The effects of social anxiety and social competence on undergraduate retention and academic performance

Esther Yoder Strahan, Purdue University

Abstract

The relationships between social anxiety, social skills, demographic variables, academic background, academic commitment, academic persistence, and academic performance in the first two years of college were assessed in a longitudinal study. 253 students in the first six weeks of their first year in college participated in baseline data collection. Results of the multiple regression predicting enrollment status indicated those with higher class ranks were more likely to persist, while those with high degrees of emotional control were more likely to drop out. Social phobia approached significance (p = .06) as a predictor of persistence, such that more socially anxious students were more likely to drop out. In predicting college GPA over the first two years, significant predictors included social skills, college and social adjustment, high school class rank, quantitative SAT scores, gender, and ethnicity. Individuals with higher self-reported social skill were tended to receive lower GPAs than those who reported lower social skill. Emotional control also became a significant predictor for GPA by the third and fourth semesters of college. Those with higher college adjustment scores, higher class ranks, higher SAT scores, and female gender were more likely to earn higher GPAs over the first two years. Ethnicity played a role, as well, with differences being observed between students who were African-American and those of the other ethnic groups studied, with the former receiving lower GPAs.

Degree

Ph.D.

Advisors

Conger, Purdue University.

Subject Area

Psychotherapy|Academic guidance counseling|Social psychology|Educational psychology|Higher education

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