The Association Between Social Anxiety and Perceived Frequency and Value of Classmate and Close Friend Social Support

Abstract

The current study examined the relationship between social support from classmates and close friends and social anxiety in a sample of 377 adolescent students in grades 9–12. The results of the current study suggest that both the frequency and importance placed on support from classmates and close friends is associated with social anxiety. Interestingly, although the frequency of support was negatively associated with social anxiety, the importance or value placed on these behaviors was positively associated with symptoms of social anxiety. In addition, when considering support from classmates, the importance of support moderated the relationship between the frequency of social support and social anxiety, with students with low levels of support but high importance ratings demonstrating the highest levels of social anxiety. Implications of these findings and how they relate to intervention efforts for socially anxious students are discussed.

Keywords:

• Social Support
• Mental Health Services

Additional information

Notes on contributors

Samantha Coyle

Samantha Coyle is a doctoral candidate in the school psychology program at Northern Illinois University. Her research interests include peer relationships, internalizing symptomology, and curriculum-based measurement.

Christine K. Malecki

Christine Malecki, PhD, is a professor in the psychology department at Northern Illinois University and is the director of the school psychology program. Her research interests include how perceived social support is associated with positive psychological and social outcomes in youth. She is also interested in the social contexts of bullying behaviors and curriculum-based measurement in written language and reading.