Investigating the relationship between social anxiety and academic performance of dormitory students at Kabul Polytechnic University

The aim of the present research is to understand the relationship between social anxiety and the academic performance of students at the Kabul Polytechnic University Lyceum. This study was conducted using a descriptive correlation method on 294 students of the Kabul Polytechnic University Lyceum. Sampling was done using the cluster method, and data were collected through the Jerabek Social Anxiety Questionnaire and the Fham and Taylor Academic Performance Questionnaire. Data analysis was carried out using the software (SPSS-27). The research findings showed that there is a significant positive correlation between social anxiety and academic performance, with a Spearman correlation coefficient of (r = 0.365**) and )P = 0.001). The research findings also indicated that there is a significant positive relationship between social anxiety and the four components of academic performance (emotional effects, planning, lack of outcome control, and motivation). However, a non-significant positive relationship was observed between self-efficacy and students' social anxiety. Consequently, it can be said that social anxiety has a significant positive relationship with students' academic performance and can have a substantial impact on its increase or decrease.