Social anxiety is related to a host of negative student outcomes in the educational context, including physical symptoms of anxiety, reduced cognitive functioning, and poor academic performance. Despite the prevalence of social anxiety, little is known about mechanisms that may underlie associations between social anxiety and outcomes in the context of higher education. Therefore, the goal of this study was to evaluate a conceptual model linking social anxiety, communication with peers and instructors, students’ experiences (i.e., engagement, connectedness, and satisfaction), and indices of socio-emotional functioning at university. Participants were N = 1,073 undergraduate students (M_age = 20.3 years, SD = 3.49) who completed a series of self-report measures. Among the results, social anxiety was negatively related to communication with instructors, socio-emotional functioning, and student experiences, and academic communication accounted for significant variance in the links between social anxiety and student experiences. In addition, there was at least some evidence that student experiences partially mediated the association between social anxiety and socio-emotional functioning. Gender effects suggest that social anxiety is related to less communication with instructors, lower engagement and satisfaction, and poorer socio-emotional functioning among females compared with males. Results are situated within current literature examining social anxiety in education. The discussion provides concrete suggestions for educational practitioners to increase support for students who experience social anxiety.

社交焦虑与教育环境中的许多负面学生成绩有关，包括焦虑的身体症状、认知功能降低和学习成绩差。尽管社交焦虑普遍存在，但人们对高等教育背景下社交焦虑与结果之间关联的潜在机制知之甚少。因此，本研究的目的是评估一个概念模型，该模型将社交焦虑、与同伴和教师的交流、学生的体验（即参与度、联系性和满意度）以及大学的社会情绪功能指标联系起来。参与者为N = 1,073 名本科生（M_年龄= 20.3 岁，SD= 3.49）谁完成了一系列的自我报告措施。在结果中，社交焦虑与与教师的沟通、社会情绪功能和学生体验呈负相关，而学术交流导致社交焦虑与学生体验之间的联系存在显着差异。此外，至少有一些证据表明，学生的经历部分地调节了社交焦虑和社交情绪功能之间的关联。性别效应表明，与男性相比，女性社交焦虑与教师沟通较少、参与度和满意度较低以及社会情感功能较差有关。结果位于当前研究教育中社交焦虑的文献中。