BACKGROUND

High incidence and morbidity rates are found among adolescents with social anxiety disorder, a severe and harmful form of social phobia. Extensive research has been conducted to uncover the underlying psychological factors associated with the development and continuation of this disorder. Previous research has focused on single individual difference variables such as personality, cognition, or emotion; thus, the effect of an individual's full psychological profile on social anxiety has rarely been studied. Psychological is a comprehensive psychological quality that has been promoted in Chinese quality-oriented education. This research aimed to explore how psychological affects Chinese adolescents' social anxiety.

METHODS

A cross-sectional survey study was carried out among 1459 middle school students (683 boys and 776 girls) from various middle schools in seven provinces of China. Psychological s, self-esteem, sense of security, and social anxiety were measured via four self-reported questionnaires: the Brief Psychological Questionnaire for middle school students, the Chinese version of the Rosenberg Self-Esteem Scale, the Security Questionnaire, and the Social Avoidance and Distress Scale.

RESULTS

Analyses showed that psychological is positively related to self-esteem and sense of security, and it is negatively correlated with social anxiety. The results also revealed that self-esteem partially mediates the relationship between adolescents' psychological and social anxiety, with self-esteem and sense of security serving as chain mediators in the relationship between psychological and social anxiety.

CONCLUSIONS

Results highlight that psychological is a protective factor against social anxiety. It can directly protect adolescents from social anxiety, and it also can protect them through affecting their self-esteem and sense of security. These results are discussed from the viewpoints of school leaders, psychology teachers, and school counsellors, who provide support to students to improve their social functioning within the school context. The findings of this study may provide new perspectives regarding the prevention and treatment of social anxiety.