The effects of social anxiety and social skills on academic performance

By E. Strahan. 2003

162 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

A dynamical model of general intelligence: the positive manifold of intelligence by mutualism. (2006, background): “For instance, abstract thinking may help to find creative solutions for interpersonal social or emotional problems (Gottfredson, 2002), whereas good control over emotional and social life are beneficial to academic success (Strahan, 2003).”
The key to successful achievement as an undergraduate student: confidence and realistic expectations? (2013, background): “It is possible that confidence in talking and discussing material may be influenced by other factors, such as popularity with one's peers, not wanted to be perceived as a ‘swot’ (eg, Jackson 2006 ) and social anxieties about public talking (eg, Strahan 2003 ).”
Adjustment to university and academic performance among disadvantaged students in South Africa (2009, background): “There is much evidence to indicate that adjustment in turn is a key determinant of academic performance (Dahmus et al., 1992; Prillerman, Myers, & Smedley, 1989; Sennett et al., 2003; Strahan, 2003).”
Trajectories of Anxiety During Elementary-school Years and the Prediction of High School Noncompletion (2008, background): “On the other hand, other studies have suggested that anxiety does not have any effect on academic achievement in adolescence (Eady 1999; Strahan 2003; Vitaro et al. 2005) and could even be beneficial (DiLalla et al. 2004; Sharma 1970).”