THE SILENT CRY OF ADOLESCENTS GENDER AND CLASS-BASED DYNAMICS OF SOCIAL ANXIETY

THE SILENT CRY OF ADOLESCENTS GENDER AND CLASS-BASED DYNAMICS OF SOCIAL ANXIETY | Authorea try { document.documentElement.classList.add('js'); } catch (e) { } var _gaq = _gaq || []; _gaq.push(['_setAccount', 'G-8VDV14Y67G']); _gaq.push(['_trackPageview']); (function() { var ga = document.createElement('script'); ga.type = 'text/javascript'; ga.async = true; ga.src = ('https:' == document.location.protocol ? 'https://ssl' : 'http://www') + '.google-analytics.com/ga.js'; var s = document.getElementsByTagName('script')[0]; s.parentNode.insertBefore(ga, s); })(); Skip to main content Preprints Collections Wiley Open Research IET Open Research Ecological Society of Japan All Collections About About Authorea FAQs Contact Us Quick Search anywhere Search for preprint articles, keywords, etc. Search Search ADVANCED SEARCH SCROLL This is a preprint and has not been peer reviewed. Data may be preliminary. 15 October 2025 V1 Latest version Share on THE SILENT CRY OF ADOLESCENTS GENDER AND CLASS-BASED DYNAMICS OF SOCIAL ANXIETY Authors : Muhammed KÖSTEKÇİ [email protected] , Enver TÜRKSOY , and Elif ÇELİK Authors Info & Affiliations https://doi.org/10.22541/au.176052799.99889151/v1 218 views 115 downloads Contents Abstract Information & Authors Metrics & Citations View Options References Figures Tables Media Share Abstract Background and Aims: Social anxiety, characterized by the fear of negative evaluation in social settings, can adversely affect adolescents’ emotional, social, and academic functioning. This study aimed to investigate the levels of social anxiety among high school students in relation to gender and grade level, identifying patterns that contribute to its development during adolescence. Methods: A quantitative cross-sectional design was employed with 544 high school students from Kırşehir, Türkiye, selected through stratified random sampling. Data were collected using the Social Anxiety Scale for Children (Demir et al., 2000), which demonstrated high internal consistency (Cronbach’s α = .81). A Bayesian two-way analysis of covariance (ANCOVA) was conducted to evaluate the effects of gender and grade level on social anxiety scores. Ethical approval was granted by the Kırşehir Ahi Evran University Ethics Committee (E-42695516-000-00000752319). Results: The analysis revealed a significant effect of grade level on social anxiety (P(incl|data) = 0.990, BF = 94.35), while gender showed no significant influence (P(incl|data) = 0.258, BF = 0.348). Students in the 9th and 10th grades reported higher social anxiety levels than those in the 11th and 12th grades. Pairwise comparisons showed strong evidence for differences between 9th–11th (BF 10 ,U = 45.68) and 9th–12th grades (BF 10 ,U = 17.65). No significant interaction was found between gender and grade. Conclusions: Social anxiety tends to decrease with increasing grade level, suggesting improved social adaptation and coping skills. Early intervention and school-based social skills programs are recommended to support adolescents’ psychosocial well-being. THE SILENT CRY OF ADOLESCENTS GENDER AND CLASS-BASED DYNAMICS OF SOCIAL ANXIETY 1 Muhammed KÖSTEKÇİ, Kırşehir Ahi Evran University, ORCİD ID: 0000-0002-4331-4398 2 Enver TÜRKSOY, Kırşehir Ahi Evran University, ORCİD ID: 0000-0003-4321-3017 3 Elif ÇELİK, Psikolog, ORCİD ID: 0009-0001-2760-3472 Background and Aims: Social anxiety, characterized by the fear of negative evaluation in social settings, can adversely affect adolescents’ emotional, social, and academic functioning. This study aimed to investigate the levels of social anxiety among high school students in relation to gender and grade level, identifying patterns that contribute to its development during adolescence. Methods: A quantitative cross-sectional design was employed with 544 high school students from Kırşehir, Türkiye, selected through stratified random sampling. Data were collected using the Social Anxiety Scale for Children (Demir et al., 2000), which demonstrated high internal consistency (Cronbach’s α = .81). A Bayesian two-way analysis of covariance (ANCOVA) was conducted to evaluate the effects of gender and grade level on social anxiety scores. Ethical approval was granted by the Kırşehir Ahi Evran University Ethics Committee (E-42695516-000-00000752319). Results: The analysis revealed a significant effect of grade level on social anxiety (P(incl|data) = 0.990, BF = 94.35), while gender showed no significant influence (P(incl|data) = 0.258, BF = 0.348). Students in the 9th and 10th grades reported higher social anxiety levels than those in the 11th and 12th grades. Pairwise comparisons showed strong evidence for differences between 9th–11th (BF₁₀,U = 45.68) and 9th–12th grades (BF₁₀,U = 17.65). No significant interaction was found between gender and grade. Conclusions: Social anxiety tends to decrease with increasing grade level, suggesting improved social adaptation and coping skills. Early intervention and school-based social skills programs are recommended to support adolescents’ psychosocial well-being. Keywords: Social anxiety, adolescence, gender, grade level, high school