-guided Virtual Reality Exposure Therapy (VRET) improved Public Speaking Anxiety (PSA) and reduced heartrate. Elevated heartrate characterises social anxiety and the self-guided VRET seemed to reduce heartrate. Thus, receiving continuous biofeedback about physiological arousal during the VRET could help socially anxious individuals to manage their anxiety. The present study aimed to determine whether biofeedback enhances the responsiveness of VRET.MethodsSeventy-two individuals with high self-reported social anxiety were randomly allocated to VRET-plus-biofeedback (n=38; 25 completers) or VRET-alone (n=35; 25 completers). Three hour-long VRET sessions were delivered over two consecutive weeks. During each session, participants delivered a 20-minute public speech in front of a virtual audience.ResultsParticipants in the VRET-plus-biofeedback group received biofeedback on heartrate and frontal alpha asymmetry (FAA) within the virtual environment and were asked to lower their arousal accordingly. Participants in both groups completed psychometric assessments of social anxiety after each session and at one-month follow-up. PSA improved by the end of treatment and overall social anxiety improved one month after the VRET across both groups. The VRET-plus-biofeedback group showed a steadier reduction in FAA in the first VRET session and a greater reduction in self-reported arousal across the two sessions than the VRET-alone group.ConclusionBiofeedback can steady physiological arousal and lower perceived arousal during exposure. The benefits of self-guided VRET for social anxiety are sustained one month after therapy.

The Relationships Between Short Video Usage and Subjective Well-Being: Mediation Models and Network Analysis

On short video platforms, individuals can not only passively browse videos but also actively engage in behaviors such as liking and commenting on videos. However, the mechanisms by how active and passive usage of short videos affect subjective well-being remains unclear. Thus, this study aims to explore these mechanisms through path analysis and network analysis. We employed the Short Video Usage Questionnaire, Subjective Well-Being Scale, and Interaction Anxiety Scale to survey 1086 participants. The results indicated (1) the active usage positively predicted life satisfaction and positive affect, while passive usage failed to predict any of them. (2) Social anxiety mediated the relationship between short video usage and subjective well-being. Active usage enhanced life satisfaction and positive affect by alleviating social anxiety, while reducing negative affect by decreasing social anxiety. At the same time, passive usage reduced life satisfaction and positive affect by exacerbating social anxiety while increasing negative affect by intensifying social anxiety. (3) Network analysis revealed that “live interaction” behavior was a core activity for alleviating social anxiety and enhancing subjective well-being. The findings highlight the significant role of short video usage in subjective well-being and provide empirical evidence to guide users in the rational and positive usage of short video platforms.

Bivalent Fears of Evaluation in Social Anxiety: Evaluation of an Extended Psychoevolutionary Model

Fears of negative evaluation (FNEs) and fears of positive evaluation (FPEs) comprise a bivalent model of evaluation that can explain the aetiology and maintenance of Social Anxiety Disorder (SAD). In this study, we examined an extended version of this model which incorporates two related cognitive processes (concerns about reprisal and discounting of positive outcomes) as partial mediators of the effects of FNEs and FPEs. We built on earlier work by including a broader measure of social anxiety across different social situations and comparing models for groups of participants with and without probable SAD. Structural equation modelling was utilised to test the model in a sample of 890 university students (74.8% female, mean age 29.49). We replicated the findings of Cook et al. in the overall sample and in the group with probable SAD. FNEs and FPEs predicted social anxiety directly and were serially mediated by concerns about reprisal and discounting positive outcomes. The model was also a good fit for those without SAD; however, in the model, FNEs were no longer a direct predictor of social anxiety. The findings confirm the utility of the extended bivalent model and have implications for psychoevolutionary accounts of social anxiety.

The effectiveness of gratitude skill training on anticipatory social behavior, empathy, and happiness in female students with social anxiety

Using purposive sampling, 40 female students with social anxiety were selected and randomly assigned to two groups: an experimental group and a control group (n = 20 each). The experimental group received nine 90-minute sessions of gratitude skill training, whereas the control group received no training. The research instruments included the Anticipatory Social Behavior Questionnaire, Interpersonal Reactivity Index, and Oxford Happiness Scale. In the experimental group, the mean and standard deviation (±SD) of anticipatory social behavior, empathy, and happiness in the pretest stage were 34.06 (±3.12), 39.26 (±4.51), and 55.66 (±5.28), respectively; while in the posttest stage, the means (±SD) were 22.86 (±3.20), 61.60 (±7.98), and 69.13 (±9.49), respectively. The results demonstrated that gratitude skill training improved anticipatory social behavior (F = 114.07, p < .01), empathy (F = 55.96, p < .01), and happiness (F = 17.33, p < .01) in the experimental group.

