Prevalence and Gender Differences in Social Anxiety and Its Relationship with Academic Achievement Among Prospective Teachers

Abstract

In today’s fast-paced and competitive academic environment, students face emotional and psychological challenges that affect their learning and performance. One common issue is social anxiety which involves a strong fear of social interactions and situations where one might be judged or get embarrassed. This fear interferes with daily activities such as speaking in class, giving presentations, or interacting with peers and teachers. For pre-service teachers who are preparing for a profession that relies on communication and social engagement, the presence of social anxiety is particularly concerning. It may influence their academic progress, classroom participation, and future teaching effectiveness. Despite increasing awareness of mental health, social anxiety among students in teacher education programs in India remains underexplored. This study aimed to assess the prevalence of social anxiety among pre-service teachers, compare levels across gender, and examine its connection with academic achievement. A quantitative approach was used, and data were collected from 114 pre-service teachers in Varanasi through a self-developed Social Anxiety Scale and academic records. The results indicated that most students were classified in the average level of social anxiety category (73.7%). Only a smaller proportion fell into the low (14.9%) or high (11.4%) categories. Female students were proportionally more represented in the high social anxiety category (20.8%) than male students (4.5%). Although this pattern shows that higher social anxiety was more common among females, the difference between the groups was not statistically significant. The study also found no significant relationship between social anxiety and academic achievement. These findings indicate that while social anxiety is present among pre-service teachers, it may not have a direct effect on their academic performance.