The Impact of Social Interaction Anxiety and Perceived Social Support on Academic Motivation among University Students

Abstract

The present study aimed to examine the impact of social interaction anxiety and perceived social support on academic motivation among university students. Specifically, it explored whether perceived social support mediates the relationship between social interaction anxiety and academic motivation. A total of 110 university students (55 males and 55 females) participated in the study using a cross-sectional survey design. Standardized scales including the Social Interaction Anxiety Scale (SIAS), the Multidimensional Scale of Perceived Social Support (MSPSS), and the Student Academic Motivation Scale (SAMS) were employed. Correlational and regression analyses indicated that social interaction anxiety showed a weak and non-significant direct effect on academic motivation while perceived social support was a significant positive predictor. Mediation analysis revealed that perceived social support significantly mediated the relationship between social interaction anxiety and academic motivation. Subscale analyses demonstrated that various sources of social support (family, friends, and significant others) differentially influenced the subtypes of academic motivation. No significant gender differences were found in overall academic motivation. These findings underscore the critical role of social support in fostering academic motivation, particularly among students experiencing social anxiety. The study suggests that enhancing peer and family support mechanisms may serve as an effective strategy to promote students’ academic engagement and success.

Keywords: Social interaction anxiety, perceived social support, academic motivation, university students, gender differences