students Introduction Social anxiety is defined as a state of intense anxiety and discomfort experienced by an individual due to fear of being scrutinized, evaluated, or judged by others in social settings (Kutcher, 2016). This condition can negatively affect an individual’s daily life, social relationships, and academic performance. High school, in particular, is a sensitive time for the emergence of social anxiety, as it is a period when individuals are searching for their identity and striving to adapt to peer relationships and gain social status. Social anxiety in high school students can manifest in different social situations. Situations such as speaking up in class, giving presentations, answering teachers’ questions, joining peer groups, meeting new people, or performing in physical education classes can cause intense anxiety (Kutcher, 2016). This anxiety often includes physical symptoms such as palpitations, sweating, and nausea, as well as cognitive symptoms such as negative thoughts, self-criticism, and mental blankness. Multiple factors play a role in the development of social anxiety. Genetic predisposition occupies an important place among these factors. Research shows that individuals with a family history of social anxiety disorder are more likely to experience this condition (Spence & Rapee, 2016). In addition, environmental factors also influence the development of social anxiety. Traumas experienced during childhood, such as abuse, neglect, or bullying, as well as overly critical or controlling parenting styles, can increase the risk of developing social anxiety (Terzioğlu, Çelikay Söyler & Menekşe, 2023). Cognitive factors are also underlying elements of social anxiety. Individuals experiencing social anxiety often have negative thoughts about themselves in social situations, believing they are inadequate, incompetent, or unlikable. These individuals may experience intense fear of being negatively evaluated by others. Furthermore, behavioral factors such as avoiding social situations may reduce anxiety in the short term but can lead to a worsening of social anxiety in the long term. The consequences of social anxiety in high school students can have negative effects on the individual’s academic achievement, social relationships, self-esteem, and overall quality of life. Students experiencing social anxiety may struggle to participate actively in class, which can lead to school refusal or academic failure (Kutcher, 2016). They may also experience difficulties in forming and maintaining friendships, leading to social isolation and feelings of loneliness (Terzioğlu, Çelikay Söyler & Menekşe, 2023). Social anxiety can also pave the way for the development of other mental health problems such as low self-esteem, depression, and substance use disorders (Kutcher, 2016). Social anxiety is a condition in which a person experiences intense anxiety and discomfort due to fear of being judged, criticized, or rejected by others in social settings. This condition is quite common during adolescence and is closely related to developmental changes, social pressures, and identity search during this period (İçağasıoğlu Çoban & Bulut, 2016). Adolescence is a period of rapid physical, emotional, and social change for individuals. These changes can cause uncertainty, insecurity, and increased self-awareness in adolescents. Social anxiety can arise as a result of the difficulties experienced during this period. Adolescents with social anxiety often avoid social situations, struggle to communicate with others, and experience intense anxiety, especially in situations that require performance. This can negatively affect adolescents’ social development, academic achievement, and overall quality of life. Research has shown that social anxiety may be linked to social media addiction in adolescents. It has been noted that adolescents who experience social anxiety and have low academic self-efficacy tend to avoid real-life social interactions and spend more time on social media (Kaygas et al., 2023). This situation can further increase adolescents’ lack of face-to-face interaction by transferring their social relationships to virtual environments. One effective method for reducing social anxiety in adolescents is social skills training. These trainings equip adolescents with coping skills in social settings, improve their communication skills, and increase their self-esteem (Karataş & Tagay, 2021). Thus, adolescents can learn to cope more effectively in social situations and reduce their levels of social anxiety. Social anxiety can persist into adulthood if not addressed early on and can negatively impact many areas of an individual’s life. Therefore, recognizing the signs of social anxiety during adolescence and intervening early is crucial. With appropriate treatment and support, adolescents can achieve healthy social development and improve their quality of life. Social anxiety is a condition in which a person experiences intense anxiety and discomfort due to fear of being judged, criticized, or rejected by others in social settings. Research shows that women are more likely than men to experience social anxiety disorder (Öztosun, 