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

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

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Authors

Naomi Moller

Phil Topham

Naomi P. Moller

Hannah Davies



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.

Citation

Moller, N., Topham, P., Moller, N. P., & Davies, H. (2016). Social anxiety in learning: Stages of change in a sample of UK undergraduates. Journal of Further and Higher Education, 40(1), 125-145. https://doi.org/10.1080/0309877X.2014.895307

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

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