Think, Pair, Freeze: The Association between Social Anxiety and Student Discomfort in the Active Learning Environment

Active learning instructional techniques, often characterized by paired or small group work (e.g., problem solving, discussion), are typically associated with improved student performance. Socially anxious students may, however, experience unique interpersonal and learning challenges due to the social nature of these techniques. Despite its prevalence among college students, little research has examined how social anxiety relates to students experience of active learning, and whether socially anxious students derive the same benefits from it. Across three studies conducted in college classrooms (combined N = 569), we found that many college students met clinical thresholds for social anxiety (30.1%, 58.9%, and 61.3%), social anxiety was positively associated with discomfort in the active learning environment (r = .52, β = .61, and β = .65), early course performance did not moderate the social anxiety and active learning discomfort relationship (β = -.01 and β = .11), and even after controlling for GPA, social anxiety and active learning discomfort interacted to predict final course grades (β = -.22). These studies add nuance to the active learning literature, and suggest the need for further research on how to best utilize these techniques for socially anxious students.