Social anxiety in learning: Stages of change in a sample of UK undergraduates

Moller, Naomi; Topham, Phil; Moller, Naomi P.; Davies, Hannah

Abstract

© 2014 UCU. Social anxiety in learning is prevalent amongst traditional-age students and has a marked effect on their engagement with higher education. It receives little attention from academic or support services and there is a presumption that students will manage their anxieties. Yet it is unclear what psychosocial resources they might bring to this task and how these may develop through the undergraduate years. This study sought to identify possible change processes in student social anxiety by analysing qualitative responses obtained from Level 2 undergraduate students (n=39) in relation to their experience of learning situations such as lectures, seminars and group presentations. Thematic analysis suggested a four-stage developmental progression for students in terms of their experience and orientation to coping with social anxiety. Implications for staff development and student support are outlined.

• Journal Article Type: Article
• Acceptance Date: Nov 16, 2013
• Publication Date: Jan 1, 2016
• Deposit Date: Jan 25, 2016
• Publicly Available Date: Feb 20, 2016
• Journal: Journal of Further and Higher Education
• Print ISSN: 0309-877X
• Electronic ISSN: 1469-9486
• Publisher: Taylor & Francis (Routledge)
• Peer Reviewed: Peer Reviewed
• Volume: 40
• Issue: 1
• Pages: 125-145
• DOI: https://doi.org/10.1080/0309877X.2014.895307
• Keywords: social anxiety, learning, undergraduate, stages, change
• Public URL: https://uwe-repository.worktribe.com/output/911907
• Publisher URL: http://dx.doi.org/10.1080/0309877X.2014.895307
• Contract Date: Feb 20, 2016