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The Silent Struggle: Understanding Social Anxiety's Role in Academic Motivation and Success for Black Students
The Silent Struggle: Understanding Social Anxiety's Role in Academic Motivation and Success for Black Students
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202103701
- ISBN
- 9798314893760
- DDC
- 150
- 서명/저자
- The Silent Struggle: Understanding Social Anxietys Role in Academic Motivation and Success for Black Students
- 발행사항
- [Sl] : The Ohio State University, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 163 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-11, Section: B.
- 주기사항
- Advisor: Graves, Scott L., Jr.
- 학위논문주기
- Thesis (Ph.D.)--The Ohio State University, 2025.
- 초록/해제
- 요약Social anxiety, characterized by a heightened fear of judgment in social situations, has been linked to academic disengagement and lower academic self-concept. While previous research has explored the academic challenges faced by Black students, limited attention has been given to how social anxiety influences their motivation, school belonging, and academic performance. Given the disproportionate rates of unmet mental health needs among Black youth, understanding how social anxiety interacts with key academic and emotional factors is critical for informing interventions that support student success. This study examines the relationships between social anxiety, motivation (academic self-concept and engagement), school belonging, and GPA among Black students using data from the National Longitudinal Study of Adolescent to Adult Health (Add Health). Grounded in Situated Expectancy-Value Theory (SEVT) and Need to Belong Theory, this study investigates (1) the impact of social anxiety on motivation, (2) the role of school belonging in the relationship between social anxiety and motivation, and (3) the predictive relationship between social anxiety, school belonging, motivation, and GPA. Regression and mediation analyses are used to evaluate and identify significant pathways influencing Black students' academic experiences.Findings indicate that higher social anxiety levels are associated with lower motivation, and social anxiety significantly predicts GPA. Additionally, both motivation and school belonging significantly predict GPA, underscoring their importance in academic success. However, contrary to expectations, school belonging does not mediate the relationship between social anxiety and motivation, suggesting that while belonging remains important, it does not buffer against the negative effects of social anxiety in this context.
- 일반주제명
- Psychology
- 일반주제명
- Mental health
- 일반주제명
- African American studies
- 일반주제명
- Education
- 일반주제명
- Developmental psychology
- 일반주제명
- Black studies
- 키워드
- Black youth
- 키워드
- Social anxiety
- 키워드
- School belonging
- 키워드
- Motivation
- 기타저자
- The Ohio State University Educational Studies
- 기본자료저록
- Dissertations Abstracts International. 86-11B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■1001 ▼aJacobs, Darwin Julian Marcel.
■24510▼aThe Silent Struggle: Understanding Social Anxiety's Role in Academic Motivation and Success for Black Students
■260 ▼a[Sl]▼bThe Ohio State University▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a163 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-11, Section: B.
■500 ▼aAdvisor: Graves, Scott L., Jr.
■5021 ▼aThesis (Ph.D.)--The Ohio State University, 2025.
■520 ▼aSocial anxiety, characterized by a heightened fear of judgment in social situations, has been linked to academic disengagement and lower academic self-concept. While previous research has explored the academic challenges faced by Black students, limited attention has been given to how social anxiety influences their motivation, school belonging, and academic performance. Given the disproportionate rates of unmet mental health needs among Black youth, understanding how social anxiety interacts with key academic and emotional factors is critical for informing interventions that support student success. This study examines the relationships between social anxiety, motivation (academic self-concept and engagement), school belonging, and GPA among Black students using data from the National Longitudinal Study of Adolescent to Adult Health (Add Health). Grounded in Situated Expectancy-Value Theory (SEVT) and Need to Belong Theory, this study investigates (1) the impact of social anxiety on motivation, (2) the role of school belonging in the relationship between social anxiety and motivation, and (3) the predictive relationship between social anxiety, school belonging, motivation, and GPA. Regression and mediation analyses are used to evaluate and identify significant pathways influencing Black students' academic experiences.Findings indicate that higher social anxiety levels are associated with lower motivation, and social anxiety significantly predicts GPA. Additionally, both motivation and school belonging significantly predict GPA, underscoring their importance in academic success. However, contrary to expectations, school belonging does not mediate the relationship between social anxiety and motivation, suggesting that while belonging remains important, it does not buffer against the negative effects of social anxiety in this context.
■590 ▼aSchool code: 0168.
■650 4▼aPsychology
■650 4▼aMental health
■650 4▼aAfrican American studies
■650 4▼aEducation
■650 4▼aDevelopmental psychology
■650 4▼aBlack studies
■653 ▼aBlack youth
■653 ▼aSocial anxiety
■653 ▼aSchool belonging
■653 ▼aSituated expectancy-value theory
■653 ▼aMotivation
■690 ▼a0621
■690 ▼a0515
■690 ▼a0296
■690 ▼a0347
■690 ▼a0620
■690 ▼a0325
■71020▼aThe Ohio State University▼bEducational Studies.
■7730 ▼tDissertations Abstracts International▼g86-11B.
■790 ▼a0168
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17358219▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
