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Social media use, social anxiety and the relationship with life satisfaction

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Introduction: There has been a growing interest around the use of the Internet, and more recently the role of social media use, within all aspects of day-to-day living. Previous research has found contrasting relationship s between social media use and meaningful social connectivity. Some suggesting Facebook can provide a 'social compensation'; offering an opportunity of developing positive social relationships and self-exploration (Indian & Grieves, 2014; Selfout et al., 2009; Ellison, Steinfield & Lampe, 2008). Other research argued that those who most benefitted from social media already have good social links, thus a 'rich get richer' effect (Kraut et al., 2002). Aim: This study aimed to investigate the relationship between social anxiety symptoms, passive and active Facebook use and online and offline relationships (bridging and bonding) to life satisfaction. Method: A total of 124 completed online questionnaires were collected. The participants completed five quantitative measures. The link to the study was posted on related Facebook pages and online social anxiety forums. Results: The results demonstrated a positive correlation between social anxiety and passive and active Facebook use, but only a significant negative correlation between active Facebook use and life satisfaction. There was also a negative correlation between social anxiety and life satisfaction. A mediation analysis suggested that social anxiety acted as a significant mediating variable between active Facebook use and life satisfaction. Furthermore, a hierarchical regression suggested that it was, when controlling for social anxiety, face-to-face bonding relationship that was the most significant predictor variable for life satisfaction. Clinical implications: The study does not argue a causal relationship between Facebook use, social anxiety, relationship types and a negative impact on life satisfaction. However it does highlighted interesting significant correlation between Facebook use, social anxiety and life satisfaction. This would suggest that within clinical practice an individual’s digital life should be thought about, alongside the more traditional ideas of social networks. Furthermore, the clinical focus of developing of an individual’s face-to-face relationships remains an important factor associated with life satisfaction.

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Relationship between Social Media Use and Social Anxiety in College Students: Mediation Effect of Communication Capacity

Fengxia lai.

1 Department of Nursing, The First Affiliated Hospital of Soochow University, Suzhou 215006, China

2 School of Nursing, Medical College of Soochow University, Suzhou 215006, China

Lihong Wang

Jiyin zhang, shengnan shan, associated data.

The data presented in this study are available on reasonable request from the corresponding author. The data are not publicly available due to ethical requirements.

An increasing number of college students are experiencing social anxiety in an era of prevalent social networking. College students’ social anxiety may be related to their social media use. However, this relationship has not been confirmed. This study aimed to investigate the relationships between different types of social media use and social anxiety among college students, and the mediation effects of communication capacity in this context. A large sample of 1740 students from seven colleges in China was analyzed. Bivariate correlation and structural equations analysis showed that passive social media use was positively correlated with social anxiety. Active social media use was negatively correlated with social anxiety. Communication capacity partially mediated the relationship between social media use (passive/active) and social anxiety. Active social media use may reduce social anxiety by positively mediating communication capacity, while improved communication capacity may reduce the contribution of passive use to social anxiety. The differences in the effects of different social media use on social anxiety deserve the attention of educators. Developing communication capacity education around college students may help reduce their social anxiety.

1. Introduction

Social anxiety, also known as “social terror”, refers to the negative anxiety that individuals experience in real or imaginary social interaction situations due to the fear or apprehension of receiving negative evaluations from others [ 1 ]. The prevalence of social anxiety in college students is about 7–33% worldwide [ 2 , 3 , 4 ], while in China, up to 12–14% of college students suffer from high levels of social anxiety [ 5 ]. If social anxiety is not corrected or improved, it may develop into a severe social anxiety disorder and continue to affect students’ academic achievement, career development, and mental health [ 6 ]. Given the burden that social anxiety places on people and society, it is imperative to study the mechanisms through which it occurs, and to develop interventions.

Simultaneously, the use of social media has increased dramatically over the past decade, particularly among young people. Social network sites (SNSs) such as Instagram, Facebook, and Twitter have become indispensable parts of people’s lives. According to statistics, there are 2.23 billion monthly active Facebook users worldwide, and this figure has an annual growth rate of 11% [ 7 ]. In China, the number of internet users had reached 1.011 billion by June 2021, with college students accounting for the highest occupational percentage, at over 23.0%.

Since college students frequently use the internet, their psychological status in social interactions may be influenced by the use of social media. According to research, using SNSs may cause personal social anxiety [ 8 ]. Several theories have shed light on possible mechanisms through which social media use triggers social anxiety. According to the self-presentation theory [ 9 ], individuals may be more sensitive to negative evaluations of others, and even tend to guess that others have negative evaluations of them in their online self-presentation, which causes social anxiety. Individuals use others as a standard of comparison for self-evaluation in the absence of actual reference material, according to classical social comparison theory [ 10 ], especially in the absence of communication, and passive use of SNSs by individuals triggers more upward social comparison. According to behaviorist theory [ 6 ], social anxiety is caused by a conditioned reflex of emotional response, implying that social anxiety may be caused by a lack of social skills and, more precisely, communication capacity.

This evidence calls for a better understanding of the risk factors for social anxiety. These factors also include the way social media is used, interpersonal communication capacity, and previous experiences of social frustration. In this research, we aim to examine the relationship between social media use and social anxiety, taking into consideration the mediating role of communication capacity.

1.1. Social Media Use and Social Anxiety

Social media provides an online medium that allows users to add “friends” to the same network and share their personal feelings, photos, etc., with these “friends” [ 11 ]. The use of social media makes social comparison easier among young adults, leading to poor mental health and life dissatisfaction [ 12 ]. Some studies have found that social media use may trigger social anxiety in individuals. A study conducted in Kolkata discovered that social networking sites (SNSs) and dependence on them had significant associations with anxiety and depression among medical students [ 13 ]. Furthermore, according to a Hong Kong, China study, students who spent more time on SNSs had more severe depression and anxiety problems [ 14 ]. Users of social media may experience a physiological stress response as a result of receiving negative feedback from others, cyberbullying, becoming more aware of stressful events occurring in the lives of others, and feeling pressure to keep social networks updated [ 15 , 16 ]. Social media use may also lead to general communication overload, as individuals are bombarded with messages from multiple electronic channels at the same time, which is linked to psychological distress [ 17 ].

Researchers have categorized social media use into active and passive use based on the different ways social networking sites are used [ 18 ]. Active social media use is actively communicating with others (posting their news, commenting on friends’ posts, and other information-generating behaviors); passive social media use mainly refers to browsing social networking sites without interacting with others (viewing friends’ news and not participating in comments) [ 19 ]. To date, the literature distinguishing the different ways of using social media remains limited. However, a recent study suggests that there may be differences in the impact of different social media uses on individual mental health [ 20 ]. Active and passive Facebook use was also found to show opposing effects on loneliness [ 18 ]. Based on prior evidence, we came up with the following hypothesis:

Higher active social media use and lower passive social media use are positively associated with lower social anxiety.

1.2. The Mediating Role of Communication Capacity

Communication capacity refers to the ability to receive and transmit information, to effectively and clearly express thoughts, feelings, and opinions to others through written, oral, and nonverbal cues, and to quickly and accurately interpret the information transmitted by others to understand their thoughts, feelings, and attitudes [ 21 ]. Multiple lines of evidence suggest that internet use is associated with poorer cognitive-emotional regulation and communication capacity [ 22 , 23 , 24 , 25 ]. Furthermore, according to behaviorist theory, social anxiety is caused by a conditioned reflex of emotional response, implying that social anxiety may be caused by a lack of necessary communication capacity [ 6 ]. Hence, we decided to focus on communication capacity as a mediator of social anxiety.

While social media users may gain a lot of social contact as a result of their internet use, it decreases face-to-face contact, which may impair their social skills in the real world [ 23 ]. Individuals must constantly practice communication skills and modify their behavior in response to feedback from others, and focusing on internet use may limit people’s opportunities to practice communication skills and correct communication capacity deficits [ 23 ]. Heavy use of online social networks, for example, has been shown to reduce individuals’ intimacy and time with parents and family, while increasing conflict with people close to them [ 24 ]. Adolescents who use social media for extended periods were reported to have more severe social skills deficits [ 25 ]. Furthermore, a recent study found that active social media use improves subjective wellbeing, while passive social media use decreases subjective wellbeing [ 26 ]. Thus, rather than social media itself, the consequences of social media use may be related to how social media is used. Based on past evidence, we propose the following hypothesis:

Higher active social media use and lower passive social media use are positively associated with better communication capacity.

The capacity to communicate is also critical in social interaction, as college students must manage relationships with different people, for example, classmates, teachers, romantic partners, and even strangers. Difficulties with effective communication during social development can lead to difficulties in establishing and maintaining friendships, which can result in anxiety, low mood, and depression [ 27 ]. Evidence suggests that social anxiety disorder is significantly associated with greater degrees of communication difficulties [ 25 ]; in other words, social anxiety is linked to a failure to apply social skills and engage in social interactions [ 28 ]. Effective communication skills may affect people’s capacity to cope with worry in their social interactions [ 29 ], and social communication deficits may underpin anxiety disorders in individuals suffering from social anxiety. Spending time with others, on the other hand, can improve social skills, but socially anxious people tend to avoid social interactions [ 14 ]. Moreover, according to an intervention study, improving social skill knowledge has a positive effect on reducing symptoms of depression and anxiety [ 30 ]. Therefore, for the mediation model of this study, in which social media use is directly related to social anxiety and mediated through communication capacity, we hypothesized that:

Better communication capacity is negatively associated with higher social anxiety.

The theoretical moderated mediation model is represented in Figure 1 .

Theoretical mediation model.

2. Materials and Methods

2.1. study design and participants.

A cross-sectional design was implemented. This study was conducted from June to September 2022 with students at seven public colleges in Suzhou, China. A total of 2192 college students were surveyed by online questionnaire, and data from 1740 individuals were eventually included through lie detection questions screening (valid recovery rate = 79.4%). Study procedures involving human participants followed institutional ethical standards. All participants completed the questionnaire anonymously after providing informed consent.

2.2. Measurements

All measures were self-reported, and data were obtained via Sojump.com (a platform providing functions equivalent to those of Amazon Mechanical Turk). The questionnaire link was shared by teachers for students to fill out anonymously and could be submitted only once.

2.2.1. Basic Information

Basic information was collected via a general information questionnaire designed by the researchers according to the content of the study, including students’ information such as age, gender, year of study, place of origin, family structure, economic level, and ethnicity. Finally, based on previous studies measuring risk factors related to social anxiety in college students [ 3 , 4 , 5 ], participants were asked about class leaders’ experiences, frustration experiences in social interactions, their number of friends on SNSs, and childhood left-behind experiences (i.e., those whose parents are migrant workers and those who were children left at home and cared for by relatives).

2.2.2. Active Social Media Use

Active social media use was measured via the Active SNS Use Scale [ 31 ]. It mainly measures individuals’ active use of social media, such as “updating information on their social networking site pages” and “posting photos on their social networking site pages.” This scale consists of 5 items. Each item is rated on a 5-point scale (1 = never to 5 = always), with higher total scores indicating higher levels of active social media use. The Cronbach’s α value for this questionnaire is 0.77.

2.2.3. Passive Social Media Use

Passive social media use was measured via the Passive SNS use Scale [ 32 ], using a Chinese version revised by Liu Qingqi [ 33 ]. It mainly measures individuals’ passive use of social media, such as “reading friends’ status updates” and “viewing photos uploaded by friends”. This scale consists of 4 items. Each item is rated on a 7-point scale (1 = never to 7 = multiple times a day), with higher total scores indicating higher levels of passive social media use. The Cronbach’s α coefficient for this questionnaire is 0.70.

2.2.4. Communication Capacity

Communication capacity was measured via the Communication Capacity Scale developed for college students by a Chinese scholar [ 34 ]. This scale consists of 38 items in 8 dimensions: respect, listening, empathy, emotional sensitivity, comforting others, emotional control, enthusiasm, and verbal expression. Each dimension includes 3–7 items (see Appendix A for all scale items); each item is rated on a 5-point scale (1 = not at all to 5 = fully), with higher total scores indicating higher levels of passive social media use. In this study, the Cronbach’s α value of this questionnaire was 0.89.

2.2.5. Social Anxiety

Social anxiety was measured via the Interaction Anxiety Scale [ 35 ]. It is mainly used to assess the subjective feelings of individuals’ social anxiety experience and is widely used in related studies. The scale consists of 15 questions and is scored on a 5-point scale (1 = not at all to 5 = fully), with higher total scores indicating higher levels of social anxiety. In this study, the Cronbach’s α value of this questionnaire was 0.81.

2.2.6. Personality Traits

The personality of introversion and extraversion was measured via the Chinese version [ 36 ] of the Eysenck Personality Questionnaire [ 37 ]. The scale is suitable for Chinese adults aged 16 years and above, with the advantage of being easy to understand and simple to measure. As social anxiety is mainly influenced by introversion and extroversion personality traits in the Chinese ethnic context [ 38 , 39 ], only the E scale with 12 items was used in this study to analyze the influence of introversion and extroversion personality factors on the results. In this study, the Cronbach’s α value of this questionnaire was 0.83.

2.3. Statistical Analysis

Descriptive statistics were used to describe participants’ sociodemographic characteristics and the main study variables (age, gender, profession, family structure, the experience of class leaders, etc.). Moreover, we conducted tests of normality and homogeneity of variance. One-way analyses of variance (ANOVAs), t -tests, and Pearson’s r correlations were used to test for the unadjusted associations between variables. Because the data obtained are all self-reported by students, this may lead to common method bias (CMBs). Harman’s single-factor test was used to test CMBs. If a factor accounts for more than 50% of the total variance, common method bias has an impact on the findings [ 40 ]. All these analyses were performed using IBM SPSS 26.0. Then, to achieve the main objective of the study, a simple mediation model with 5000 bootstraps was run using IBM SPSS Amos 22.0 As an estimate, a 95% confidence interval (CI) was provided. For the mediation effect, a mediator is significant if the 95% CI of the indicator does not include 0 [ 41 ]. Confirmatory factor analyses (CFA) were performed and then evaluated by Hu and Bentler’s [ 42 ] guide to various fit metrics. The following indicators and thresholds are included: the chi-square/degrees of freedom (χ 2 / df < 3.00), the root mean square error of approximation (RMSEA ≤ 0.08), the goodness-of-fit index (GFI > 0.90), and the comparative fit index (CFI ≥ 0.95). All statistical tests were two-tailed, and the level of significance was set at 0.05.

