Social Anxiety and Study Engagement in Adolescents: The Role of Self Cognition Model

Study engagement is a positively learning status among adolescents. The aim of this study was to test if self-concept clarity and intentional self-regulation mediate between social anxiety and study engagement. Participants were 1597 Chinese adolescents (48.2%male, aged 13-23 years, M=17.45 years, SD=3.04 ;) they completed measures of social anxiety self-concept clarity, intentional self-regulation and study engagement. The study used structural equation modeling to test for a mediating effect; self-concept clarity and intentional self-regulation were found to fully mediate between social anxiety and study engagement. ISR and SCC indirectly affected SE had no significant. These findings suggest that self-concept clarity and intentional self-regulation underlie social effect on adolescents' study engagement.