Motivations for social withdrawal and academic adjustment in emerging adulthood
While social withdrawal in childhood is typically associated with lower academic functioning, little is known about how motivations for social withdrawal may be connected to academic adjustment in emerging adulthood. The purpose of the present study was to examine associations between social withdra...
Gespeichert in:
| Veröffentlicht in: | British journal of developmental psychology 2022-06, Vol.40 (2), p.352-367 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 367 |
|---|---|
| container_issue | 2 |
| container_start_page | 352 |
| container_title | British journal of developmental psychology |
| container_volume | 40 |
| creator | McVarnock, Alicia M. Closson, Leanna M. |
| description | While social withdrawal in childhood is typically associated with lower academic functioning, little is known about how motivations for social withdrawal may be connected to academic adjustment in emerging adulthood. The purpose of the present study was to examine associations between social withdrawal motivations (i.e., shyness, avoidance and unsociability) and indices of academic adjustment, including academic achievement (i.e., grade point average [GPA]) and academic motivation (i.e., intrinsic value, self‐efficacy and test anxiety), while accounting for gender and conscientiousness. Participants were 623 emerging adults between the ages of 18 and 25 (Mage = 20.15, SD = 1.67; 79% female) who were currently attending university. Hierarchical regression results showed that shyness was negatively associated with intrinsic value and self‐efficacy. Whereas shyness was positively associated with test anxiety, avoidance was negatively associated with test anxiety. Social withdrawal motivations were not associated with GPA. The findings suggest that some motivations for social withdrawal play a role in university students’ academic motivation, but not their academic achievement. |
| doi_str_mv | 10.1111/bjdp.12411 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_2646724861</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>2646724861</sourcerecordid><originalsourceid>FETCH-LOGICAL-c2871-e857ecd4eb1e7fac132f39c955d8d8aeaf2a75c68591a6917c2195d1e3c3b2213</originalsourceid><addsrcrecordid>eNp9kE1LxDAQQIMouq5e_AFS8CJCtZM0_Tjq-o2yHhT2VtJkqiltsyati__erLt68GAuE4bHY3iEHEB0Cv6dlbWanwKNATbIiEZxHGaMzzbJKKIJhByi2Q7Zda6OImAsirfJDuMs4RnnIzJ9NL3-EL02nQsqYwNnpBZNsND9m7Ji4b-iU4GQQmGrZSBUPbi-xa4PdBdgi_ZVd69-PTT9mzFqj2xVonG4v55j8nJ99Ty5DR-mN3eT84dQ0iyFEDOeolQxloBpJSQwWrFc5pyrTGUCRUVFymWS8RxEkkMqKeRcATLJSkqBjcnxyju35n1A1xetdhKbRnRoBlfQJE5SGmfJEj36g9ZmsJ2_zlMJ862AxZ46WVHSGucsVsXc6lbYzwKiYpm5WGYuvjN7-HCtHMoW1S_609UDsAIWusHPf1TFxf3l00r6Bc_Lh7k</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2663835134</pqid></control><display><type>article</type><title>Motivations for social withdrawal and academic adjustment in emerging adulthood</title><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><source>MEDLINE</source><source>Education Source</source><source>Wiley Online Library Journals Frontfile Complete</source><creator>McVarnock, Alicia M. ; Closson, Leanna M.</creator><creatorcontrib>McVarnock, Alicia M. ; Closson, Leanna M.</creatorcontrib><description>While social withdrawal in childhood is typically associated with lower academic functioning, little is known about how motivations for social withdrawal may be connected to academic adjustment in emerging adulthood. The purpose of the present study was to examine associations between social withdrawal motivations (i.e., shyness, avoidance and unsociability) and indices of academic adjustment, including academic achievement (i.e., grade point average [GPA]) and academic motivation (i.e., intrinsic value, self‐efficacy and test anxiety), while accounting for gender and conscientiousness. Participants were 623 emerging adults between the ages of 18 and 25 (Mage = 20.15, SD = 1.67; 79% female) who were currently attending university. Hierarchical regression results showed that shyness was negatively associated with intrinsic value and self‐efficacy. Whereas shyness was positively associated with test anxiety, avoidance was negatively associated with test anxiety. Social withdrawal motivations were not associated with GPA. The findings suggest that some motivations for social withdrawal play a role in university students’ academic motivation, but not their academic achievement.