Social Anxiety in Chinese- and European-Heritage Students: The Effect of Assessment Format and Judgments of Impairment

2007 ◽  
Vol 38 (2) ◽  
pp. 120-131 ◽  
Author(s):  
Lorena Hsu ◽  
Lynn Alden
Keyword(s):  
Social Anxiety ◽  
Heritage Students ◽  
European Heritage ◽  
Assessment Format

Cultural differences in social anxiety: A meta-analysis of Asian and European heritage samples.

2015 ◽  
Vol 6 (1) ◽  
pp. 47-55 ◽  
Author(s):  
Sheila R. Woody ◽  
Sheena Miao ◽  
Kirstie Kellman-McFarlane
Keyword(s):  
Social Anxiety ◽  
Cultural Differences ◽  
Meta Analysis ◽  
European Heritage

scholarly journals Socialization Styles Victims of Bullying

2013 ◽  
Vol 3 (1) ◽  
pp. 41-49
Author(s):  
Mª Isabel Polo del Río ◽  
Benito León del Barco ◽  
Teresa Gómez Carroza ◽  
Virginia Palacios García ◽  
Fernando Fajardo Bullón
Keyword(s):  
Social Anxiety ◽  
School Violence ◽  
Social Relations ◽  
Protective Factor ◽  
Social Withdrawal ◽  
Total Sample ◽  
Self Assessment ◽  
Assessment Format ◽  
Victims Of Bullying ◽  
Different Levels

An important area of study in bullying remains the analysis of the causes of the phenomenon and the factors that act as protective / risk in the cultural, social, personal, school and family. Socialization can be key protective factor or risk in the occurrence of school violence situations. With this research, using discriminant analysis we analyze that socialization variables have a higher discriminatory or better quantify the differences between the different levels of bullying victimization. The total sample consisted of 700 students adolescents, 43% males and 57% females with an average age of 13.98 years. We used the School Coexistence Questionnaire (Ombudsman, 2006) and BAS-3 (Battery socialization, self-assessment format) de Silva and Martorell (1989), consisting of 5 scales of socialization: Consideration for others, self in social relations, social withdrawal, social anxiety / shyness, and leadership. Our results confirm that high levels of victimization in bullying, would be characterized by high scores on social anxiety / shyness and social withdrawal.

scholarly journals Patterns of shyness in East-Asian and European-heritage students

2002 ◽  
Vol 36 (5) ◽  
pp. 442-462 ◽  
Author(s):  
Delroy L Paulhus ◽  
Jacqueline H Duncan ◽  
Michelle S.M Yik
Keyword(s):  
East Asian ◽  
Heritage Students ◽  
European Heritage

scholarly journals Socialization Styles Victims of Bullying

2013 ◽  
Vol 3 (1) ◽  
pp. 41-49
Author(s):  
Mª Isabel Polo del Río ◽  
Benito León del Barco ◽  
Teresa Gómez Carroza ◽  
Virginia Palacios García ◽  
Fernando Fajardo Bullón
Keyword(s):  
Social Anxiety ◽  
School Violence ◽  
Social Relations ◽  
Protective Factor ◽  
Social Withdrawal ◽  
Total Sample ◽  
Self Assessment ◽  
Assessment Format ◽  
Victims Of Bullying ◽  
Different Levels

An important area of study in bullying remains the analysis of the causes of the phenomenon and the factors that act as protective / risk in the cultural, social, personal, school and family. Socialization can be key protective factor or risk in the occurrence of school violence situations. With this research, using discriminant analysis we analyze that socialization variables have a higher discriminatory or better quantify the differences between the different levels of bullying victimization. The total sample consisted of 700 students adolescents, 43% males and 57% females with an average age of 13.98 years. We used the School Coexistence Questionnaire (Ombudsman, 2006) and BAS-3 (Battery socialization, self-assessment format) de Silva and Martorell (1989), consisting of 5 scales of socialization: Consideration for others, self in social relations, social withdrawal, social anxiety / shyness, and leadership. Our results confirm that high levels of victimization in bullying, would be characterized by high scores on social anxiety / shyness and social withdrawal.

Attentional Bias Among Adolescents Who Stutter: Evidence for a Vigilance–Avoidance Effect

2020 ◽  
Vol 63 (10) ◽  
pp. 3349-3363
Author(s):  
Naomi H. Rodgers ◽  
Jennifer Y. F. Lau ◽  
Patricia M. Zebrowski
Keyword(s):  
Social Anxiety ◽  
Attentional Bias ◽  
Preliminary Evidence ◽  
Cutoff Score ◽  
Attentional Disengagement ◽  
Social Stimuli ◽  
Facial Stimuli ◽  
The Social ◽  
Attentional Engagement ◽  
High Social Anxiety

Purpose The purpose of this study was to examine group and individual differences in attentional bias toward and away from socially threatening facial stimuli among adolescents who stutter and age- and sex-matched typically fluent controls. Method Participants included 86 adolescents (43 stuttering, 43 controls) ranging in age from 13 to 19 years. They completed a computerized dot-probe task, which was modified to allow for separate measurement of attentional engagement with and attentional disengagement from facial stimuli (angry, fearful, neutral expressions). Their response time on this task was the dependent variable. Participants also completed the Social Anxiety Scale for Adolescents (SAS-A) and provided a speech sample for analysis of stuttering-like behaviors. Results The adolescents who stutter were more likely to engage quickly with threatening faces than to maintain attention on neutral faces, and they were also more likely to disengage quickly from threatening faces than to maintain attention on those faces. The typically fluent controls did not show any attentional preference for the threatening faces over the neutral faces in either the engagement or disengagement conditions. The two groups demonstrated equivalent levels of social anxiety that were both, on average, very close to the clinical cutoff score for high social anxiety, although degree of social anxiety did not influence performance in either condition. Stuttering severity did not influence performance among the adolescents who stutter. Conclusion This study provides preliminary evidence for a vigilance–avoidance pattern of attentional allocation to threatening social stimuli among adolescents who stutter.

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