2.4. Ethical Considerations

The Institutional review board of Soochow University has approved the ethical considerations in research methods and procedures (SUDA20220620H08).

3.1. Descriptive Statistics

The descriptive statistics for all study variables are shown in Table 1 . The mean age of college students was 19 years (standard deviation [SD] = 2), with a range of 15–29 years. 679 (39%) were male students, and 1061 (61%) were female students. The ratios of education levels were 23.0% (undergraduate) and 77.0% (junior college). 57.0% were only children and 43.0% were non-only children; 59.5% had served as student leaders and 40.0% had not. The mean Interaction Anxiety Scale score was (43.46 ± 8.33), indicating a moderate to high level of social anxiety.

Participants’ sociodemographic characteristics (N = 1740).

Notes: SNSs: Social networking sites; EPQ: Eysenck Personality Questionnaire.

There were significant differences in social anxiety among college students by gender, family income, the experience of being left behind in childhood, frustration experiences in social interactions, and personality traits ( Table 1 ). According to hoc tests, college students with a per capita household income of less than RMB 3000 had higher levels of social anxiety than those with a per capita household income of more than RMB 5000. The lower the income, the higher the level of social anxiety. Students with more frequent experiences of interpersonal frustration had higher levels of social anxiety than those with occasional or no such experiences. Students with introverted personality traits had higher social anxiety levels than those with intermediate and extroverted personality traits. There were no significant differences in social anxiety between the other sociodemographic variables.

3.2. Correlations between Social Media Use, Communication Capacity, and Social Anxiety

Pearson’s correlation analysis ( Table 2 ) showed that active social media use was negatively correlated with social anxiety (r = −0.342, p < 0.001) and positively correlated with communication capacity (r = 0.514, p < 0.01). Passive social media use was positively correlated with social anxiety (r = 0.525, p < 0.01) and negatively correlated with communication capacity (r = −0.253, p < 0.01). Communication capacity was negatively associated with social anxiety (r = −0.371, p < 0.01).

Correlation analysis of social media use, communication capacity, and social anxiety (r).

Note: * p < 0.05, ** p < 0.01.

3.3. Common Method Bias Test

Harman’s single-factor test showed that a total of 10 factors’ eigenvalues were >1, the interpretation rate of the first factor was 33.47% (<50%), and there was no serious common method bias.

3.4. Model Test

We used structural equation modeling with observed variables in SPSS Amos 22.0 to test the relationships between social media use, communication capacity, and social anxiety, while controlling for sociodemographic variables (gender, income, experience of being-left-behind, experience of interpersonal frustration, and personality traits). Figure 2 shows a simplified version of the calculated structural equation model. According to Table 3 , the following model can be accepted: χ 2 / df = 2.121, CFI = 0.975, GFI = 0.975, AGFI = 0.998, and RMSEA = 0.039.

Model of the mediating effect of communication capacity on the association between social media use and social anxiety. Note: ** p < 0.01. The normalized path coefficient is represented by the number on the solid line. There are two mediation paths in the diagram: 1. Passive social media use → Communication capacity → Social anxiety 2. Active social media use → Communication capacity → Social anxiety.

Structural equation model fit index.

Note: CMIN/DF, Chi-square minimum degrees of freedom; CFI, comparative fit index; GFI, goodness of fit index; AGFI, adjusted goodness of fit index; RMSEA, root mean square error of approximation.

The results ( Table 4 ) showed that active and passive social media use had a positive and negative predictive effect on communication capacity (β = 1.697 and −0.700, p < 0.01), respectively, explaining 32.8% of the variance in communication capacity. Active and passive social media use negatively predicted social anxiety (β = −0.477 and 0.646, p < 0.01) and explained 41.3% of the variance in social anxiety. Bootstrap repeat sampling was set to 5000 and with 95% CI. The results showed that the direct effects were −0.477 and 0.646; the 95% CIs were (−0.552 to −0.401) ( p < 0.001) and (0.577 to 0.715) ( p < 0.001). In contrast, the indirect effects were −0.100 and 0.050, and the 95% CIs were (−0.086 to −0.030) ( p < 0.001) and (0.007 to 0.059) ( p < 0.001). The study revealed that the direct and indirect effects of social media use on social anxiety are statistically significant; 95% of the CIs did not include zero, which indicated that there was a significant mediation effect of communication capacity on the relationship between social media use and social anxiety.

Bootstrap analysis of the mediating effect of communication ability between social media use and social anxiety.

4. Discussion

This study confirmed that higher active social media use and lower passive social media use were associated with lower social anxiety. Furthermore, this relationship was partially mediated by communication capacity.

4.1. Social Anxiety Was Affected by Gender, Family Income, the Experience of Being Left behind in Childhood, Frustration Experience in Social Interactions, and Personality Traits

Social anxiety problems developed by college students during their development are often the result of a combination of personal, external, and other factors. Research has documented that sociodemographic variables are crucial factors related to social anxiety [ 43 , 44 ]. In this study, female students perceived more social anxiety than male students. According to self-construction theory [ 45 ], men and women have different understandings of self-awareness. Men tend to construct and maintain an independent sense of self in which others are separate from the self. In contrast, women tend to construct an interdependent sense of self in which others are also considered an essential part of the self-construction. This difference in self-awareness may lead female college students to show nervousness and anxiety during social interactions and sensitivity to the evaluation of social partners. They tend to invest time and energy in repeatedly recalling and evaluating their performance after social interactions, and thus are more likely to experience high levels of social anxiety [ 46 ]. Moreover, students’ family economic level was associated with social anxiety. Social anxiety was higher among college students with lower monthly per capita household income, which may be related to low self-esteem due to low purchasing power [ 47 ]. Similarly, a study by Jefferies [ 48 ] on social anxiety among young people in seven countries showed that the unemployed population had higher social anxiety than those employed.

On the other hand, experiences of being left behind in childhood and interpersonal frustration in social interactions were also associated with higher levels of social anxiety. This triggering mechanism may work through the insecure attachment type of the students [ 49 ]. Experiences of traumatic events and adverse life events suffered in childhood have a profound impact on individuals. They become more fearful of interacting with people, fear being judged, have a negative, skeptical attitude toward themselves, and do not participate in as many social activities [ 50 , 51 ]. The findings also showed that extraversion was negatively related to social anxiety; this is consistent with previous studies [ 50 , 52 ]. Highly extroverted people tend to be sociable, talkative, enthusiastic, and confident [ 53 ]. These people are more likely to engage in social activities and feel energized by social interactions [ 54 ]. Hence, they are less likely to report social anxiety.

4.2. Different Manners of Social Media Use Correlated Differently with Social Anxiety and Communication Capacity

Our results showed that the relationship between different use of social media and social anxiety among college students varied. Active social media use was negatively associated with social anxiety, while passive social media use was positively associated with social anxiety. Although the effects were somewhat weak according to the effect size criteria used by Cohen [ 55 ], the results still support our research hypothesis 1. In previous studies, less research has been conducted on active social media use, with most of them pointing to positive psychological outcomes [ 31 , 56 , 57 ]. The reason for this may be related to the fact that active social media use enhances social communication, leading to an increase in daily contact and emotional interaction [ 18 ]. Users increase their positive emotions by interacting directly with other users and increasing their supportive interactions online [ 58 ], thereby reducing social anxiety. Passive social media use, on the other hand, points to adverse outcomes in this study. Previous research has shown that passive use of social media positively predicts loneliness, leads to a decrease in individual wellbeing, and affects adolescent body image worries [ 59 ]. This is because the content presented by individuals on the internet can make the viewers feel that their friends’ life is better than their own, which in turn affects subjective wellbeing [ 60 ].

Moreover, this study revealed that active social media use was positively associated with the communication capacity of college students, while passive use was the opposite. Active online communication has been shown to have a beneficial effect on individuals. For instance, active social media use can indirectly influence friendship quality through positive SNS feedback, and can positively predict friendship quality [ 61 ]. On the other hand, passive social media use may partially replace the function of real-life interactions and also crowd out the real-life interaction time of college students. It may diminish direct, face-to-face interactions between people, causing college students to alienate themselves from real-world interpersonal interactions to a certain extent, and affecting the improvement of interpersonal communication capacity [ 62 ].

4.3. Communication Capacity Was Negatively Correlated with Social Anxiety

According to previous studies, maladaptive behavior and irrational cognitive perceptions are two important causes of social anxiety among college students [ 20 ]. Behaviorism suggests that, as an emotional response, social anxiety stems from conditioned effects and explains the formation of social anxiety through the principle of conditioned effects and social learning theory [ 63 ]. That is, social anxiety can arise from a lack of social skills. The stronger the individual’s communication capacity, the lower the level of social anxiety. A possible explanation for this is that the greater one’s communication capacity is, the more clearly one can communicate one’s wishes and ideas to others, and the more acutely one can detect the subtle emotional feelings of others through their body language. Hence, one tends to build up a good level of confidence when interacting socially with others, which, as a good emotional experience, helps to reduce the occurrence of social anxiety [ 64 ]. On the other hand, people with lower communication capacity may have a poorer sense of communication experience in everyday interpersonal interactions due to their lack of essential communication skills, and are therefore more reluctant to engage in frequent interactions with people. The less they communicate with people, the more they fear communicating with people, thus increasing their level of social anxiety [ 65 ].

4.4. The Mediating Role of Communication Capacity

The other results of this study corroborate the theoretical validity of the mediation model; communication capacity partially mediates the relationship between social media use and social anxiety, which means that communication capacity represents a potential underlying mechanism that could partially explain how social media use is linked with social anxiety. That is, promoting positive social media use and decreasing passive social media use as ways to build up communication capacity might help to relieve social anxiety among college students. Specifically, active use of social media strengthens relational connections between individuals and provides a supportive environment for improving communication capacity [ 66 ], thus helping to reduce social anxiety. On the other hand, passive social media use significantly increases the risk of developing social anxiety, which can be buffered by enhancing communication capacity. Behaviorism also suggests that social anxiety can be generated by a lack of social skills [ 63 ]. Therefore, the development of interventions oriented towards enhancing the communication capacity of college students is crucial today, when social networks are prevalent. This may help these individuals to expand their social communication resources and strengthen their interpersonal support, thereby reducing social anxiety.

This study has a few limitations. First, while this study was limited to public colleges, there were some differences in students’ use of social media across different types of schools. To improve the generalizability of the results, future studies could replicate this study in other educational institutions (e.g., private or international schools). Second, our mediation model is based on a priori, derived from previous studies. However, it is only one of several reasonable and possible models examining how different variables are related. Future research needs to consider the mediating role of other variables not studied in this research, and verify whether the outcomes are replicated at other educational levels. Finally, while the findings of this study support the hypothesized relationships described in the existing literature, additional prospective studies are required to confirm the results.

5. Conclusions

Our research extends the previous results, showing that the relationship between social media use and social anxiety can be explained when incorporating communication capacity as a mediator. Active social media use was significantly and negatively related to social anxiety, whereas passive social networking site use was significantly and positively related to social anxiety. Reducing the use of passive social media among college students and adopting communication capacity-oriented interventions may yield benefits for improving students’ psychological wellbeing; educators should pay sufficient attention to them.

Appendix A. Items of Communication Capacity Scale

Funding Statement

This research received no external funding.

Author Contributions

Conceptualization, F.L. and L.T.; methodology, F.L.; software, F.L.; formal analysis, J.Z. and J.C.; investigation, L.W., L.T. and S.S.; data curation, F.L.; writing—original draft preparation, F.L. and L.W.; writing—review and editing, L.T.; project administration, L.T. All authors have read and agreed to the published version of the manuscript.

Institutional Review Board Statement

The study was conducted in accordance with the Declaration of Helsinki, and approved by the Ethics Committee of Soochow University, China (SUDA20220620H08).

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

Conflicts of interest.

The authors declare no conflict of interest.

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Research Topics & Ideas: Mental Health

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• The role of mindfulness in treating anxiety
• Genetics and heritability of anxiety disorders
• The link between anxiety disorders and heart disease
• Anxiety prevalence in LGBTQ+ communities
• Caffeine consumption and its impact on anxiety levels
• The economic cost of untreated anxiety disorders
• Virtual Reality as a treatment method for anxiety disorders

Psychotic Disorders

Within this space, your research topic could potentially aim to investigate the underlying factors and treatment possibilities for psychotic disorders.

• Early signs and interventions in adolescent psychosis
• Brain imaging techniques for diagnosing psychotic disorders
• The efficacy of antipsychotic medication
• The role of family history in psychotic disorders
• Misdiagnosis and delayed treatment of psychotic disorders
• Co-morbidity of psychotic and mood disorders
• The relationship between substance abuse and psychotic disorders
• Art therapy as a treatment for schizophrenia
• Public perception and stigma around psychotic disorders
• Hospital vs. community-based care for psychotic disorders

Personality Disorders

Research topics within in this area could delve into the identification, management, and social implications of personality disorders.

• Long-term outcomes of borderline personality disorder
• Antisocial personality disorder and criminal behaviour
• The role of early life experiences in developing personality disorders
• Narcissistic personality disorder in corporate leaders
• Gender differences in personality disorders
• Diagnosis challenges for Cluster A personality disorders
• Emotional intelligence and its role in treating personality disorders
• Psychotherapy methods for treating personality disorders
• Personality disorders in the elderly population
• Stigma and misconceptions about personality disorders

Obsessive-Compulsive Disorders

Within this space, research topics could focus on the causes, symptoms, or treatment of disorders like OCD and hoarding.