</description><identifier>ISSN: 0261-510X</identifier><identifier>EISSN: 2044-835X</identifier><identifier>DOI: 10.1111/bjdp.12411</identifier><identifier>PMID: 35365855</identifier><language>eng</language><publisher>England: Wiley Subscription Services, Inc</publisher><subject>Academic achievement ; academic motivation ; Academic Success ; Adjustment ; Adolescent ; Adult ; Adults ; Anxiety ; Avoidance behavior ; Childhood ; College students ; Conscientiousness ; Efficacy ; emerging adulthood ; Female ; GPA ; Humans ; Interpersonal Relations ; Intrinsic motivation ; Male ; Motivation ; Shyness ; Social Adjustment ; Social anxiety ; Social Isolation ; social withdrawal ; Test anxiety ; university ; Value ; Young Adult</subject><ispartof>British journal of developmental psychology, 2022-06, Vol.40 (2), p.352-367</ispartof><rights>2022 The British Psychological Society.</rights><rights>Copyright © 2022 The British Psychological Society</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c2871-e857ecd4eb1e7fac132f39c955d8d8aeaf2a75c68591a6917c2195d1e3c3b2213</citedby><cites>FETCH-LOGICAL-c2871-e857ecd4eb1e7fac132f39c955d8d8aeaf2a75c68591a6917c2195d1e3c3b2213</cites><orcidid>0000-0002-4180-5943 ; 0000-0003-0195-6760</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fbjdp.12411$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fbjdp.12411$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,776,780,1411,27903,27904,30978,45553,45554</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/35365855$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>McVarnock, Alicia M.</creatorcontrib><creatorcontrib>Closson, Leanna M.</creatorcontrib><title>Motivations for social withdrawal and academic adjustment in emerging adulthood</title><title>British journal of developmental psychology</title><addtitle>Br J Dev Psychol</addtitle><description>While social withdrawal in childhood is typically associated with lower academic functioning, little is known about how motivations for social withdrawal may be connected to academic adjustment in emerging adulthood. The purpose of the present study was to examine associations between social withdrawal motivations (i.e., shyness, avoidance and unsociability) and indices of academic adjustment, including academic achievement (i.e., grade point average [GPA]) and academic motivation (i.e., intrinsic value, self‐efficacy and test anxiety), while accounting for gender and conscientiousness. Participants were 623 emerging adults between the ages of 18 and 25 (Mage = 20.15, SD = 1.67; 79% female) who were currently attending university. Hierarchical regression results showed that shyness was negatively associated with intrinsic value and self‐efficacy. Whereas shyness was positively associated with test anxiety, avoidance was negatively associated with test anxiety. Social withdrawal motivations were not associated with GPA. The findings suggest that some motivations for social withdrawal play a role in university students’ academic motivation, but not their academic achievement.</description><subject>Academic achievement</subject><subject>academic motivation</subject><subject>Academic Success</subject><subject>Adjustment</subject><subject>Adolescent</subject><subject>Adult</subject><subject>Adults</subject><subject>Anxiety</subject><subject>Avoidance behavior</subject><subject>Childhood</subject><subject>College students</subject><subject>Conscientiousness</subject><subject>Efficacy</subject><subject>emerging adulthood</subject><subject>Female</subject><subject>GPA</subject><subject>Humans</subject><subject>Interpersonal Relations</subject><subject>Intrinsic motivation</subject><subject>Male</subject><subject>Motivation</subject><subject>Shyness</subject><subject>Social Adjustment</subject><subject>Social anxiety</subject><subject>Social Isolation</subject><subject>social withdrawal</subject><subject>Test anxiety</subject><subject>university</subject><subject>Value</subject><subject>Young Adult</subject><issn>0261-510X</issn><issn>2044-835X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNp9kE1LxDAQQIMouq5e_AFS8CJCtZM0_Tjq-o2yHhT2VtJkqiltsyati__erLt68GAuE4bHY3iEHEB0Cv6dlbWanwKNATbIiEZxHGaMzzbJKKIJhByi2Q7Zda6OImAsirfJDuMs4RnnIzJ9NL3-EL02nQsqYwNnpBZNsND9m7Ji4b-iU4GQQmGrZSBUPbi-xa4PdBdgi_ZVd69-PTT9mzFqj2xVonG4v55j8nJ99Ty5DR-mN3eT84dQ0iyFEDOeolQxloBpJSQwWrFc5pyrTGUCRUVFymWS8RxEkkMqKeRcATLJSkqBjcnxyju35n1A1xetdhKbRnRoBlfQJE5SGmfJEj36g9ZmsJ2_zlMJ862AxZ46WVHSGucsVsXc6lbYzwKiYpm5WGYuvjN7-HCtHMoW1S_609UDsAIWusHPf1TFxf3l00r6Bc_Lh7k</recordid><startdate>202206</startdate><enddate>202206</enddate><creator>McVarnock, Alicia M.</creator><creator>Closson, Leanna M.</creator><general>Wiley Subscription Services, Inc</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0002-4180-5943</orcidid><orcidid>https://orcid.org/0000-0003-0195-6760</orcidid></search><sort><creationdate>202206</creationdate><title>Motivations for social withdrawal and academic adjustment in emerging adulthood</title><author>McVarnock, Alicia M. ; Closson, Leanna M.