2018). Social gender roles and the pressures they place on women are among the possible reasons for this. Women may feel more responsibility for socializing and forming relationships due to societal expectations, may be encouraged to express their emotions more, and may face more intense pressures regarding body image. All these factors can increase women’s susceptibility to social anxiety (Bal & Çalık, 2021). The widespread use of social media is also an important factor affecting young people’s experiences of social anxiety. A study conducted on university students found that women spend more time on social media than men and that social media addiction is higher among women (Akyıldız, 2023). Although social media provides a platform for social interaction and communication, it also contains elements that can trigger social anxiety, such as social comparison, criticism, and cyberbullying. Women tend to engage in more social comparison, be more open to criticism, and be more vulnerable to cyberbullying on social media, which can further increase their social anxiety (Ersoy-Kara, 2023). During adolescence, girls may be exposed to more social pressure than boys. During this period, concerns about appearance, popularity, and social status can lead to increased social anxiety in girls (Tufan-Gürsoy, 2021). Such pressures can cause girls to feel more inadequate in social settings and exacerbate symptoms of social anxiety. Social anxiety is a condition in which individuals experience intense anxiety and discomfort due to the fear of being judged, criticized, or rejected by others in social settings. This problem, which is particularly common during adolescence, can significantly affect individuals’ social, psychological, and academic lives. Grade level is one of the factors that can influence social anxiety. Research shows that students in different grade levels may encounter different social challenges (Şen & Karabulut, 2023). For example, starting at a new school or in a new class can increase students’ levels of social anxiety. The process of adapting to a new social environment, making friends, and getting used to new norms can be quite stressful for individuals with social anxiety (Yazıcı Çelebi, 2023). Some studies have found that social anxiety levels tend to decrease as grade level increases (Matthews et al., 2022). The main reasons for this include students developing their social skills over time, becoming more familiar with social environments, and gaining self-confidence. However, the relationship between grade level and social anxiety is complex and may be influenced by other factors (Gültekin, 2022). Social anxiety can lead to serious negative consequences not only in social settings but also in psychosocial and academic areas of an individual’s life. At the psychosocial level, individuals with social anxiety often avoid social settings, which can lead to difficulties in forming and maintaining friendships (Kaşoturacak & Pek, 2024). This situation can increase feelings of loneliness and social isolation. Constantly feeling inadequate or unacceptable can lead to low self-esteem and lack of self-confidence. In addition, social anxiety is associated with problems such as depression, other anxiety disorders, and substance use. Individuals turning to substances such as alcohol or drugs to cope with social anxiety can further complicate the situation. Physical health problems such as long-term stress, sleep disorders, and a weakened immune system are also among the consequences of social anxiety. In the academic field, social anxiety can prevent students from actively participating in classes. Individuals experiencing social anxiety may avoid speaking in class, asking questions, or giving presentations, which can negatively affect their academic performance (Kutcher, 2019). Social anxiety can also lead to school absenteeism and school refusal. Students may not want to go to school to avoid anxiety-provoking social interactions. This situation can also limit professional success in the long term; social anxiety can reduce individuals’ self-confidence in areas such as finding a job, participating in job interviews, or communicating effectively in the workplace. Adolescence is a period during which individuals form their social identities, intensify their social relationships, and undergo a critical stage of psychological development. However, many young people struggle with social anxiety during this period. Social anxiety can be defined as the anxiety and shyness individuals experience due to the fear of being negatively evaluated in social settings. This condition can limit adolescents’ social interactions, leading to negative consequences such as feelings of loneliness, low self-esteem, and academic failure. Research shows that social anxiety negatively affects adolescents’ psychological health and hinders the development of their social skills. Therefore, more information is needed about the levels of social anxiety in adolescents and the reasons for this condition. The purpose of this study is to determine and examine the levels of social anxiety among adolescents. Additionally, it aims to evaluate the possible causes of