The title of the article used is “The Impact of Social Anxiety on Student Learning and Well-Being on Higher Education”, which was authored by Graham Russell and Phil Topham. While there has been other studies conducted about social anxiety in college students, little is known about the effects that were caused by the social anxiety. To acknowledge this issue, two similar surveys were applied to demonstrate how college students encounter and control their social anxiety while actively learning. The researchers studied students from Plymouth University and the University of the West of England, which are located in south west England. The researchers grabbed the student’s attention by posting fliers on the student union website for the surveys.
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The surveys were able to allow the researchers to form responses and conclude ideas for support for those with social anxiety. The research concluded from the surveys was similar to previously conducted research on social anxiety and researchers believe that for a significant group of college students social anxiety is a constant, hidden disorder that affects the learning and well-being of students. The three common themes were found to had led up to social anxiety during activities where learning was involved; these were anxiety concerning failure, disabling effects, and embarrassment. This investigated study has shown the path to intensify pedagogic support for students who have social anxiety. The study was a ‘within’ subjects study because the participants all took similar surveys which ended with the same type of treatment. It is proven that educational activities, especially those included in speaking in public can lead up to great amounts of anxiety. It is the duty of teachers to display that self-confidence is a component that is in need of nurturing in a specific group of students. Based on the design and results, we believe that the researchers were justified in reaching these conclusions received from the two surveys. Our belief comes from the fact that in the article, at least 293 students (which is 36.5% of those surveyed) are …show more content…
The second article compared the opinions of 787 university students who described their experiences of social anxiety. Which might have caused the article to classify social anxiety as a “hidden disability”. The second article provided experimental and computed information on the nature of habits and interactions with the goal-directed decision-making. The result of this test is used to compare to social anxiety disorder patients. The methods between these two were different as well because in order for one to find the impact of social anxiety on student learning, you would have to conduct an organized and specific research. Which had each individual get self-selected with a screening tool and complete a lengthy questionnaire. These 787 university students helped pinpoint many opinions to lead to how consistent social anxiety is when it comes to learning and well-being. Whereas the other article only had fifteen subjects who were to complete a two-staged decision-making task to only have a choice between two key presses (Alvares, G. A., & Balleine, B. W., & Guastella, A. J. et. al,
The surveys were able to allow the researchers to form responses and conclude ideas for support for those with social anxiety. The research concluded from the surveys was similar to previously conducted research on social anxiety and researchers believe that for a significant group of college students social anxiety is a constant, hidden disorder that affects the learning and well-being of students. The three common themes were found to had led up to social anxiety during activities where learning was involved; these were anxiety concerning failure, disabling effects, and embarrassment. This investigated study has shown the path to intensify pedagogic support for students who have social anxiety. The study was a ‘within’ subjects study because the participants all took similar surveys which ended with the same type of treatment. It is proven that educational activities, especially those included in speaking in public can lead up to great amounts of anxiety. It is the duty of teachers to display that self-confidence is a component that is in need of nurturing in a specific group of students. Based on the design and results, we believe that the researchers were justified in reaching these conclusions received from the two surveys. Our belief comes from the fact that in the article, at least 293 students (which is 36.5% of those surveyed) are …show more content…
The second article compared the opinions of 787 university students who described their experiences of social anxiety. Which might have caused the article to classify social anxiety as a “hidden disability”. The second article provided experimental and computed information on the nature of habits and interactions with the goal-directed decision-making. The result of this test is used to compare to social anxiety disorder patients. The methods between these two were different as well because in order for one to find the impact of social anxiety on student learning, you would have to conduct an organized and specific research. Which had each individual get self-selected with a screening tool and complete a lengthy questionnaire. These 787 university students helped pinpoint many opinions to lead to how consistent social anxiety is when it comes to learning and well-being. Whereas the other article only had fifteen subjects who were to complete a two-staged decision-making task to only have a choice between two key presses (Alvares, G. A., & Balleine, B. W., & Guastella, A. J. et. al,