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c2871-e857ecd4eb1e7fac132f39c955d8d8aeaf2a75c68591a6917c2195d1e3c3b2213</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Academic achievement</topic><topic>academic motivation</topic><topic>Academic Success</topic><topic>Adjustment</topic><topic>Adolescent</topic><topic>Adult</topic><topic>Adults</topic><topic>Anxiety</topic><topic>Avoidance behavior</topic><topic>Childhood</topic><topic>College students</topic><topic>Conscientiousness</topic><topic>Efficacy</topic><topic>emerging adulthood</topic><topic>Female</topic><topic>GPA</topic><topic>Humans</topic><topic>Interpersonal Relations</topic><topic>Intrinsic motivation</topic><topic>Male</topic><topic>Motivation</topic><topic>Shyness</topic><topic>Social Adjustment</topic><topic>Social anxiety</topic><topic>Social Isolation</topic><topic>social withdrawal</topic><topic>Test anxiety</topic><topic>university</topic><topic>Value</topic><topic>Young Adult</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>McVarnock, Alicia M.</creatorcontrib><creatorcontrib>Closson, Leanna M.</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><collection>MEDLINE - Academic</collection><jtitle>British journal of developmental psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>McVarnock, Alicia M.</au><au>Closson, Leanna M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Motivations for social withdrawal and academic adjustment in emerging adulthood</atitle><jtitle>British journal of developmental psychology</jtitle><addtitle>Br J Dev Psychol</addtitle><date>2022-06</date><risdate>2022</risdate><volume>40</volume><issue>2</issue><spage>352</spage><epage>367</epage><pages>352-367</pages><issn>0261-510X</issn><eissn>2044-835X</eissn><abstract>While social withdrawal in childhood is typically associated with lower academic functioning, little is known about how motivations for social withdrawal may be connected to academic adjustment in emerging adulthood. The purpose of the present study was to examine associations between social withdrawal motivations (i.e., shyness, avoidance and unsociability) and indices of academic adjustment, including academic achievement (i.e., grade point average [GPA]) and academic motivation (i.e., intrinsic value, self‐efficacy and test anxiety), while accounting for gender and conscientiousness. Participants were 623 emerging adults between the ages of 18 and 25 (Mage = 20.15, SD = 1.67; 79% female) who were currently attending university. Hierarchical regression results showed that shyness was negatively associated with intrinsic value and self‐efficacy. Whereas shyness was positively associated with test anxiety, avoidance was negatively associated with test anxiety. Social withdrawal motivations were not associated with GPA. The findings suggest that some motivations for social withdrawal play a role in university students’ academic motivation, but not their academic achievement.</abstract><cop>England</cop><pub>Wiley Subscription Services, Inc</pub><pmid>35365855</pmid><doi>10.1111/bjdp.12411</doi><tpages>16</tpages><orcidid>https://orcid.org/0000-0002-4180-5943</orcidid><orcidid>https://orcid.org/0000-0003-0195-6760</orcidid></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0261-510X |
| ispartof | British journal of developmental psychology, 2022-06, Vol.40 (2), p.352-367 |
| issn | 0261-510X 2044-835X |
| language | eng |
| recordid | cdi_proquest_miscellaneous_2646724861 |
| source | Applied Social Sciences Index & Abstracts (ASSIA); MEDLINE; Education Source; Wiley Online Library Journals Frontfile Complete |
| subjects | Academic achievement academic motivation Academic Success Adjustment Adolescent Adult Adults Anxiety Avoidance behavior Childhood College students Conscientiousness Efficacy emerging adulthood Female GPA Humans Interpersonal Relations Intrinsic motivation Male Motivation Shyness Social Adjustment Social anxiety Social Isolation social withdrawal Test anxiety university Value Young Adult |
| title | Motivations for social withdrawal and academic adjustment in emerging adulthood |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-27T12%3A47%3A00IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Motivations%20for%20social%20withdrawal%20and%20academic%20adjustment%20in%20emerging%20adulthood&rft.jtitle=British%20journal%20of%20developmental%20psychology&rft.au=McVarnock,%20Alicia%20M.&rft.date=2022-06&rft.volume=40&rft.issue=2&rft.spage=352&rft.epage=367&rft.pages=352-367&rft.issn=0261-510X&rft.eissn=2044-835X&rft_id=info:doi/10.1111/bjdp.12411&rft_dat=%3Cproquest_cross%3E2646724861%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2663835134&rft_id=info:pmid/35365855&rfr_iscdi=true |