• OCD and its relationship with anxiety disorders
• Cognitive mechanisms behind hoarding behaviour
• Deep Brain Stimulation as a treatment for severe OCD
• The impact of OCD on academic performance in students
• Role of family and social networks in treating OCD
• Alternative treatments for hoarding disorder
• Childhood onset OCD: Diagnosis and treatment
• OCD and religious obsessions
• The impact of OCD on family dynamics
• Body Dysmorphic Disorder: Causes and treatment

Post-Traumatic Stress Disorder (PTSD)

Research topics in this area could explore the triggers, symptoms, and treatments for PTSD. Here are some thought starters to get you moving.

• PTSD in military veterans: Coping mechanisms and treatment
• Childhood trauma and adult onset PTSD
• Eye Movement Desensitisation and Reprocessing (EMDR) efficacy
• Role of emotional support animals in treating PTSD
• Gender differences in PTSD occurrence and treatment
• Effectiveness of group therapy for PTSD patients
• PTSD and substance abuse: A dual diagnosis
• First responders and rates of PTSD
• Domestic violence as a cause of PTSD
• The neurobiology of PTSD

Neurodevelopmental Disorders

This category of mental health aims to better understand disorders like Autism and ADHD and their impact on day-to-day life.

• Early diagnosis and interventions for Autism Spectrum Disorder
• ADHD medication and its impact on academic performance
• Parental coping strategies for children with neurodevelopmental disorders
• Autism and gender: Diagnosis disparities
• The role of diet in managing ADHD symptoms
• Neurodevelopmental disorders in the criminal justice system
• Genetic factors influencing Autism
• ADHD and its relationship with sleep disorders
• Educational adaptations for children with neurodevelopmental disorders
• Neurodevelopmental disorders and stigma in schools

Eating Disorders

Research topics within this space can explore the psychological, social, and biological aspects of eating disorders.

• The role of social media in promoting eating disorders
• Family dynamics and their impact on anorexia
• Biological basis of binge-eating disorder
• Treatment outcomes for bulimia nervosa
• Eating disorders in athletes
• Media portrayal of body image and its impact
• Eating disorders and gender: Are men underdiagnosed?
• Cultural variations in eating disorders
• The relationship between obesity and eating disorders
• Eating disorders in the LGBTQ+ community

Substance-Related Disorders

Research topics in this category can focus on addiction mechanisms, treatment options, and social implications.

• Efficacy of rehabilitation centres for alcohol addiction
• The role of genetics in substance abuse
• Substance abuse and its impact on family dynamics
• Prescription drug abuse among the elderly
• Legalisation of marijuana and its impact on substance abuse rates
• Alcoholism and its relationship with liver diseases
• Opioid crisis: Causes and solutions
• Substance abuse education in schools: Is it effective?
• Harm reduction strategies for drug abuse
• Co-occurring mental health disorders in substance abusers

Choosing A Research Topic

These research topic ideas we’ve covered here serve as thought starters to help you explore different areas within mental health. They are intentionally very broad and open-ended. By engaging with the currently literature in your field of interest, you’ll be able to narrow down your focus to a specific research gap .

It’s important to consider a variety of factors when choosing a topic for your dissertation or thesis . Think about the relevance of the topic, its feasibility , and the resources available to you, including time, data, and academic guidance. Also, consider your own interest and expertise in the subject, as this will sustain you through the research process.

Always consult with your academic advisor to ensure that your chosen topic aligns with academic requirements and offers a meaningful contribution to the field. If you need help choosing a topic, consider our private coaching service.

Good morning everyone. This are very patent topics for research in neuroscience. Thank you for guidance

What if everything is important, original and intresting? as in Neuroscience. I find myself overwhelmd with tens of relveant areas and within each area many optional topics. I ask myself if importance (for example – able to treat people suffering) is more relevant than what intrest me, and on the other hand if what advance me further in my career should not also be a consideration?

This information is really helpful and have learnt alot

Phd research topics on implementation of mental health policy in Nigeria :the prospects, challenges and way forward.

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Research Article

Anxiety, Affect, Self-Esteem, and Stress: Mediation and Moderation Effects on Depression

Affiliations Department of Psychology, University of Gothenburg, Gothenburg, Sweden, Network for Empowerment and Well-Being, University of Gothenburg, Gothenburg, Sweden

Affiliation Network for Empowerment and Well-Being, University of Gothenburg, Gothenburg, Sweden

Affiliations Department of Psychology, University of Gothenburg, Gothenburg, Sweden, Network for Empowerment and Well-Being, University of Gothenburg, Gothenburg, Sweden, Department of Psychology, Education and Sport Science, Linneaus University, Kalmar, Sweden

* E-mail: [email protected]

Affiliations Network for Empowerment and Well-Being, University of Gothenburg, Gothenburg, Sweden, Center for Ethics, Law, and Mental Health (CELAM), University of Gothenburg, Gothenburg, Sweden, Institute of Neuroscience and Physiology, The Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden

• Ali Al Nima, 
• Patricia Rosenberg, 
• Trevor Archer, 
• Danilo Garcia

• Published: September 9, 2013
• https://doi.org/10.1371/journal.pone.0073265
• Reader Comments

23 Sep 2013: Nima AA, Rosenberg P, Archer T, Garcia D (2013) Correction: Anxiety, Affect, Self-Esteem, and Stress: Mediation and Moderation Effects on Depression. PLOS ONE 8(9): 10.1371/annotation/49e2c5c8-e8a8-4011-80fc-02c6724b2acc. https://doi.org/10.1371/annotation/49e2c5c8-e8a8-4011-80fc-02c6724b2acc View correction

Mediation analysis investigates whether a variable (i.e., mediator) changes in regard to an independent variable, in turn, affecting a dependent variable. Moderation analysis, on the other hand, investigates whether the statistical interaction between independent variables predict a dependent variable. Although this difference between these two types of analysis is explicit in current literature, there is still confusion with regard to the mediating and moderating effects of different variables on depression. The purpose of this study was to assess the mediating and moderating effects of anxiety, stress, positive affect, and negative affect on depression.

Two hundred and two university students (males  = 93, females  = 113) completed questionnaires assessing anxiety, stress, self-esteem, positive and negative affect, and depression. Mediation and moderation analyses were conducted using techniques based on standard multiple regression and hierarchical regression analyses.

Main Findings

The results indicated that (i) anxiety partially mediated the effects of both stress and self-esteem upon depression, (ii) that stress partially mediated the effects of anxiety and positive affect upon depression, (iii) that stress completely mediated the effects of self-esteem on depression, and (iv) that there was a significant interaction between stress and negative affect, and between positive affect and negative affect upon depression.

The study highlights different research questions that can be investigated depending on whether researchers decide to use the same variables as mediators and/or moderators.

Citation: Nima AA, Rosenberg P, Archer T, Garcia D (2013) Anxiety, Affect, Self-Esteem, and Stress: Mediation and Moderation Effects on Depression. PLoS ONE 8(9): e73265. https://doi.org/10.1371/journal.pone.0073265

Editor: Ben J. Harrison, The University of Melbourne, Australia

Received: February 21, 2013; Accepted: July 22, 2013; Published: September 9, 2013

Copyright: © 2013 Nima et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Funding: The authors have no support or funding to report.

Competing interests: The authors have declared that no competing interests exist.

Introduction

Mediation refers to the covariance relationships among three variables: an independent variable (1), an assumed mediating variable (2), and a dependent variable (3). Mediation analysis investigates whether the mediating variable accounts for a significant amount of the shared variance between the independent and the dependent variables–the mediator changes in regard to the independent variable, in turn, affecting the dependent one [1] , [2] . On the other hand, moderation refers to the examination of the statistical interaction between independent variables in predicting a dependent variable [1] , [3] . In contrast to the mediator, the moderator is not expected to be correlated with both the independent and the dependent variable–Baron and Kenny [1] actually recommend that it is best if the moderator is not correlated with the independent variable and if the moderator is relatively stable, like a demographic variable (e.g., gender, socio-economic status) or a personality trait (e.g., affectivity).

Although both types of analysis lead to different conclusions [3] and the distinction between statistical procedures is part of the current literature [2] , there is still confusion about the use of moderation and mediation analyses using data pertaining to the prediction of depression. There are, for example, contradictions among studies that investigate mediating and moderating effects of anxiety, stress, self-esteem, and affect on depression. Depression, anxiety and stress are suggested to influence individuals' social relations and activities, work, and studies, as well as compromising decision-making and coping strategies [4] , [5] , [6] . Successfully coping with anxiety, depressiveness, and stressful situations may contribute to high levels of self-esteem and self-confidence, in addition increasing well-being, and psychological and physical health [6] . Thus, it is important to disentangle how these variables are related to each other. However, while some researchers perform mediation analysis with some of the variables mentioned here, other researchers conduct moderation analysis with the same variables. Seldom are both moderation and mediation performed on the same dataset. Before disentangling mediation and moderation effects on depression in the current literature, we briefly present the methodology behind the analysis performed in this study.

Mediation and moderation

Baron and Kenny [1] postulated several criteria for the analysis of a mediating effect: a significant correlation between the independent and the dependent variable, the independent variable must be significantly associated with the mediator, the mediator predicts the dependent variable even when the independent variable is controlled for, and the correlation between the independent and the dependent variable must be eliminated or reduced when the mediator is controlled for. All the criteria is then tested using the Sobel test which shows whether indirect effects are significant or not [1] , [7] . A complete mediating effect occurs when the correlation between the independent and the dependent variable are eliminated when the mediator is controlled for [8] . Analyses of mediation can, for example, help researchers to move beyond answering if high levels of stress lead to high levels of depression. With mediation analysis researchers might instead answer how stress is related to depression.

In contrast to mediation, moderation investigates the unique conditions under which two variables are related [3] . The third variable here, the moderator, is not an intermediate variable in the causal sequence from the independent to the dependent variable. For the analysis of moderation effects, the relation between the independent and dependent variable must be different at different levels of the moderator [3] . Moderators are included in the statistical analysis as an interaction term [1] . When analyzing moderating effects the variables should first be centered (i.e., calculating the mean to become 0 and the standard deviation to become 1) in order to avoid problems with multi-colinearity [8] . Moderating effects can be calculated using multiple hierarchical linear regressions whereby main effects are presented in the first step and interactions in the second step [1] . Analysis of moderation, for example, helps researchers to answer when or under which conditions stress is related to depression.

Mediation and moderation effects on depression

Cognitive vulnerability models suggest that maladaptive self-schema mirroring helplessness and low self-esteem explain the development and maintenance of depression (for a review see [9] ). These cognitive vulnerability factors become activated by negative life events or negative moods [10] and are suggested to interact with environmental stressors to increase risk for depression and other emotional disorders [11] , [10] . In this line of thinking, the experience of stress, low self-esteem, and negative emotions can cause depression, but also be used to explain how (i.e., mediation) and under which conditions (i.e., moderation) specific variables influence depression.

Using mediational analyses to investigate how cognitive therapy intervations reduced depression, researchers have showed that the intervention reduced anxiety, which in turn was responsible for 91% of the reduction in depression [12] . In the same study, reductions in depression, by the intervention, accounted only for 6% of the reduction in anxiety. Thus, anxiety seems to affect depression more than depression affects anxiety and, together with stress, is both a cause of and a powerful mediator influencing depression (See also [13] ). Indeed, there are positive relationships between depression, anxiety and stress in different cultures [14] . Moreover, while some studies show that stress (independent variable) increases anxiety (mediator), which in turn increased depression (dependent variable) [14] , other studies show that stress (moderator) interacts with maladaptive self-schemata (dependent variable) to increase depression (independent variable) [15] , [16] .

The present study

In order to illustrate how mediation and moderation can be used to address different research questions we first focus our attention to anxiety and stress as mediators of different variables that earlier have been shown to be related to depression. Secondly, we use all variables to find which of these variables moderate the effects on depression.

The specific aims of the present study were:

• To investigate if anxiety mediated the effect of stress, self-esteem, and affect on depression.
• To investigate if stress mediated the effects of anxiety, self-esteem, and affect on depression.
• To examine moderation effects between anxiety, stress, self-esteem, and affect on depression.

Ethics statement

This research protocol was approved by the Ethics Committee of the University of Gothenburg and written informed consent was obtained from all the study participants.

Participants

The present study was based upon a sample of 206 participants (males  = 93, females  = 113). All the participants were first year students in different disciplines at two universities in South Sweden. The mean age for the male students was 25.93 years ( SD  = 6.66), and 25.30 years ( SD  = 5.83) for the female students.

In total, 206 questionnaires were distributed to the students. Together 202 questionnaires were responded to leaving a total dropout of 1.94%. This dropout concerned three sections that the participants chose not to respond to at all, and one section that was completed incorrectly. None of these four questionnaires was included in the analyses.

Instruments

Hospital anxiety and depression scale [17] ..

The Swedish translation of this instrument [18] was used to measure anxiety and depression. The instrument consists of 14 statements (7 of which measure depression and 7 measure anxiety) to which participants are asked to respond grade of agreement on a Likert scale (0 to 3). The utility, reliability and validity of the instrument has been shown in multiple studies (e.g., [19] ).

Perceived Stress Scale [20] .

The Swedish version [21] of this instrument was used to measures individuals' experience of stress. The instrument consist of 14 statements to which participants rate on a Likert scale (0 =  never , 4 =  very often ). High values indicate that the individual expresses a high degree of stress.

Rosenberg's Self-Esteem Scale [22] .

The Rosenberg's Self-Esteem Scale (Swedish version by Lindwall [23] ) consists of 10 statements focusing on general feelings toward the self. Participants are asked to report grade of agreement in a four-point Likert scale (1 =  agree not at all, 4 =  agree completely ). This is the most widely used instrument for estimation of self-esteem with high levels of reliability and validity (e.g., [24] , [25] ).

Positive Affect and Negative Affect Schedule [26] .