Associations of generalized anxiety and social anxiety symptoms with sleep duration, amount of intense exercise, and excessive internet use among adolescents.

Among adolescents, symptoms of generalized anxiety disorder (GAD) and social anxiety disorder (SAD) are not only clinically significant but also continuingly increasing. During adolescence, individuals begin to establish distinct, self-determined lifestyle patterns. This study seeks to identify the associations between such lifestyle factors and the prevalence of GAD and SAD symptoms. The analyzable sample was based on a cross-sectional, nationally representative survey of Finnish 14-18 year old students from comprehensive schools, general upper secondary schools, and vocational institutions. The sample consisted of 60,252 boys and 71,118 girls, with the mean age of 16.05 years (standard deviation 1.06). Symptoms were identified using the GAD-7 (cutpoint of 10), the Mini-SPIN (cutpoint of 6), and the PHQ-2 (cutpoint of 3). Logistic regression models for both GAD and SAD symptoms were stratified by comorbidity group variables. GAD symptoms were closely related to excessive internet use and decreased sleep duration among adolescents, regardless of comorbidity with depression or SAD. SAD symptoms were associated with excessive internet use and a lack of intense exercise, independent of comorbid depression or GAD. The findings underscore the importance of considering lifestyle factors when developing interventions to mitigate GAD and SAD symptoms in adolescents. Interventions and policy recommendations aiming at improving adolescents' health behaviour and mental health should take into account the intertwining of these factors.

Visual search attentional bias modification reduced the attentional bias in socially anxious individuals.

Recent years have raised questions about the effectiveness of attentional bias modification (ABM) in individuals with social anxiety. In the current study, we employed a novel training method-ABM-positive-search training-to modify attentional bias in socially anxious individuals. The attentional bias was measured using the dot-probe task, and brain electrical activity was recorded. The ABM-positive-search group was instructed to search for a happy face in a 3 × 3 visual array. The placebo control group was asked to find out whether the only male from the female or the only female from the male. In terms of behavioral indicators, the results showed a significant reduction in the variability of trial level-bias score (TL-BS) in the ABM-positive-search group post-training. However, there was no significant change observed in the placebo control group. The electrophysiological results were consistent with the behavioral findings. To be specific, both groups displayed the N2pc effect in response to threatening faces before the training. After training, the N2pc effect disappeared in the ABM-positive search group, while it remained in the placebo control group. In conclusion, ABM-positive-search training can effectively modify the attentional bias of socially anxious individuals, and cognitive control plays an important role in this process.

Neural Pathways of Social Cognition: From Systems Neuroscience to Psychosocial Applications

The neural pathways underlying social cognition form the basis of human interaction, encompassing processes such as empathy, theory of mind, and social decision-making. This research explores the intersection of systems neuroscience and psychosocial applications, unraveling the neural circuits that enable individuals to perceive, interpret, and respond to social stimuli. Key brain regions such as the medial prefrontal cortex, temporoparietal junction, and amygdala play pivotal roles in these processes, facilitating complex functions like perspective-taking and emotional resonance. By integrating insights from neuroimaging, behavioral studies, and computational modeling, this study aims to map the mechanisms that govern social cognition and their disruptions in conditions such as autism, schizophrenia, and social anxiety. The research also emphasizes the translation of these findings into psychosocial interventions, including therapeutic strategies and social skills training programs. Understanding the neural underpinnings of social cognition has far-reaching implications for enhancing interpersonal relationships, fostering inclusivity, and addressing the challenges posed by neuropsychiatric disorders.

