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Social Anxiety in Digital Teaching During the COVID-19 Pandemic

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Social Anxiety in Digital Teaching During the COVID-19 Pandemic. / Müller, Jana Christina; Jacobs, Lea; Miegel-Heyckendorf, Franziska Sophia; Yassari, Amir Hosseyn; Jelinek, Lena.

In: Social Science Research Network, 15.11.2022.

Research output: SCORING: Contribution to journal › Preprint › Research

Harvard

Müller, JC, Jacobs, L, Miegel-Heyckendorf, FS, Yassari, AH & Jelinek, L 2022, 'Social Anxiety in Digital Teaching During the COVID-19 Pandemic', Social Science Research Network. https://doi.org/10.2139/ssrn.4244542

APA

Müller, J. C., Jacobs, L., Miegel-Heyckendorf, F. S., Yassari, A. H., & Jelinek, L. (2022). Social Anxiety in Digital Teaching During the COVID-19 Pandemic. Social Science Research Network. https://doi.org/10.2139/ssrn.4244542

Vancouver

Müller JC, Jacobs L, Miegel-Heyckendorf FS, Yassari AH, Jelinek L. Social Anxiety in Digital Teaching During the COVID-19 Pandemic. Social Science Research Network. 2022 Nov 15. https://doi.org/10.2139/ssrn.4244542

Bibtex

@article{0c31859fd0524a5dbaca0978c8799b09,
title = "Social Anxiety in Digital Teaching During the COVID-19 Pandemic",
abstract = "As elevated anxiety levels have been reported due to digital teaching, we investigated social and public speaking anxiety (PSA) in an online sample of 1,019 German students in digital teaching contexts. We adapted the self-report version of the Liebowitz Social Anxiety Scale (LSAS-SR) to pandemic-related social distancing rules and developed the Questionnaire on Anxiety and Avoidance Behavior in Digital Teaching Environments (D-AAB). We assessed levels of PSA in digital and face-to-face teaching and compared students with low and high levels of social anxiety (SAD–and SAD+). SAD+ students were more prone to avoidance behavior with higher levels of PSA and expressed more pandemic-related mental health burdens than SAD– students. These findings may contribute to the development of disorder-specific support for students with social anxiety issues and improve the efficacy of digital teaching. ",
author = "M{\"u}ller, {Jana Christina} and Lea Jacobs and Miegel-Heyckendorf, {Franziska Sophia} and Yassari, {Amir Hosseyn} and Lena Jelinek",
year = "2022",
month = nov,
day = "15",
doi = "10.2139/ssrn.4244542",
language = "English",

}

RIS

TY - JOUR

T1 - Social Anxiety in Digital Teaching During the COVID-19 Pandemic

AU - Müller, Jana Christina

AU - Jacobs, Lea

AU - Miegel-Heyckendorf, Franziska Sophia

AU - Yassari, Amir Hosseyn

AU - Jelinek, Lena

PY - 2022/11/15

Y1 - 2022/11/15

N2 - As elevated anxiety levels have been reported due to digital teaching, we investigated social and public speaking anxiety (PSA) in an online sample of 1,019 German students in digital teaching contexts. We adapted the self-report version of the Liebowitz Social Anxiety Scale (LSAS-SR) to pandemic-related social distancing rules and developed the Questionnaire on Anxiety and Avoidance Behavior in Digital Teaching Environments (D-AAB). We assessed levels of PSA in digital and face-to-face teaching and compared students with low and high levels of social anxiety (SAD–and SAD+). SAD+ students were more prone to avoidance behavior with higher levels of PSA and expressed more pandemic-related mental health burdens than SAD– students. These findings may contribute to the development of disorder-specific support for students with social anxiety issues and improve the efficacy of digital teaching.

AB - As elevated anxiety levels have been reported due to digital teaching, we investigated social and public speaking anxiety (PSA) in an online sample of 1,019 German students in digital teaching contexts. We adapted the self-report version of the Liebowitz Social Anxiety Scale (LSAS-SR) to pandemic-related social distancing rules and developed the Questionnaire on Anxiety and Avoidance Behavior in Digital Teaching Environments (D-AAB). We assessed levels of PSA in digital and face-to-face teaching and compared students with low and high levels of social anxiety (SAD–and SAD+). SAD+ students were more prone to avoidance behavior with higher levels of PSA and expressed more pandemic-related mental health burdens than SAD– students. These findings may contribute to the development of disorder-specific support for students with social anxiety issues and improve the efficacy of digital teaching.

U2 - 10.2139/ssrn.4244542

DO - 10.2139/ssrn.4244542

M3 - Preprint

ER -