This is a widely applied instrument for measuring individuals' self-reported mood and feelings. The Swedish version has been used among participants of different ages and occupations (e.g., [27] , [28] , [29] ). The instrument consists of 20 adjectives, 10 positive affect (e.g., proud, strong) and 10 negative affect (e.g., afraid, irritable). The adjectives are rated on a five-point Likert scale (1 =  not at all , 5 =  very much ). The instrument is a reliable, valid, and effective self-report instrument for estimating these two important and independent aspects of mood [26] .

Questionnaires were distributed to the participants on several different locations within the university, including the library and lecture halls. Participants were asked to complete the questionnaire after being informed about the purpose and duration (10–15 minutes) of the study. Participants were also ensured complete anonymity and informed that they could end their participation whenever they liked.

Correlational analysis

Depression showed positive, significant relationships with anxiety, stress and negative affect. Table 1 presents the correlation coefficients, mean values and standard deviations ( sd ), as well as Cronbach ' s α for all the variables in the study.

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https://doi.org/10.1371/journal.pone.0073265.t001

Mediation analysis

Regression analyses were performed in order to investigate if anxiety mediated the effect of stress, self-esteem, and affect on depression (aim 1). The first regression showed that stress ( B  = .03, 95% CI [.02,.05], β = .36, t  = 4.32, p <.001), self-esteem ( B  = −.03, 95% CI [−.05, −.01], β = −.24, t  = −3.20, p <.001), and positive affect ( B  = −.02, 95% CI [−.05, −.01], β = −.19, t  = −2.93, p  = .004) had each an unique effect on depression. Surprisingly, negative affect did not predict depression ( p  = 0.77) and was therefore removed from the mediation model, thus not included in further analysis.

The second regression tested whether stress, self-esteem and positive affect uniquely predicted the mediator (i.e., anxiety). Stress was found to be positively associated ( B  = .21, 95% CI [.15,.27], β = .47, t  = 7.35, p <.001), whereas self-esteem was negatively associated ( B  = −.29, 95% CI [−.38, −.21], β = −.42, t  = −6.48, p <.001) to anxiety. Positive affect, however, was not associated to anxiety ( p  = .50) and was therefore removed from further analysis.

A hierarchical regression analysis using depression as the outcome variable was performed using stress and self-esteem as predictors in the first step, and anxiety as predictor in the second step. This analysis allows the examination of whether stress and self-esteem predict depression and if this relation is weaken in the presence of anxiety as the mediator. The result indicated that, in the first step, both stress ( B  = .04, 95% CI [.03,.05], β = .45, t  = 6.43, p <.001) and self-esteem ( B  = .04, 95% CI [.03,.05], β = .45, t  = 6.43, p <.001) predicted depression. When anxiety (i.e., the mediator) was controlled for predictability was reduced somewhat but was still significant for stress ( B  = .03, 95% CI [.02,.04], β = .33, t  = 4.29, p <.001) and for self-esteem ( B  = −.03, 95% CI [−.05, −.01], β = −.20, t  = −2.62, p  = .009). Anxiety, as a mediator, predicted depression even when both stress and self-esteem were controlled for ( B  = .05, 95% CI [.02,.08], β = .26, t  = 3.17, p  = .002). Anxiety improved the prediction of depression over-and-above the independent variables (i.e., stress and self-esteem) (Δ R 2  = .03, F (1, 198) = 10.06, p  = .002). See Table 2 for the details.

https://doi.org/10.1371/journal.pone.0073265.t002

A Sobel test was conducted to test the mediating criteria and to assess whether indirect effects were significant or not. The result showed that the complete pathway from stress (independent variable) to anxiety (mediator) to depression (dependent variable) was significant ( z  = 2.89, p  = .003). The complete pathway from self-esteem (independent variable) to anxiety (mediator) to depression (dependent variable) was also significant ( z  = 2.82, p  = .004). Thus, indicating that anxiety partially mediates the effects of both stress and self-esteem on depression. This result may indicate also that both stress and self-esteem contribute directly to explain the variation in depression and indirectly via experienced level of anxiety (see Figure 1 ).

Changes in Beta weights when the mediator is present are highlighted in red.

https://doi.org/10.1371/journal.pone.0073265.g001

For the second aim, regression analyses were performed in order to test if stress mediated the effect of anxiety, self-esteem, and affect on depression. The first regression showed that anxiety ( B  = .07, 95% CI [.04,.10], β = .37, t  = 4.57, p <.001), self-esteem ( B  = −.02, 95% CI [−.05, −.01], β = −.18, t  = −2.23, p  = .03), and positive affect ( B  = −.03, 95% CI [−.04, −.02], β = −.27, t  = −4.35, p <.001) predicted depression independently of each other. Negative affect did not predict depression ( p  = 0.74) and was therefore removed from further analysis.

The second regression investigated if anxiety, self-esteem and positive affect uniquely predicted the mediator (i.e., stress). Stress was positively associated to anxiety ( B  = 1.01, 95% CI [.75, 1.30], β = .46, t  = 7.35, p <.001), negatively associated to self-esteem ( B  = −.30, 95% CI [−.50, −.01], β = −.19, t  = −2.90, p  = .004), and a negatively associated to positive affect ( B  = −.33, 95% CI [−.46, −.20], β = −.27, t  = −5.02, p <.001).

A hierarchical regression analysis using depression as the outcome and anxiety, self-esteem, and positive affect as the predictors in the first step, and stress as the predictor in the second step, allowed the examination of whether anxiety, self-esteem and positive affect predicted depression and if this association would weaken when stress (i.e., the mediator) was present. In the first step of the regression anxiety ( B  = .07, 95% CI [.05,.10], β = .38, t  = 5.31, p  = .02), self-esteem ( B  = −.03, 95% CI [−.05, −.01], β = −.18, t  = −2.41, p  = .02), and positive affect ( B  = −.03, 95% CI [−.04, −.02], β = −.27, t  = −4.36, p <.001) significantly explained depression. When stress (i.e., the mediator) was controlled for, predictability was reduced somewhat but was still significant for anxiety ( B  = .05, 95% CI [.02,.08], β = .05, t  = 4.29, p <.001) and for positive affect ( B  = −.02, 95% CI [−.04, −.01], β = −.20, t  = −3.16, p  = .002), whereas self-esteem did not reach significance ( p < = .08). In the second step, the mediator (i.e., stress) predicted depression even when anxiety, self-esteem, and positive affect were controlled for ( B  = .02, 95% CI [.08,.04], β = .25, t  = 3.07, p  = .002). Stress improved the prediction of depression over-and-above the independent variables (i.e., anxiety, self-esteem and positive affect) (Δ R 2  = .02, F (1, 197)  = 9.40, p  = .002). See Table 3 for the details.

https://doi.org/10.1371/journal.pone.0073265.t003

Furthermore, the Sobel test indicated that the complete pathways from the independent variables (anxiety: z  = 2.81, p  = .004; self-esteem: z  =  2.05, p  = .04; positive affect: z  = 2.58, p <.01) to the mediator (i.e., stress), to the outcome (i.e., depression) were significant. These specific results might be explained on the basis that stress partially mediated the effects of both anxiety and positive affect on depression while stress completely mediated the effects of self-esteem on depression. In other words, anxiety and positive affect contributed directly to explain the variation in depression and indirectly via the experienced level of stress. Self-esteem contributed only indirectly via the experienced level of stress to explain the variation in depression. In other words, stress effects on depression originate from “its own power” and explained more of the variation in depression than self-esteem (see Figure 2 ).

https://doi.org/10.1371/journal.pone.0073265.g002

Moderation analysis

Multiple linear regression analyses were used in order to examine moderation effects between anxiety, stress, self-esteem and affect on depression. The analysis indicated that about 52% of the variation in the dependent variable (i.e., depression) could be explained by the main effects and the interaction effects ( R 2  = .55, adjusted R 2  = .51, F (55, 186)  = 14.87, p <.001). When the variables (dependent and independent) were standardized, both the standardized regression coefficients beta (β) and the unstandardized regression coefficients beta (B) became the same value with regard to the main effects. Three of the main effects were significant and contributed uniquely to high levels of depression: anxiety ( B  = .26, t  = 3.12, p  = .002), stress ( B  = .25, t  = 2.86, p  = .005), and self-esteem ( B  = −.17, t  = −2.17, p  = .03). The main effect of positive affect was also significant and contributed to low levels of depression ( B  = −.16, t  = −2.027, p  = .02) (see Figure 3 ). Furthermore, the results indicated that two moderator effects were significant. These were the interaction between stress and negative affect ( B  = −.28, β = −.39, t  = −2.36, p  = .02) (see Figure 4 ) and the interaction between positive affect and negative affect ( B  = −.21, β = −.29, t  = −2.30, p  = .02) ( Figure 5 ).

https://doi.org/10.1371/journal.pone.0073265.g003

Low stress and low negative affect leads to lower levels of depression compared to high stress and high negative affect.

https://doi.org/10.1371/journal.pone.0073265.g004

High positive affect and low negative affect lead to lower levels of depression compared to low positive affect and high negative affect.

https://doi.org/10.1371/journal.pone.0073265.g005

The results in the present study show that (i) anxiety partially mediated the effects of both stress and self-esteem on depression, (ii) that stress partially mediated the effects of anxiety and positive affect on depression, (iii) that stress completely mediated the effects of self-esteem on depression, and (iv) that there was a significant interaction between stress and negative affect, and positive affect and negative affect on depression.

Mediating effects

The study suggests that anxiety contributes directly to explaining the variance in depression while stress and self-esteem might contribute directly to explaining the variance in depression and indirectly by increasing feelings of anxiety. Indeed, individuals who experience stress over a long period of time are susceptible to increased anxiety and depression [30] , [31] and previous research shows that high self-esteem seems to buffer against anxiety and depression [32] , [33] . The study also showed that stress partially mediated the effects of both anxiety and positive affect on depression and that stress completely mediated the effects of self-esteem on depression. Anxiety and positive affect contributed directly to explain the variation in depression and indirectly to the experienced level of stress. Self-esteem contributed only indirectly via the experienced level of stress to explain the variation in depression, i.e. stress affects depression on the basis of ‘its own power’ and explains much more of the variation in depressive experiences than self-esteem. In general, individuals who experience low anxiety and frequently experience positive affect seem to experience low stress, which might reduce their levels of depression. Academic stress, for instance, may increase the risk for experiencing depression among students [34] . Although self-esteem did not emerged as an important variable here, under circumstances in which difficulties in life become chronic, some researchers suggest that low self-esteem facilitates the experience of stress [35] .

Moderator effects/interaction effects

The present study showed that the interaction between stress and negative affect and between positive and negative affect influenced self-reported depression symptoms. Moderation effects between stress and negative affect imply that the students experiencing low levels of stress and low negative affect reported lower levels of depression than those who experience high levels of stress and high negative affect. This result confirms earlier findings that underline the strong positive association between negative affect and both stress and depression [36] , [37] . Nevertheless, negative affect by itself did not predicted depression. In this regard, it is important to point out that the absence of positive emotions is a better predictor of morbidity than the presence of negative emotions [38] , [39] . A modification to this statement, as illustrated by the results discussed next, could be that the presence of negative emotions in conjunction with the absence of positive emotions increases morbidity.

The moderating effects between positive and negative affect on the experience of depression imply that the students experiencing high levels of positive affect and low levels of negative affect reported lower levels of depression than those who experience low levels of positive affect and high levels of negative affect. This result fits previous observations indicating that different combinations of these affect dimensions are related to different measures of physical and mental health and well-being, such as, blood pressure, depression, quality of sleep, anxiety, life satisfaction, psychological well-being, and self-regulation [40] – [51] .

Limitations

The result indicated a relatively low mean value for depression ( M  = 3.69), perhaps because the studied population was university students. These might limit the generalization power of the results and might also explain why negative affect, commonly associated to depression, was not related to depression in the present study. Moreover, there is a potential influence of single source/single method variance on the findings, especially given the high correlation between all the variables under examination.

Conclusions

The present study highlights different results that could be arrived depending on whether researchers decide to use variables as mediators or moderators. For example, when using meditational analyses, anxiety and stress seem to be important factors that explain how the different variables used here influence depression–increases in anxiety and stress by any other factor seem to lead to increases in depression. In contrast, when moderation analyses were used, the interaction of stress and affect predicted depression and the interaction of both affectivity dimensions (i.e., positive and negative affect) also predicted depression–stress might increase depression under the condition that the individual is high in negative affectivity, in turn, negative affectivity might increase depression under the condition that the individual experiences low positive affectivity.

Acknowledgments

The authors would like to thank the reviewers for their openness and suggestions, which significantly improved the article.

Author Contributions

Conceived and designed the experiments: AAN TA. Performed the experiments: AAN. Analyzed the data: AAN DG. Contributed reagents/materials/analysis tools: AAN TA DG. Wrote the paper: AAN PR TA DG.

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351 Anxiety Research Topics & Essay Titles (Argumentative, Informative, and More)

According to statistics, approximately 40 million people in the United States struggle with anxiety disorders, constituting 19.1% of the population. Generalized anxiety disorder is a condition that is characterized by an excessive and constant feeling of worry about everyday things. Open conversations about anxiety help reduce the stigma associated with mental health issues. Moreover, it is a good way to educate people about the condition, its causes, symptoms, impact, and available treatments.

In this article, we’ll introduce 351 anxiety topics you can use for your essay or research paper ! Keep reading to find out more.

• 🔝 Top 12 Anxiety Essay Topics

📝 Anxiety Essay Prompts

🔍 anxiety research topics, 🤓 anxiety essay titles.

• 📕 Essays on Anxiety: Guide

🔗 References

🔝 top 12 anxiety topics to write about.

• Types of anxiety disorders.
• Anxiety: Causes and treatment.
• How to deal with anxiety?
• Is there a connection between anxiety and depression?
• What are treatments for anxiety?
• Anxiety disorders in children.
• Physical symptoms of anxiety.
• Antidepressants as a way to overcome anxiety.
• Risk factors of anxiety.
• Symptoms of anxiety in teenagers.
• How do you prevent anxiety?
• Social anxiety disorder: My experience.

