Subclinical social anxiety and academic performance in adolescence: analysis of theoretical and practical implications

This study analyses the relationship between self-reported social anxiety and academic performance in a sample of 1,616 Spanish students (52.1% males) in compulsory secondary education, aged 12 to 16 years old. Social anxiety was assessed by the Social Phobia and Anxiety Inventory (SPAI) and academic performance was measured with school grades and failing grades. Results reveal that adolescents with social anxiety show a similar academic performance to adolescents without social anxiety. Although t tests found some significant differences in academic grades and number of failing grades, the effect size analysis showed that these differences had no empirical relevance. These findings are discussed considering the gender and grade levels and their theoretical and practical implication.

Europe's social problem and its implications for economic growth. Bruegel Policy Brief 2014/03, 1 April 2014

The European Union faces major social problems. More than six million jobs were lost from 2008-13 and poverty has increased. Fiscal consolidation has generally attempted to spare social protection from spending cuts, but the distribution of adjustment costs between the young and old has been uneven; a growing generational divide is evident, disadvantaging the young. The efficiency of the social security systems of EU countries varies widely. Countries with greater inequality tended to have higher household borrowing prior to the crisis resulting in more subdued consumption growth during the crisis. The resulting high private debt, high unemployment, poverty and more limited access to education undermine long-term growth and social and political stability. Policymakers face three main challenges. First, addressing unemployment and poverty should remain a high priority not only for its own sake, but because these problems undermine public debt sustainability and growth. Second, bold policies in various areas are required. Most labour, social and fiscal policies are the responsibility of member states, requiring national reforms. But better coordination of demand management at European level is also necessary in order to create jobs. Third, tax/benefit systems should be reviewed for improved efficiency, inter- generational equity and fair burden sharing between the wealthy and poor.

Worklife estimates : effects of race and education.

"February 1986."

Social security and the changing roles of men and women /

Summary (31 p.) inserted at end

An analysis of public information and education countermeasures: 1975, final report.

National Highway Traffic Safety Administration, Washington, D.C.

Standard catalog: social sciences section. About 1300 titles of the most representative and useful books on social, economic and educational questions,

Classified with author and title index.

Retired Senior Volunteer Program activities in alcohol and drug abuse prevention and education /

Mode of access: Internet.

Social science and institutional change /

Mode of access: Internet.

A study of social adequacy and of social failure of mentally retarded youth in Wayne County, Michigan.

Mode of access: Internet.

The emerging task of the foundations of education; the study of man, culture and education, a statement to the profession.

Mode of access: Internet.

Economic and social problems and conditions of the southern Appalachians /

One folded color map in pocket.

Social principles of education /

Includes index.

The Social Justice and Societal Impact of Public Programs in House Museums

Thesis (Master's)--University of Washington, 2016-06

Stress associated with the transition from high school to university: The effect of social support and self-efficacy

The present study aimed to evaluate the role of social support and self-efficacy on the level of stress associated with the transition from high school to university. One hundred and eight-five university students who had completed high school in the previous year completed a three-part questionnaire designed to gather information on their levels of self-efficacy, social support, and stress associated with their transition. The results showed that self-efficacy was a significant predictor of stress associated with the transition to university in that higher levels of self-efficacy were associated with lower levels of stress while social support was a non-significant predictor of stress. [Author abstract]