Investigating the Role of Social Anxiety in Predicting Students' Academic Self-Efficacy

Document Type : Original Article

Authors

1 MA of Clinical Psychology, Faculty of Educational Sciences and Psychology, Mohaghegh University, Ardabil, Iran.

2 Master of Clinical Psychology, Faculty of Educational Sciences and Psychology, Mohaghegh University, Ardabil, Iran.

3 Associate professor of psychology, Faculty of Educational Sciences and Psychology, Payame Noor University, Tehran, Iran.

Abstract

Objective:The aim of this study was to investigate the role of social anxiety in predicting academic self-efficacy of female high school students in Zanjan.
Methods:The research method was descriptive-correlational and its statistical population included all female high school students who were studying in 2021 and the sample size was 70 people, which were selected by convenience sampling. Scherer’s academic self-efficacy questionnaire and adolescents' social anxiety questionnaire were used to collect data. Pearson correlation analysis and multivariate regression were used to analyze the data.
Results:The results showed that there was a significant negative relationship between social anxiety (R = -0.563) and academic self-efficacy (P <0.001). Also, the results of regression analysis showed that the predictor (independent) variable of social anxiety has the ability to predict (criterion variable) students' academic self-efficacy.
Conclusion: In summary, it can be inferred from the result of this research that social anxiety has a significant relationship with academic self-efficacy.

Keywords

References

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History

  • Receive Date: 08 June 2021
  • Accept Date: 14 June 2021

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