Have trouble writing a paper about anxiety disorder and related topics? Don’t worry—we’ve prepared some essay prompts to help you get an A for your writing assignment!

Social Anxiety Essay Prompt

Social anxiety disorder, formerly known as social phobia, is characterized by a persistent fear of being in unfamiliar social settings. It usually begins in youth and influences an individual’s adult life. In your essay on social anxiety, you may touch on the following aspects:

• Causes and risks of social anxiety.
• The main symptoms of social anxiety.
• Social anxiety in children and teenagers.
• Ways to prevent or overcome social anxiety.
• Available treatments for social anxiety.

Speech Anxiety Essay Prompt

Most people feel anxious when they have to present a speech in front of an audience. Even trained public speakers may experience anxiety before delivering a speech. People who look confident and relaxed while talking to an audience have mastered managing their feelings and using them to their advantage. While discussing speech anxiety, try finding answers to the following questions:

• What are the symptoms of speech anxiety?
• Why do people get nervous in front of an audience?
• What can help to overcome speech anxiety?
• Why does exercising help in reducing stress and anxiety?

Test Anxiety: Essay Prompt

It’s common for college students to feel anxious before exams. Yet, significant anxiety and stress before and during an important exam might have negative consequences. In your essay on test anxiety, you can provide detailed information on how to deal with it based on the tips listed below:

• Prepare for the test.
• Use study strategies to understand and remember your course material better.
• Take care of your physical health.
• Surround yourself with things that calm you.
• Talk with your teacher to know what to expect from the exam.

Overcoming Anxiety: Essay Prompt

Anxiety can stem from factors such as genetics, personality traits, and life experiences. Although psychotherapy and medication are often necessary for individuals with anxiety disorders to manage their emotional well-being, incorporating lifestyle adjustments and daily routines can also be beneficial. Consider centering your essay on practical daily actions that can help alleviate stress:

• Set goals to accomplish.
• Communicate with people.
• Stop smoking and reduce your consumption of caffeinated beverages.
• Solve any of your financial issues.
• Dedicate more time to your hobbies.
• Have some relaxation time .
• Identify and try to avoid your anxiety triggers.
• How is daily yoga effective for reducing anxiety?
• Does ethnicity and socioeconomic status have an effect on anxiety prevalence?
• Anxiety and acute pain related to the loss of vision.
• Divorce is the leading cause of children’s anxiety.
• The relation between the COVID-19 pandemic and increased anxiety rates.
• The impact of immigration on the growth of anxiety cases in society.
• The efficiency of open communication in overcoming anxious well-being.
• The efficacy of iron supplementation to reduce vulnerability to anxiety in women with heavy menses.
• Emotional issues anxiety causes and ways to cope with them.
• How does anxiety contribute to drug, alcohol, and nicotine consumption?
• The factors that provoke anxious states in college students.
• Generalized anxiety disorder in college students and potential treatment.
• Children and adolescents: age’s impact on increasing anxiety risks.
• The connection between anxiety disorder and fear.
• Stress at the workplace is a key provoker of anxiety in the 21st century.
• Frontline nurses’ burnout, anxiety, depression, and fear statuses.
• Triggers: the importance of finding causes of anxiety.
• The impact of anxiety on social relations with friends and relatives.
• The peculiarities of anxiety states in teenagers in high school.
• Anxiety as a result of perfectionism and fear of failure.
• Symptoms of anxiety, depression, and peritraumatic dissociation.
• The influence of anxiety on public speaking skills.
• Cultural differences in the expression and perception of anxiety.
• Psychological aspects of anxiety in situations of crisis.
• Digital detox is an effective method of anxiety reduction.
• The correlation between discrimination/prejudice and depression/anxiety.
• The relationship between social isolation and the development of anxiety disorders.
• Death anxiety: methods and strategies how to cope with the disorder.
• Quantitative properties of anxiety: magnitude and tone.
• The impact of economic instability on the level of anxiety in society.
• Evidence-based interventions for anxiety disorders.
• The types of anxiety disorder and their peculiarities.
• The key characteristics of anxiety disorder.
• The role of family relationships in the development of anxiety disorders.
• The symptoms of anxiety and ways to identify them at an early stage.
• Anxiety disorder treatment in an Afro-American boy.
• Psychological aspects of anxiety in adapting to a new culture or society.
• The relationship between the quality of sleep and the level of anxiety.
• Social media is a trigger of anxiety in the digital world.
• The role of gender stereotypes in the formation of anxiety in men and women.
• Depression and anxiety among college students.
• Anxiety is a result of the rapidly changing information society.
• The influence of literature on the perception of anxiety.
• Psychological fitness and its effectiveness in reducing anxiety.
• The use of therapy platforms in decreasing anxiety.
• Anxiety of musicians in music performance.
• Cyberbullying as a reason for emotional distress and anxiety.
• The role of childhood experiences in the development of anxiety later in life.
• Introversion and its contribution to a constant state of anxiety.
• The influence of religious and cult practices on reducing anxiety.
• Case studies of patients with anxiety and mood disturbances.
• The risk factors of anxiety in children with disabilities.
• Videogames are a key trigger of anxiety development.
• Mindful breathing strategy and its importance for reducing anxiety.
• The impact of psychological trauma on the development of chronic anxiety.
• Abnormal psychology: anxiety and depression case .
• Government support for mental health policy to reduce anxiety in the UK.
• The influence of ambition and high expectations on the level of anxiety.
• Managing anxiety in evidence-based practice.
• Political conflicts and their impact on the level of anxiety in society.
• The role of social support in managing and reducing anxiety.
• Anxiety and decision-making: literature review.
• Anxiety as a result of low self-esteem and problems with self-acceptance.
• The role of meditation and mental practices in anxiety management.

Social Anxiety Research Paper Topics

• Genetics is a leading cause of social phobia.
• The effects of social anxiety on professional and career development.
• Social anxiety disorder: diagnosis and treatment.
• Empathy and social anxiety: how understanding the feelings of others affects one’s own anxiety.
• The evidence-based pharmacotherapy of social anxiety disorder.
• The physical symptoms of social anxiety disorder.
• Prevalence rates of social anxiety disorder across different cultures.
• The impact of cultural factors on the development of social anxiety disorder.
• The public speaking anxiety analysis.
• Neural mechanisms that contribute to the resistance of social anxiety disorder.
• The potential of utilizing biomarkers to improve social anxiety treatments.
• The effective methods of anxiety disorder prevention.
• Cultural and social aspects of social anxiety: peculiarities and coping methods.
• The negative social experience is a trigger to social phobia.
• High anxieties: the social construction of anxiety disorders.
• Brain areas involved in the development of social anxiety.
• The peculiarities of treatment of social anxiety at an early age.
• Social anxiety at school or workplace: a way to overcome the phobia.
• Inclusive school environments as a way to support students with social anxiety.
• The role of self-esteem in the experience of social anxiety.
• School phobia: the anxiety disorder.
• The impact of social anxiety disorder on romantic relationships.
• The efficiency of technology-based interventions in the treatment of social anxiety.
• Social anxiety: Is there a way to overcome the fear of public speaking?
• The connection between social anxiety and fear of evaluation by others.
• Social anxiety and its consequences on cognitive processes .
• Social anxiety disorder and alcohol abuse in adolescents.
• The criteria for diagnosing social anxiety disorder.
• The role of parental expectations and pressure in the formation of social anxiety.
• Why do females more often experience social anxiety disorder than males?
• Social anxiety disorder is one of the most common anxiety disorders worldwide.
• Social aspects of depression and anxiety.
• Avoidance of social situations is a key symptom of social phobia.
• The influence of social anxiety on the expression of creativity and creative potential.
• Social anxiety and its consequences on the quality of life in adolescents.
• Metacognitive processes in the maintenance of chronic social anxiety.

Research Questions about Anxiety

• How does anxiety affect the body’s immune system?
• What are the peculiarities of the treatment of anxiety at a young age?
• Is acceptance and commitment therapy effective in fighting anxiety?
• How are inflammatory processes in the body related to anxiety disorders?
• What is the relationship between anxiety and gastrointestinal disorders?
• What effect does anxiety have on the cardiovascular system?
• What role do neurotransmitters like serotonin and GABA play in regulating anxiety?
• What are the stress and anxiety sources amongst students?
• How does genetics influence the likelihood of gaining medical anxiety disorders?
• What is the effectiveness of cannabis in treating anxiety disorders?
• How do gastrointestinal microbiota imbalances affect anxiety levels?
• How can specific allergies or sensitivities lead to increased anxiety?
• How does chronic anxiety disorder affect cortisol levels?
• How is emotion regulation therapy used for generalized anxiety disorder?
• What role may neuroimaging play in understanding communicative anxiety disorders?
• How is anxiety diagnosed in people with disabilities?
• How does anxiety disorder depend on a person’s eating habits?
• What are the effects of nootropics in treating anxiety disorders?
• What are the ways of managing general anxiety disorder in primary care?
• Why is family support an important part of the anxiety treatment?
• How do gender differences affect the manifestation of anxiety disorders?
• What are the effective methods of preventing anxiety disorder?
• How does post-traumatic stress disorder contribute to the development of anxiety?
• How do doctors differentiate anxiety symptoms from signs of other medical conditions?
• How does standardized testing affect an individual with test anxiety?
• What is the impact of chronic illnesses on the development of anxiety?
• How does alcohol impact an increasing level of anxiety?
• What methods of diagnosing anxiety disorders exist in medicine?
• Why certain medical conditions can trigger symptoms of anxiety?
• What is the role of emotional intelligence in overcoming social anxiety?
• What is the relationship between child maltreatment and anxiety?
• How did COVID-19 contribute to increased anxiety among people in the US?
• How effective is psychopharmacology in treating social anxiety?
• What are the most common physical symptoms of anxiety in children?
• How do sleep disorders provoke social anxiety?
• What are the long-term effects of chronic anxiety on human health?
• How can parents and teachers release anxiety in children?
• How can medical surgery affect anxiety levels in patients?
• How do hormonal imbalances contribute to heightened anxiety?
• What is the best way of treating adults with anxiety?
• Why benzodiazepines and SSRIs are often used in anxiety treatment?
• What brain areas are involved in the development of anxiety disorder?
• What is the holistic approach to anxiety disorder?
• How can virtual reality simulation treatment help with medical anxiety?
• Anxiety disorder and its risk factors.
• Why does physical exercise positively impact social anxiety treatment?
• What advice are most often given by psychologists for the prevention of anxiety?
• Is depression and anxiety run in the family ?
• How can targeted medication improve the effect of psychotherapy in anxiety disorders?

Argumentative Essay Topics about Anxiety

• Social anxiety disorder is highly comorbid with other psychiatric disorders.
• Is anger the side effect of anxiety?
• Social media: the rise of depression and anxiety .
• Women are twice as likely as men to develop anxiety disorder.
• Breathing into a brown paper bag decreases the level of anxiety.
• Educational institutions should support students with anxiety symptoms.
• Social networks contribute to the development of anxiety.
• Summarizing and evaluating the concept of anxiety.
• Is virtual reality exposure therapy effective in treating anxiety-related conditions?
• Dismissing someone’s anxiety exacerbates the problem.
• Negative thinking is a serious anxiety trigger.
• Do certain cultural customs impact how anxiety is expressed and handled?
• Social support plays a vital role in treating anxiety disorders.
• Overcoming separation anxiety in children.
• People with anxiety disorder should seek professional help.
• Employers should provide flexible work schedules for workers with anxiety disorders.
• Anxiety disorder increases the risk of health complications.
• Does anxiety create problems in relationships?
• Anxiety often causes or triggers depression .
• Adult depression and anxiety as a complex problem.
• Academic pressures can contribute to anxiety in young individuals.
• Parents should control the social media usage of their children to protect them from anxiety.
• Is social isolation a contributing factor to the development of anxiety in older adults?
• Perfectionism is a personality trait that often correlates with increased anxiety levels.
• Overcoming anxiety leads to personal growth and increased resilience.
• The anxiety related to the COVID-19 virus uncertainty: strategy.
• Anxiety hinders an individual’s ability to concentrate and make decisions.
• Are anxiety disorders the most common mental disorders in the modern world?
• The constant state of alertness in anxiety leads to mental exhaustion and burnout.
• Anxiety disorder is a leading cause of tension headaches.
• Political upheavals increase collective anxiety on a societal level.
• Cognitive-behavioral therapy for generalized anxiety disorder and depression.
• A family history of mental health issues is a spread cause of anxiety.
• Do smartphone notifications contribute to technology-induced anxiety?
• Regular exercising helps decrease symptoms of anxiety.
• Workplace support is critical for persons dealing with anxiety at work.
• Excessive use of social media contributes to heightened anxiety levels.
• Effective art therapies to manage anxiety.
• Should workplaces implement mental health programs to reduce employee anxiety?
• People with anxiety disorder should do regular follow-up sessions to monitor their condition.
• Do financial concerns trigger the development of anxiety?
• Stigma prevents individuals with anxiety from seeking help.
• Is social anxiety more spread with a strong emphasis on individual achievements?
• General anxiety disorder treatment plan.
• Do genetic factors play a role in predisposing individuals to anxiety disorders?
• Love from friends and family is the best treatment for anxiety disorder.
• Telling other people about your anxiety is one of the most uncomfortable things.
• Caffeine use increases the severity of anxiety symptoms.