Deepfakes, sextortion, and virtual lovers

Generative artificial intelligence (GenAI) has taken higher education by storm since late 2022 and offered new opportunities and challenges for educators and learners alike. Yet dominant literature to date has emphasised the challenges of assessing effectively in a post-plagiarism and post-truth era, and the new technological affordances offered. Yet, the costs of generative artificial intelligence stemming beyond academic integrity breaches and student cheating are not well understood. In this panel, we discuss the emerging trends of Generative AI that extend beyond student learning but are nested inside the learning environment - from the emergence of AI-generated content to the side effects of extended use of AI on relationship formation, student social skill development, and social anxiety. We will in particular explore how this is occurring in the high school context and its subsequent applicability to university learners’ loneliness, isolation, and wellbeing. The panel offers a thought-provoking discussion with three academics in three different disciplines and universities, and a student partner with experience in AI usage.

Predicting Alcohol Use in Undergraduates: Interactions Between Social Anxiety and Impulsivity

Background: Links between social anxiety and risky drinking in college are well documented, but the specifics of this relationship are mixed and likely complex. Impulsivity may play a critical role in enhancing vulnerability for risky drinking in individuals with social anxiety. Objectives: Here we examined how impulsivity moderates the relationship between social anxiety and alcohol use in college students. 515 undergraduates (18–24 years) who endorsed at least moderate levels of alcohol use were included. Participants completed self-report questionnaires to quantify social anxiety, impulsive personality traits, and alcohol use. A series of correlations and stepwise linear regressions were conducted to examine social anxiety, impulsivity, biological sex, and their interactions as predictors of amount of alcohol use. Results: We found that multiple facets of impulsivity moderated the relationship between social anxiety and amount of alcohol use. Social anxiety was associated with more alcohol use in participants with high lack of premeditation, while social anxiety was associated with less alcohol use in participants with low lack of premeditation, low negative urgency, and high sensation seeking. Sex interacted with social anxiety; low levels of impulsivity seemed to be protective. Conclusion: Our results demonstrate that social anxiety and certain facets of impulsivity (lack of premeditation, sensation seeking) interact to predict alcohol use in undergraduates. These findings highlight the complex and important relationships between social anxiety, impulsivity, and risky drinking in college students.

EEG correlates of self-recognition in morphed faces: association with social anxiety

Recognizing one’s own face is important for self-identification and is considered an indicator of self-consciousness. Social anxiety is related to special attention to self. The aim was to investigate the oscillatory dynamics associated with self-recognition/non-self-recognition in morphed faces and the correlation with social anxiety in these processes. During EEG recordings with 128 electrodes, 48 volunteers (31 females) recognized themselves in morphed faces. During self-recognition, a greater increase in theta rhythm was revealed in the time interval from 800 to 1500 ms than in the non-self-recognition condition. Based on the data on the relationship of the theta rhythm with attention and memory, it could be assumed that the increase in theta rhythm may be related to memory and attention processes when perceiving details, mismatches, and misrepresentation of one’s own face. Social anxiety was positively related to the magnitude of theta rhythm during self-recognition, it could be related to the increased attention that socially anxious people focus on themselves and distortions of their own face.

The Psychological Effects of Remote Learning on Students: Examining Social Isolation, Anxiety, and Self-Discipline

This study examines the psychological effects of remote learning on students, with a focus on social isolation, anxiety, and self-discipline, along with related factors like motivation and time management. Using data from 500 university students, a quantitative correlational analysis found a significant positive correlation between social isolation and anxiety (r = 0.52, p &lt; 0.01), indicating that reduced in-person interaction intensifies emotional stress. Self-discipline emerged as a moderating factor, helping students with higher levels of self-regulation to maintain academic performance despite isolation and anxiety. Regression analysis showed that higher anxiety negatively impacts both self-discipline (B = -0.30, p &lt; 0.01) and academic performance (B = -0.35, p &lt; 0.01). Motivation and time management also positively correlated with academic engagement (r = 0.60, p &lt; 0.01) and performance, highlighting their importance in online learning success. This study contributes to frameworks such as Baumeister and Leary’s "need to belong," Deci and Ryan’s Self-Determination Theory, and Zimmerman’s Self-Regulated Learning theory, emphasizing the critical role of social and emotional support in student resilience. Practical recommendations include offering mental health resources, enhancing virtual peer connections, and incorporating self-regulation training into curricula. These findings underscore the importance of addressing students' psychological needs to foster both academic success and emotional well-being in online education. Future research should explore the long-term effects of remote learning and evaluate targeted interventions to enhance students’ resilience and engagement.