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Social Anxiety and Sociometric Nomination in Spanish Students of Compulsory Secondary Education

Published online by Cambridge University Press:  18 July 2016

Beatriz Delgado ,
Cándido J. Inglés ,
David Aparisi  and
José M. García-Fernández
Beatriz Delgado
Affiliation:
Universidad de Alicante (Spain)
Cándido J. Inglés*
Affiliation:
Universidad Miguel Hernández (Spain)
David Aparisi
Affiliation:
Universidad de Alicante (Spain)
José M. García-Fernández
Affiliation:
Universidad de Alicante (Spain)
*
*Correspondence concerning this article should be addressed to Dr. Cándido J. Inglés. Área de Psicología Evolutiva y de la Educación. Departamento de Psicología de la Salud. Universidad Miguel Hernández de Elche. Avda. de la Universidad, s/n. 03202. Elche (Spain). Phone: +34–966658600; ext. 90 46. Fax: +34–966658904. E-mail: [email protected]
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Abstract

Adolescents with social anxiety can manifest great interference in their relationship with classmates and other peers, as well as in their school performance. The aim of this study was to analyze the sociometric nominations and assessment of students with high social anxiety by their peers and teachers, and to determine whether these assessments differ significantly between evaluators (peers vs. teachers), in a sample of 2022 (51.1% male) Spanish adolescents aged between 12 and 16 years. Social anxiety was assessed using the Social Phobia and Anxiety Inventory questionnaire. Sociometric identification and assessment of various educational aspects of the students was performed through the Socio program and Teacher assessment scales, respectively. Results show that students with high social anxiety were nominated by peers as popular, rejected and neglected with the same frequency and proportionately less nominated as leaders, friendly, cooperative, and quarrelsome students than those without high social anxiety (d < .25). Teachers assessed the sociometric status of a student with low social anxiety in the same way as that of students with high social anxiety, although they considered the latter as less impulsive, less conflictive, less passive and more compliant with rules (d > .97). Finally, peers significantly nominated students with high social anxiety more as leaders, cooperative, quarrelsome, obedient and good students than their teachers (d < .42). In conclusion, this study shows that adolescents with high social anxiety are valued and nominated by their peers and teachers differently.

Keywords

social anxietysociometric nominationstudents
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 19 , 2016 , E41
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2016 

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