Anxiety Essay Topics for Informative Papers

• The major symptoms and signs of social anxiety disorder.
• What is generalized anxiety disorder (GAD)?
• Anxiety disorders, their definition, and treatment.
• The effective methods of coping with separation anxiety disorder.
• The important takeaways about pathological anxiety.
• Dos and don’ts for overcoming post-argument anxiety.
• Coping with anxiety in romantic relationships.
• Anxiety: advanced assessment of a patient.
• What are the peculiarities of social anxiety disorder?
• Cognitive behavioral therapy is effective in treating people who feel anxious.
• The strategies for alleviating anxiety in your pets.
• Seven things you can do to help your friend cope with anxiety.
• Anxiety disorders: diagnoses and treatment.
• What are the risk factors for anxiety in children and adults?
• The characteristics of high-functioning anxiety.
• Cognitive Behavioral Therapy (CBT) for anxiety disorders: How it works.
• The main causes of generalized anxiety disorder (GAD).
• “Depression, Anxiety, and Stress in Diabetes” by Chlebowy.
• What are the methods of treating anxiety in old age?
• The importance of early intervention: how to prevent anxiety in children.
• What does anxiety disorder feel like?
• The value of stress management skills in preventing anxiety.
• Generalized anxiety disorder and its prevalence.
• The benefits anxiety disorder can bring.
• How can antidepressants aid in coping with anxiety disorder?
• Self-guidance: how to prevent an anxiety attack.
• The genetic and hereditary factors that contribute to anxiety disorders.
• Dual diagnosis: anxiety disorders & developmental disabilities.
• How small acts of kindness can help with anxiety?
• Psychological strategies to reduce general anxiety and stress.
• How do you understand that you need assistance in coping with anxiety?
• Foods that can help reduce anxiety.
• Anxiety disorders: cognitive behavioral therapy.
• The effective methods of coping with anxiety in learning a new language.
• Top 12 ways to reduce the risk of anxiety disorders.
• The power of yoga and meditation in managing anxiety.
• How friends and family can provide support to someone with anxiety?
• What is the anxiety?
• The troubling link between domestic violence and anxiety .
• Finding a good anxiety therapist: methods and strategies.
• How does anxiety affect teenagers in high school?
• The main types of anxiety and their peculiarities.
• Anxiety disorder and its characteristics .
• How do you prepare yourself to better handle anxiety-provoking situations?
• The power of positive thinking in overcoming anxiety.
• The effective ways of dealing with an anxious mindset at work.
• Coping with anxiety on your own: The possible consequences.
• Fight-or-flight response in anxiety disorders.
• Famous people with high-functioning anxiety.
• How can a regular sleep pattern protect you from anxiety development?

Anxiety Title Ideas for Cause-and-Effect Essays

• Muscle aches and breathing problems are the short-term effects of anxiety.
• Why does anxiety provoke memory issues?
• Effects of anxiety and ways to conquer it.
• Increased risk of developing migraines and headaches in people with anxiety.
• The role of chronic stress and traumatic events in the development of anxiety.
• Genetic links that increase a person’s risk of developing an anxiety disorder.
• What are psychosomatic manifestations of anxiety and their impact on the body?
• Substance abuse is a leading cause of anxiety.
• Generalized anxiety disorder’s impact on youth.
• The problems in interpersonal relationships are due to anxiety.
• Loss of a loved one and its impact on the development of anxiety.
• Are nail biting or skin picking the first signs of anxiety?
• Childhood experiences can cause the onset of anxiety disorders.
• What is the effect of anxiety on the nervous system and its functioning?
• DSM-5 anxiety disorders: causes and treatment.
• The key triggers of anxiety and their impact on a person’s overall well-being.
• The butterfly effect of anxiety: how small symptoms can become a disaster.
• Does a family history of anxiety disorder make you more prone to this disease?
• The physical consequences of anxiety: nausea, muscle tension, and fatigue.
• Reaction to stress: anxiety and yoga.
• How do the causes of anxiety change depending on the person’s age?
• Persistent and uncontrollable thoughts: how does anxiety impact people?
• The causes of anxiety among teachers giving face-to-face lessons.
• Chest and back pain are physical symptoms of anxiety.
• Relationship issues are the leading causes of anxiety disorder.
• The effects of marijuana on people with anxiety.
• Neurochemical imbalance and its connection with anxiety.
• What are the genetic causes of anxiety?
• The role of social media in triggering anxiety disorder.
• Migraines and headaches are concomitant manifestations of anxiety.
• How can daily tasks become the cause of anxiety?
• Anxiety disorders and their influence on daily life.
• Substance abuse and its impact on the development of anxious states.
• Decreased quality of life in people with anxiety disorders.
• The chain reaction of anxiety: From triggers to panic attacks.
• Hormonal changes in anxiety states and their impact.
• Trouble focusing on tasks due to racing thoughts in people with anxiety disorder.
• Causes and effects of anxiety in children .
• Procrastination and overthinking as behavioral effects of anxiety.
• Suicidal thoughts and their connection with high levels of anxiety.
• How does anxiety impact communication and collaboration at work?
• Social isolation as a result of anxiety disorders.
• Chronic stress is a factor contributing to anxiety disorder.
• Anxiety disorder: symptoms, causes, and treatment.
• Which social factors contribute to the appearance of anxiety?
• The fear of the unknown or unpredictable outcomes is a cause of anxiety.
• Why do people with anxiety disorder have problems with concentration and attention?
• Sociocultural factors that have an impact on the level of anxiety.

Titles for Anxiety Essays: Compare and Contrast

• How are anxiety disorders related to eating disorders like anorexia and bulimia?
• Psychotherapy or medication: what works better in treating anxiety?
• The behavioral, humanistic, and cognitive approaches to anxiety .
• The differences in how anxiety impacts children and adults.
• Stigma and shame of anxiety in different cultures.
• How do you differentiate anxiety from regular stress?
• What is the relationship between anxiety and anger?
• Panic attack vs. anxiety attack: key differences.
• George Kelly’s personal constructs: threat, fear, anxiety, and guilt .
• The peculiarities of anxiety disorder depend on the sexual orientation of the person.
• How is panic disorder related to anxiety?
• Meditation, prayer, traditional rituals: comparison of spiritual ways of anxiety treatment.
• How does the perception of anxiety differ in the US and Japan?
• Anxiety vs. post-traumatic stress disorder: main common features.
• The relationship between anxiety and sleep disorders .
• How does anxiety differ from stress in terms of physiological responses?
• The differences in anxiety symptoms in people of different ages.
• Developmental perceptions of death anxiety.
• How can gender-related cultural norms influence how anxiety is expressed?
• Aspects of anxiety: psychological and physiological sides.
• How does anxiety differ from schizophrenia?
• The comparison of social and generalized anxiety.
• Historical views on anxiety: antique and modern times.
• The difference in how anxiety affects females and males.
• What do anxiety and obsessive-compulsive disorder have in common?
• Anxiety and depression during childhood and adolescence.
• Anxiety treatment: self-help resources or support groups.
• The comparison of biological mechanisms activated during fear and anxiety states.
• The cultural differences of anxiety perception: Nigeria vs. Sweden.
• Anxiety and bipolar disorder and their main differences.
• The effective methods of coping with anxiety: yoga or antidepressants.
• What are the cultural differences in anxiety expression?
• Anxiety in first-world countries or developing nations.
• The differences in help-seeking behavior in people of different religions.
• The peculiarities of treatment anxiety in Australia and the United Kingdom.
• How is anxiety connected to eating disorders?
• Anxiety in veterans vs. civilians: key differences.
• How does anxiety management differ from anxiety prevention?
• Physical and mental anxiety consequences and their comparison.
• How is anxiety described in different academic disciplines?
• The manifestation of anxiety in different mental health disorders.
• How does anxiety in parents are similar to the one that children have?
• Anxiety in urban and rural environments: Key triggers.
• The comparison of genetic and environmental factors of anxiety.

📕 How to Write Essays on Anxiety

Need to write an essay on anxiety but don’t know where to start? Let us help you! We’ve prepared detailed instructions that will help you structure your paper.

Anxiety Essay Introduction

An essay’s introduction aims to provide the reader with a clear idea of the essay’s topic, purpose, and structure. It serves as a roadmap for what the paper will cover. To write an introduction, follow these steps:

• Grab readers’ attention with a hook .
• Introduce the theme or issue you will be discussing.
• Provide some background information.
• Create a thesis statement.

Hook: According to the National Institute of Mental Health, public speaking anxiety, or glossophobia, affects approximately 40% of the population.

Background information: A fear of public speaking is classified as a social anxiety disorder characterized by shaking, sweating, dry mouth, rapid heartbeat, and squeaky voice.

Anxiety Essay Thesis

A thesis statement is often a sentence in the first paragraph of an essay that summarizes the paper’s main idea. Several tips can assist you in creating a strong thesis statement :

• Be specific.
• Build a strong argument.
• Make your thesis statement arguable.
• Provide evidence.
• Be clear and concise.

Thesis statement: Although fully overcoming speech anxiety may be impossible, employing various strategies can help manage and harness it for personal growth and success.

Essay about Anxiety: Body Paragraphs

Body paragraphs in an essay develop, support, and elaborate on the thesis statement or argument presented in the introduction, offering evidence, examples, and explanations. They provide the substance and structure that make the essay’s ideas clear and convincing to the reader.

There are several components that each paragraph of the main body needs to include:

• Topic sentence.
• Supporting evidence.
• Detailed explanation of the main points.
• Transition to the next paragraph.

Topic sentence: Deep breathing techniques can effectively alleviate pre-performance anxiety, particularly before public speaking engagements.

Supporting evidence: Practicing slow, deep diaphragmatic breathing helps activate the relaxation response. Additionally, deep breathing increases oxygen supply to the cerebral cortex, responsible for cognitive functions and conscious thought processes.

Anxiety Essay Conclusion

The conclusion is an essential component of your essay. It allows you to encourage your readers to consider the implications and solutions to an issue. A strong essay conclusion should do the following:

• Restate the thesis.
• Summarize the main points.
• Provide a clear context for your argument.

Rephrased thesis: Though completely overcoming speech anxiety is challenging, using different strategies can help control it and benefit personal growth and success.

Summary : In conclusion, nobody is perfect, and even seasoned speakers make errors in public speaking. Instead of pressuring yourself to deliver a flawless speech, it’s essential to remember that minor mistakes won’t detract from your overall presentation.

We hope that you’ve found our article helpful! If so, feel free to share it with your friends and leave a comment below.

• Thesis Statements; The Writing Center • University of North Carolina at Chapel Hill
• How to Write a Five-Paragraph Essay, With Examples | Grammarly
• How To Write a Good Essay Introduction in 4 Simple Steps | Indeed.com
• Conclusions | Harvard College Writinf Center
• Paragraphs; Topic Sentences: Writing Guides: Writing Tutorial Services: Indiana University Bloomington
• Anxiety Disorders – National Institute of Mental Health

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217 Anxiety Essay Topis & Examples

Looking for anxiety research topics? The issue of anxiety in psychology is hot, controversial, and worth studying!

🏆 Best Anxiety Essay Examples & Topic Ideas

👍 anxiety research topics, ✅ most interesting anxiety topics to write about, 📑 good research topics about anxiety, 📌 catchy titles for anxiety essays, 💡 anxiety argumentative essay topics, ❓ research questions about anxiety.

Anxiety is the emotion that causes severe physical changes, can negatively affect social contacts, and even lead to depression. Here we’ve gathered top research questions about anxiety disorder as a mental health issue, as well as anxiety essay examples. Get inspired with us!

• Social Anxiety Disorder: Female 15-Year-Old Student Since she often downplays her achievements, then it may also be true that Joann expects to fail in the tests or classroom activities.
• Generalized Anxiety Disorder: Treatment Plan for J. N. As a result, J.N.will be ready to reshape the feeling about possible triggers of his anxiety, as well as actions and behaviors.
• Freud’s Anxiety Neurosis – Psychology The objective of this study is to expose Freud’s anxiety neurosis and to provide a comprehensive approach as to the causes, treatments, and symptoms of the anxiety neurosis.
• The Generalized Anxiety Disorder According to Bourne, there are a number of treatments that one can refer to in order to curb the generalized anxiety behavior.
• Anxiety Disorders: Definition, Causes, Impacts and Treatment Negative reinforcement occurs since the avoidance behavior leads to the avoidance of the discomfort of the anxiety, which is a desirable reward to the individual with anxiety disorder.
• Glossophobia: The Public Speaking Anxiety The level of fear in public speaking among the male and female participants was determined using a percentage and frequency approach.
• Anxiety and Depression Among College Students The central hypothesis for this study is that college students have a higher rate of anxiety and depression. Some of the materials to be used in the study will include pencils, papers, and tests.
• Abnormal Psychology Case Study: General Anxiety Disorder Generalized Anxiety Disorder is one of the anxiety disorders caused by abnormalities in the functioning of brain chemicals such as neurotransmitters.
• Anxiety and Phobia in Dental Settings: Theories and Their Relations While external factors may lead to the creation of the anxiety pattern in a patient, the subsequent dental treatment and procedures and their experiences may either exacerbate or altogether nullify the condition.
• Anxiety Measurement: MASC and BAI Two of the most effective assessment tools are the Multidimensional Anxiety Scale for Children and the Beck Anxiety Inventory. The main goal of this paper is to analyze and compare two assessment tools: the Multidimensional […]
• “Status Anxiety” by Alain de Botton Within the ego psychoanalytic theoretical context of the identity statuses, social status ought to refer to the similarity experienced between one’s personal attributes and one’s ego ideal standards, a match that should improve in adolescence […]
• Anxiety and Depression: The Case Study As he himself explained, he is not used to positive affirmation due to low self-esteem, and his family experiences also point to the fact that he was not comforted often as a child.
• Anxiety, Somatoform, and Dissociative Disorders The impact of these mental disorders varies from minor disturbance in the life of an individual to major problems in the daily activities of the person.
• School Anxiety and Phobia in Children Fear of school is a widespread phenomenon in the modern world, so it is essential to track the symptoms as quickly as possible and eradicate the cause of stress.
• Anxiety Disorder: Pharmacology An increase in the concentration of ACTH and cortisol. Together with the norepinephrine and dopamine systems, the concentration of ACTH and cortisol provides an adequate emotional response to the body.
• Depression and Anxiety Due to School and Work-Related Stress Many young students are not aware of the roots of their psychological problems and continue suffering from depression or anxiety, which results in low productivity, poor achievements, and a decreased quality of life.
• Social Anxiety Disorder Causes and Symptoms Also referred to as social phobia, social anxiety disorder is a psychological condition that is associated with the constant fear of surrounding social conditions.
• Comprehensive Psychiatric Evaluation: Recurring Anxiety Attacks CC: The patient is suffering from recurring anxiety attacks whenever she has to leave her house, which is why she has been largely unable to perform basic tasks, as well as communicate with her family […]
• Exercise Eases the Symptoms of Anxiety The review of the literature generally demonstrates the significant effects of exercise in alleviating the symptoms of anxiety. In the future, one needs to focus on patients diagnosed with anxiety and investigate the types of […]
• Depression and Anxiety Among African Americans Finally, it should be insightful to understand the attitudes of friends and family members, so 5 additional interviews will be conducted with Black and White persons not having the identified mental conditions. The selected mental […]
• Generalized Anxiety Behavioral Modification In effect, the primary symptom of GAD is maintained by negative reinforcement such that: people with the disorder worry constantly about a negative event occurring despite its improbability and constant worry leads to distress.
• The Symptoms and Causes of a Social Anxiety Disorder Efforts in public health are required to increase understanding of social anxiety, the difficulties it presents, and the methods for overcoming it.
• Music Performance Anxiety Alleviation The workshop presentation majored in the discussion of the Music Performance Anxiety, the effect of the condition on violinists, and the therapeutic and medical means of alleviating the conditions.
• Jungian Psychotherapy for Depression and Anxiety They work as a pizza delivery man in their spare time from scientific activities, and their parents also send them a small amount of money every month.S.migrated to New York not only to get an […]
• How to Alleviate the Stage Performance Anxiety of Violinists It is practically due to the lack of a particular definition of MPA and probably the absence of a standard to assure randomized, well-conduct, controlled study trials.
• Meditation Effects on Anxiety and Stress My goal in this exercise was to use meditation to manage anxiety and stress and improve my general mental well-being. I am not accustomed to meditation and had to turn to YouTube for guidance.
• General Anxiety Disorder Pharmacological Treatment Hydroxyzine is the only antihistamine medication approved by the FDA for the treatment of GAD. Other drugs used in the world for the treatment of GAD are not approved for use by the FDA.
• Generalized Anxiety Disorder Diagnostics Were you unable to cope with the excitement and calm down on any occasion in the last 14 days? Was it difficult for you to relax in the last 14 days?
• Anxiety Disorders: Symptoms, Causes, and Classroom Strategies The focus of this paper is on one of the most common types of anxiety disorder, which is generalized anxiety disorder, characterized by a continuous feeling of fear or anxiety that might interfere with day-to-day […]
• Assessing and Treating Patients With Anxiety Disorders According to the provided background information and the results of the mental diagnosis, it is clear that the client is suffering from GAD.
• Psychiatric Evaluation: Sadness and Anxiety She kept up with her counseling sessions and remained on the medication prescribed for her depression well into her early twenties. She has found the cure to be beneficial in controlling her symptoms.
• Discussion: Anxiety Disorder and Obsessive-Compulsive Disorders To be diagnosed with a specific phobia, one must exhibit several symptoms, including excessive fear, panic, and anxiety. Specific phobias harm the physical, emotional, and social well-being of an individual.
• Exam Anxiety as Psychological Disorder The study also focused on finding the relationship between exam anxiety and revision time on the score of students. The findings in this research relate to the current study in that it seeks the relationship […]
• Depression and Anxiety Clinical Case Many of the factors come from the background and life experiences of the patient. The client then had a chance to reflect on the results and think of the possible alternative thoughts.
• Anxiety and Difficulty Concentrating Treatment His siblings have achieved much in their careers, and the self-comparison of Eric to his older brother is a source of anxiety and depressive moods for Eric.
• Anxiety in a Middle-Aged Caucasian Man The primary goal of this decision was to decrease the intensity of the generalized anxiety disorder symptoms in the patient. After four weeks, the client returned to the clinic for the evaluation and discussion of […]
• Generalized Anxiety Disorder and Self-Awareness Based on the article, Panayiotou et al.review the aspect of self-awareness in alexithymia and its correlation with social anxiety. The research provides insight into self-awareness and how it influences anxiety.
• Online Peer Support Groups for Depression and Anxiety Disorder The main objective of peer support groups is connecting people with the same life experiences and challenges to share and support each other in healing and recovery.
• Anxiety Disorder Diagnosis and Treatment Soyara suffered from anxiety disorder and a probable sleep disorder necessitating the comorbid diagnosis. CBT with routine counselling would be the most efficient method of treatment for the anxiety disorder.
• The Manifestations of Anxiety: Case Study The nurse also makes frequent clarifications to get a complete picture of the patient’s problem. The nurse often summarizes the information she hears to help the patient keep track of the dialogue.
• Exam Anxiety: A Descriptive Statistics Study The questionnaire assessed the quality and quantity of sleep because they are significant in determining the level of anxiety and students’ performance.
• Perceived Helpfulness of Treatment for Generalized Anxiety Disorder The research is based on the theory of the importance of perceived helpfulness in treatment adherence; the actual findings of the study are detailed and portrayed accurately.
• Moral Identities, Social Anxiety, and Academic Dishonesty In his works, the scholar establishes two explanations for why students indulge in malpractices; the Social anxiety hypothesis and the moral anxiety hypothesis.
• Anxiety Disorders: Types and Defense Mechanisms To be diagnosed with an anxiety disorder, a person’s fear or anxiety must be out of proportion to the scenario or age-inappropriate or prevent them from functioning correctly.
• Anxiety Issues Amongst Teenagers One of the most notable stress sources is a feeling of anxiety a state of mind characterized by negative mood and overall tension.
• Generalized Anxiety Disorder and Potential Treatment With the usage of the Benzodiazepines, the drug therapy proved to be relatively efficient and fast-acting. In an example case supplied in the Barlow et al.study, the subject overcame the worst consequences of GAD, although […]
• The Use of Aromatherapy for Patients Anxiety Reduction The target group for intervention to solve the described problem is patients at high risk of anxiety. Question: Among the patients at risk for anxiety, does the aromatherapy reduce anxiety level compared to no aromatherapy […]
• Depression and Anxiety Among Chronic Pain Patients The researchers used The Depression Module of the Patient Health Questionnaire and the Generalized Anxiety Disorder Scale to interview participants, evaluate their answers, and conduct the study.
• The Impact of COVID-19 on Anxiety among Students To be more precise, the authors aimed to investigate whether the transition to a new lifestyle due to the pandemic has impacted the anxiety levels of university youth.
• Generalized Anxiety Disorder: Pharmacological Treatment According to its etiology, higher DNA methylation of corticotropin-releasing factor increases GAD risk and severity as do reduced “resting-state functional connectivity between the amygdala and prefrontal cortex” and overactivation of the sympathetic nervous system due […]
• Effective Ways to Address Anxiety and Depression Looking deep into the roots of the problem will provide a vast and detailed vision of it, and will help to develop ways to enhance the disorders.
• Separation Anxiety Disorder (SAD) A routine can help to ease the pain and enable a child to develop trust in both their independence and parents.
• The Implementation of Family-Based Therapy to Manage Anxiety Disorder in Adolescents This paper presents a critical analysis of five research articles related to the proposed PICOT question: In a group of patients between the ages of 13-18 with complaints of anxiety, does the implementation of a […]
• Emotional and Anxiety Disorders and Social Cognition Such disorders as obsessive-compulsive disorder, social anxiety disorder, and depression are rooted in childhood, with negative cognitive experiences being the underlying cause for their development.
• Depression and Anxiety Intervention Plan John’s Wort to intervene for her condition together with the prescribed anti-depressant drugs, I would advise and educate her on the drug-to-drug relations, and the various complications brought about by combining St. Conducting proper patient […]
• General Anxiety Disorder Case Stady Like in the case of James, it can be concluded that James is suffering from Generalized Anxiety Disorder, attributed mainly to the kind of pressure he got from his place of work as a resident […]
• Psychedelic Drugs and Their Effects on Anxiety and Depression The participants must also be willing to remain in the study for the duration of the experiments and consent to the drugs’ use.
• How Can Students Manage Anxiety As a result, students do not recognize that their mental health state is a result of the anxiety they feel because of the drastic changes that happened in their life and their stress continues to […]
• Anxiety and Depression in Hispanic Youth in Monmouth County Therefore, the Health Project in Monmouth County will help Hispanic children and adolescents between the ages of 10 and 19 to cope with anxiety and depression through behavioral therapy.
• Anxiety Disorders and Depression In her case, anxiety made her feel that she needed to do more, and everything needed to be perfect. She noted that the background of her depression and anxiety disorders was her family.
• Communication Strategies. Anxiety of Public Speeches The main problem with anxiety is the inability of an individual to persuade the audience. Therefore, the more an individual practices public speaking, the better they will be able to deliver to the audience.
• The Nature of Philosophy: Anxiety As was mentioned by Harry Frankfurt, philosophy is created through anxiety born of an understanding of the limitation of knowledge.
• Anxiety Diagnostics and Screening Have you noticed the changes in your health when you stopped using your HTN medications? Do you observe some changes or problems with your memory?
• Managing Social Anxiety Disorder: Clinical Trial in Psychiatry For instance, the location of the numerical correlation between the use of the identified types of medicine and the subsequent identification of the outcomes can be viewed as crucial to the assessment of the drug […]
• Mobile Addiction and Anxiety: The Relationship Analysis The purpose of the study is to establish the nature of the relationship that exists between mobile addiction and anxiety among students.
• Effect of Preoperative Education on Anxiety of Surgical Patients The education is believed by many medical practitioners to decrease the length of stay in a health facility by providing the patients with substantial information on strategies to adopt to endure and go through psychological […]
• “Effectiveness of Relaxation for Postoperative Pain and Anxiety” by Seers The problem statement and research questions have not been defined but the review of literature reveals that very little work has been done on the topic of effectiveness of relaxation for post operative pain and […]
• Anxiety Among Refugees and the Crucial Need for Professional Interpreters This review appraises three studies examining the issue of anxiety among refugees and the role of professional interpreters in reducing anxiety.
• Anxiety Among Us: How and Why, Drug Addiction As the effects of the drug are not long-lasting, people who take phenobarbital tend to use the medicine more often than it is allowed in the drug prescription.
• Children Healthcare-Induced Anxiety: Analysis Arguably the most crucial difference is that children are often distrustful of medical professionals and scared of physical examinations, and thus adjustments have to be made to make the exam more comfortable. To encourage engagement […]
• Daily Patterns of Anxiety in Anorexia Nervosa The researchers failed to indicate the distinct and important sections such as the study objectives and the significance of the study.
• Local and International Student’s Anxiety In addition to that, international students suffer from anxiety that is caused by the necessity to live in a new environment and culture.
• Depression and Anxiety in Dialysis Patients However, the study indicates the lack of research behind the connection of depression and cognitive impairment, which is a significant limitation to the conclusive statement.
• Social Anxiety. Affecting on Humans The next dependent variable included the revolutionary in the psychopharmacology that led to the production of tranquilizers that were used by the people as a relief of the social anxiety in the 1950s and 1960s. […]
• The Child-Mother Relations: Preventing of the Separation Anxiety Disorder It is important that the researchers defined the issue in the introductory part of the research, as it clarified the criteria for selection of the survey participants and analysis of the study results.
• Treating Adolescents With Social Anxiety At the end of treatment 59% of the SASS group no longer qualified for a diagnosis of social phobia versus 0% of the ESGF group.
• Poor Body Image, Anxiety, and Depression: Women Who Undergo Breast Implants H02: There is no difference in overt attractiveness to, and frequency of intimacy initiated by, the husband or cohabitating partner of a breast implant patient both before and after the procedure.
• Anxiety and the Urge for Victory Among Athletes The challenges of sports presuppose some extent of anxiety and the urge for the victory in the name of a team or something/someone important for a sportsman.
• Aspects of Anxiety Disorders The symptoms of anxiety disorders are so commonly experienced and non-threatening that one is prompted to underestimate the occurrence of such disorders and therefore assume them to be just a minor stress-related anomaly.
• The Methods to Reduce Preoperational Anxiety Where as observation of Krohne et al [2005] from the perspective of extending social support appears to have a higher significance than that of the others.
• Anxiety About Statistics in Undergraduate Students The present study aims to investigate the impact of statistics anxiety on the academic performance of students enrolled in a statistics course.
• Anxiety Disorder in Pregnancy To be precise, the dangers of anxiety disorder during the pregnancy period can equally affect the mother and the unborn child.
• Anxiety in Children and Its Reasons Moreover, it features vital information about the potential causes of anxiety disorders in children, addressing the role of parents and the environment in the development of the symptoms.
• Anxiety, Self-Efficacy, and College Exam Grades They conduct a study on 110 students in a variety of majors and gauge their test anxiety and self-efficacy, then collect their results on a test and analyze the results. Notably, they find that the […]
• Anxiety Disorder: Psychological Studies Comparison The research article is expected to investigate the topic of interest from the standpoint of theory and evidence while the pop culture article will give advice and recommendations to its readers.
• Patient’s Dental Fear: Managing Anxiety In order to find out the most effective ways to cope with the patient’s dental fear, one might consider those methods which will be applicable in accordance with the state of a client.
• Test Anxiety and Academic Performance The purpose of the study in question was to investigate the relationship between academic performance and test anxiety. The study was designed to determine causality between the level of test anxiety and average grades of […]
• Anxiety Influence on Studies and Concentration It is a proven fact that anxiety has a negative influence on cognition, which is the ‘information processing’ of a person.
• General Anxiety Disorder Interventions The authors concluded that the combination of CBT and MI provides a method that allows to minimize possible risks and enhance the effects of CBT.
• Acute Anxiety Impairs Accuracy in Identifying Photographed Faces The researchers wanted to present the best ideas and practices towards improving the performance of eyewitnesses. The authors used the best methods to conduct their study.
• Anxiety and Depression in Children and Adolescents The effects of anxiety in children and adolescents are detrimental both to individuals and society. It is also said to contain a summary of the current research and theory that have been done by other […]
• Anxiety and Cultural Models in the Conflict The biological concept proposes that anxiety is normally caused by the chemical imbalance which in the long run leads contributes to a genetic panic disorder hence the disorder is likely to be passed down the […]
• Principal Component Analysis: Anxiety in Students Since students experience anxiety in the course of learning SPSS, the questionnaire aims to measure and ascertain the extent of SPSS anxiety. In essence, the study aims to use PCA in revealing principal variables that […]
• Factors of Generalized Anxiety Disorder Prevalence Moreover, the citizens of the developed countries are more likely to observe generalized anxiety disorder than the citizens from nondeveloped countries. Unfavorable environmental factors also can increase the risk of generalized anxiety disorder.
• Anxiety Disorder: Mindfulness-Based Stress Reduction The researcher aims to use the tools suggested by Majid et al.and Hoge et al.to evaluate the levels of anxiety in the patient at the beginning of the intervention, during, and after it.
• Addressing the Needs of a Patient With Bipolar and Generalized Anxiety Disorders Furthermore, the patient should restore his connection to his family members since the specified issue contributes to the problem significantly. During the first crisis according to Eriksson’s theory, the patient has experienced abandonment from his […]
• Attention Bias Modification Program in Anxiety Disorder Treatment Thus, it can be argued that in Shana’s case ABM can be applied to reduce current symptoms with a follow up of the CBT to enhance the overall mental health state and minimize negative thinking.
• Social Anxiety and Problematic Drinking Among College Students The article “Understanding Problematic Drinking and Social Anxiety among College Students” describes the impact of social anxiety disorder on the experiences of many students.
• Anxiety Evaluation in Rehabilitation Counseling The research study sought to demystify the facts on the relationships among the stress appraisal process, coping disposition and the level of acceptance of disability on a selected sample for study.
• Emotional Issues: Anxiety and Its Difficulties The patient, therefore, lacks the ability to manage his emotions and handle the pressure of his new responsibilities. Client B.C.is aware of his problems and recognizes the significance of learning.
• Definition of Dental Anxiety and Fear That way, studying the facts that contribute to the prevalence of anxiety in dental patients, the researchers should study the psychopathological profiles of anxious individuals.
• Descriptive Statistics and Statistics Anxiety For example, for the typical cases, the mode, the median, and the mean measures are recommended; for exploring the nature of the distribution of the variable, the test of Skewness or Kurtosis is applied; and […]
• Severe Anxiety Disorder: Diagnosis and Treatment The mental position of the patient explains why it was necessary to refer the patient to a psychiatrist. Family members should also “be equipped with appropriate communication skills in order to address the needs of […]
• Anxiety Disorder: Cognitive Therapy vs. Medications In this essay, the researcher seeks to confirm the hypothesis that medication is not as successful in treating anxiety disorders as the use of cognitive therapy.
• Yoga for Depression and Anxiety A simple definition of yoga will lead people to generalize it as a system of exercise and a kind of mindset that would result in the union of mind and body.
• Sleep Disturbance, Depression, Anxiety Correlation The above imply that many questions are still unanswered with respect to the kinds of sleep complaints affecting undergraduates and the impact on their psychological health.
• Statistics: Anxiety and Sharing Feelings Correlation The means by genders are summarised in the table below. This correlation value was used to determine the nature and strength of the relationship.
• Conflict and Anxiety by Psychoanalysts and Behaviourists This paper shows that the main differences between the psychoanalytic and behavioural interpretations of conflict and anxiety are the conceptions, treatments, and perceived causes of both concepts.
• Cognitive Therapy for Anxiety and Addiction Withdrawal The clients’ irrational mindsets can be recuperated relying on three major concepts, which are the Rational Emotive Behavior Therapy, the ABCDE Model, and the Dysfunctional Thought Record.
• Various Anxiety Disorders’ Comparison Lochner explains that physical and emotional abuses suffered in the early years by the individual are predictive to the development of these two anxiety disorders.
• Therapy for Children and Young Patients With Anxiety Disorders This is where the therapists working with the young patients adjust the content and speed of the therapy so that it can match with the level of a particular child.
• Patient Anxiety From MRI Scans Due to the nature of the procedure, the patient can stay in the cylinder for up to an hour depending on the criticality of the examination.
• Cognitive Behavioural Family Therapy With Anxiety Disordered Children In relation to definite scope family functioning, the study suggested that parents of anxiety-disordered children have meagre family functioning accompanied with reluctance in monitoring the disparate behaviours in the family.
• Globalization and Culture: Possibilities and Anxieties While the benefits of globalization to the economy cannot be overestimated, still statistics have proven that the world is at a worse state of inequality than it was prior to the emergence of the concept […]
• The Reiss-Epstein-Gursky Anxiety Sensitivity Index However, the ASI-R is discussed as useful to make decisions regarding the patients’ level of the anxiety sensitivity and associated psychological disorders.
• The Effects of Forgiveness Therapy on Depression, Anxiety and Posttraumatic Stress for Women After Spousal Emotional Abuse Enright forgiveness model applied in the study proved effective since it systematically addressed the forgiveness process identified the negative attributes caused by the abuse, and prepared the women for positive responses.
• Anxiety Disorders in Children and Adolescents The presentation of anxiety disorders in children to be just one of the factors to the disorders among adults as the children grow is an illustration of higher prevalence rate of the disorders in adults […]
• Death Anxiety Is a Multidimensional Concept While concentrating on these dimensions of the death anxiety, it is possible to determine such concrete fears as the fear of dependency, the fear of the pain experienced in the dying process, the fear associated […]
• Acceptance-Based Behavioral Therapy The treatment was randomly administered to 15 of the 31 clients while the remaining 16 clients formed the waiting list control.
• Diagnosis and Treatment of Anxiety Disorder The classifications of anxiety disorder include the phobias, the generalized anxiety disorder, panic disorder, agoraphobia, social anxiety disorder, obsessive-compulsive disorder, separation anxiety and post-traumatic stress disorder.
• Attention Biases in Anxiety For instance the primary role of the mechanism responsible for the fear emotion are to allow the identification of threat in the surrounding and to assist the organism react promptly an efficiently to the situation.
• Fundamentals of Abnormal Psychology: Anxiety Disorders This paper has gone on to reiterate the fact that anxiety disorders are indeed a reality in life and as such, we should brace ourselves for their occurrences.
• Social Status Anxiety and the American Dream The pain of a loss and the status anxiety that came with being inferior to other students at Harvard instigated the urge to revenge and brought a desire to achieve success.
• Frequent Tests as the Ways to Overcome Procrastination and Anxiety The problem can depend not only on the level of the students’ knowledge but also on the degree of the tension and anxiety which are associated with the preparation and review of the material during […]
• Personality, Mood and Anxiety Disorders The first method is used to distinguish personality disorders from anxiety and mood disorders and involves analysis of ego-syntonic features present, chronic causes and early onset of the disorders.
• Generalized Anxiety Disorder: Patient’s Psychological State He feels that his physical, emotional, personal and professional state is in decline, and that is indicative of the seriousness of this psychological disorder.
• Anxiety and Its Types Based on the various facts it can be seen that while anxiety is a common human behavioral condition, the development of anxiety disorders are not and are a direct result of various external stressors.
• Psychology of Behavior: Anxiety Disorders The subjects should be informed of their liberty to participate in the study. In view of the above, negative reinforcement occurred.
• Multiculturalism and “White Anxiety” Takaki provides a neat explanation to this resistance: the white community is afraid of the “non-White majority that is gradually taking shape in the society in the 21th century.
• Mediating and Moderating Effects of Social Support in the Relationship Between Social Anxiety and Hope Levels in Children
• Metacognitive Therapy for Comorbid Anxiety Disorders
• Anorexia Nervosa, Anxiety, and the Clinical Implications of Rapid Refeeding
• Emotional Dysregulation and Anxiety Control in the Psychopathological Mechanism Underlying Drive for Thinness
• Depressive Symptoms, Anxiety Disorder, and Suicide Risk During the COVID-19 Pandemic
• Social Anxiety and Negative Appearance Evaluation as Causes for Eating Disorders
• Anxiety, Depressive Disorders, and Attention Deficit Disorder With Hyperactivity
• Media for Coping During COVID-19 Social Distancing: Stress, Anxiety, and Psychological Well-Being
• Anxiety and Sports Performance: Measurement and Regulation
• Psychosocial and Sociocultural Factors Influencing Antenatal Anxiety and Depression in Non-precarious Migrant Women
• Massage Therapy Reducing Pain, Depression, and Anxiety in Hand Osteoarthritis Patients
• Cognitive Behavioral Therapy for Depression and Anxiety Attacks
• Association Between Depression, Anxiety, and Antidepressant Use With T-Wave Amplitude and Qt-Interval
• The Neuro or Cognitive Mechanisms Behind Attention Bias Modification in Anxiety: Proposals Based on Theoretical Accounts of Attentional Bias
• Yoga and Mental Health – The Benefits of Yoga on Stress and Anxiety in Adults
• Treatments for Depressive, Bipolar, Anxiety, Obsessive-Compulsive, and Related Disorder
• Generalized Anxiety Disorder: Development, Diagnosis, Comorbidity, and Treatment
• Effective Psychological Treatments for Anxiety Disorders: Science, Policy and Economics
• Sensory, Emotional and Cognitive Contributions to Anxiety in Autism Spectrum Disorders
• Mental Health Issues: Anxiety, Psychosis, and Depression
• The Facts About Anxiety Disorders and Panic Attacks
• The Relationship Between the Physical Activity Environment, Nature Relatedness, Anxiety, and the Psychological Well-Being Benefits of Regular Exercisers
• Brain-Derived Neurotrophic Factor Protein Levels in Anxiety Disorders: A Systematic Review and Meta-Regression Analysis
• Sociological Imagination: Generalized Anxiety Disorder
• Seeing the World Through Non-rose-Colored Glasses: Anxiety and the Amygdala Response to Blended Expressions
• Employee Assistance Programs and Anxiety Disorders
• Problematic Social Media Usage and Anxiety Among University Students During the COVID-19 Pandemic: The Mediating Role of Psychological Capital and the Moderating Role of Academic Burnout
• Context Counts! Social Anxiety Modulates the Processing of Fearful Faces in the Context of Chemosensory Anxiety Signals
• Threat Response System: Parallel Brain Processes in Pain Vis-à-Vis Fear and Anxiety
• Customizing Your Demons: Anxiety Reduction via Anthropomorphizing and Destroying an Anxiety Avatar
• Don’t Stop Believing: Rituals Improve Performance by Decreasing Anxiety
• Anxiety and Personality Disorders: A View of a Client With This Dual Diagnosis
• Resting Heart Rate Variability, Facets of Rumination and Trait Anxiety: Implications for the Perseverative Cognition Hypothesis
• Anxiety and Depression Among Working and Non-working Women
• The Relationship Between Religiosity, Mindful Acceptance of LGBT Identity, and Anxiety
• Symptoms and Long Term Effects of Anxiety Disorders
• Trait Anxiety and Economic Risk Avoidance Are Not Necessarily Associated: Evidence From the Framing Effect
• Anxiety Disorders: Post-traumatic Stress Disorder Relating to Rape
• Abnormal Psychology and Secondary Anxiety: Excessive Fear or Worry Related to Behavioral Disturbances
• Traveler Anxiety and Enjoyment: The Effect of Airport Environment on Traveler’s Emotions
• How Can Music Therapy Be Used to Reduce Preoperative Anxiety Blood Pressure?
• Can Financial Literacy Reduce Anxiety About Life in Old Age?
• How Can Aromatherapy Reduce the Level of Stress and Anxiety?
• Does Emotional Intelligence Mediate the Relation Between Mindfulness and Anxiety and Depression in Adolescents?
• How Mental Health Problems Affects People With Anxiety Disorder?
• Does Math Anxiety Impede Working Memory?
• How Anxiety Affects Individuals, and Theis Lives?
• What Are the Risk Factors and Triggers for Anxiety Disorders?
• What Are the Different Kinds of Anxiety Disorders?
• How Can the Christian Faith Help Overcome the Causes and Effects of Anxiety Disorder?
• Can Ethical Leadership Improve Employees Well-Being at Work?
• Can Music Therapy Improve Stress Anxiety?
• How Can You Help Your Child Overcome Anxiety?
• How Anxiety and Depression Are Connected?
• Does Prenatal Valproate Interact With a Genetic Reduction in the Serotonin Transporter?
• How Emotions Affect Logical Reasoning: Evidence From Experiments With Mood-Manipulated Participants, Spider Phobics, and People With Exam Anxiety?
• How Prevalent Are Anxiety Disorders?
• Does Writing Help Cope With Anxiety or Panic Attacks?
• Why and How Adolescents Are Affected by Generalized Anxiety Disorder and Clinical Depression?
• What Are the Treatment Options for Anxiety Disorders?
• How Can Performing Everyday Tasks Be Difficult With Anxiety?
• Does Anxiety Affect Adolescent Academic Performance?
• Does Social Anxiety Lead to Depression?
• How Have Psychological Theories Elucidated the Nature of Anxiety Regarding Panic Disorder?
• Can Anxiety Affect Eyewitness Testimony?
• How Does Watching Television Affect Anxiety Levels in Children?
• Does Self-Efficacy and Emotional Control Protect Hospital Staff From COVID-19 Anxiety and Ptsd Symptoms?
• Does Despotic Leadership Harm Employee Family Life: Exploring the Effects of Emotional Exhaustion and Anxiety?
• How Does Anxiety Affect Language Learning?
• Who Is at Greatest Risk of Developing an Anxiety Disorder?
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