social anxiety and adolescents’ coping mechanisms for this anxiety, thereby contributing to the development of effective strategies for combating social anxiety. The findings obtained are intended to provide educators and psychological counselors with practical recommendations for supporting adolescents’ social development. In this context, the question “Do the total social anxiety levels of students in different grade levels (9th, 10th, 11th, and 12th grades) differ significantly according to gender?” was addressed. The following hypothesis was formulated within the scope of this problem. H 0 = There is no statistically significant effect of grade level and gender on students’ total social anxiety levels. H 02 = There is no statistically significant difference between the total social anxiety scores of 9th, 10th, 11th, and 12th grade students. H 03 = There is no statistically significant difference between the total social anxiety scores of students according to gender. Method Research Model This study is a quantitative research that aims to examine adolescents’ levels of social anxiety according to gender and grade levels. It was conducted using a descriptive survey model. The descriptive survey method involves studies conducted on broad phenomena, focusing on individuals’ views and attitudes regarding these phenomena and events, as well as the definitions made about these events and situations (Karakaya, 2012). This research design aims to clearly reveal the functioning related to a phenomenon (Cohen, Manion & Morrison, 2007). The study aims to determine the social anxiety levels of adolescents based on certain variables. Sample The study was conducted with 9th, 10th, 11th, and 12th grade students enrolled in schools in Kırşehir province and its districts. A total of 544 students participated in the study. Participants were selected using stratified random sampling from a random sampling model, ensuring an equal number of male and female students from each grade level. The stratified random sampling method aims to divide the population into sub-strata and then select a sample from within this population (Onwuegbuzie & Collins, 2007). In this sampling method, a sample is selected from each stratum using the random sampling method, and these samples are then combined (Neuman & Robson, 2014). Data Collection Tool Data were collected using an 18-item Likert-type scale to measure levels of social anxiety. The scale’s validity and reliability analyses had been conducted previously and found to be adequate. The study used the “Social Anxiety Scale for Children” adapted into Turkish by Demir, Eralp-Demir, Türksoy, Özmen, and Uysal (2000). The criterion-related validity of the scale was examined and determined to be r=.597. As a result of the test-retest analyses of the scale, the correlation scores were determined to be r=0.809. The internal consistency coefficient (Cronbach’s Alpha) of the scale was found to be .81. The internal reliability coefficient of the scale was determined to be .84. These values showed that the scale was highly valid and reliable. Additionally, demographic information questions were asked to identify the individuals in the study. A confirmatory factor analysis of the unidimensional scale was conducted within the scope of the research. The goodness-of-fit values for the analyses performed are listed below Table 1. Goodness-of-Fit Value Table χ² df p CFI TLI SRMR RMSEA AIC BIC 216 132 <.001 0.956 0.949 0.0352 0.0343 31192 31437 The fit of the proposed model to the data was evaluated using various fit indices. According to the results presented in Table 1, the overall fit of the model is acceptable. The chi-square fit test was found to be significant (χ² = 216, df = 132, p <.001), but this statistic is particularly sensitive in large samples and is not used as a sufficient fit measure on its own (Kline, 2015). The Comparative Fit Index (CFI = 0.956) and Tucker-Lewis Index (TLI = 0.949), both above the 0.95 threshold, support that the model fits well (Hu & Bentler, 1999). The Root Mean Square Error of Approximation (RMSEA = 0.0343) and Standardized Mean Residual Root (SRMR = 0.0352) values are below the threshold values of 0.05 and 0.08, respectively, indicating excellent model fit (Brown, 2015; McDonald & Ho, 2002). In the model selection process, the Akaike Information Criterion (AIC = 31192) and the Bayesian Information Criterion (BIC = 31437), which are information-theoretic criteria, were used to strike a balance between model complexity and goodness of fit. Lower AIC and BIC values indicate a simpler model that also fits the data better (Raftery, 1995), suggesting that the proposed model has a preferable structure, or in other words, that the scale is suitable for research. The analyses revealed that the scale’s reliability scores were Cronbach’s α=0.847 and McDonald’s ω=.850. This indicates that the scale is generally reliable and suitable for the study group. Ethical Principles The research was conducted within the framework of ethical principles, and student participation was voluntary. Ethical approval for the study was obtained from the Ethics Committee of Social and Human Sciences at Kırşehir Ahi Evran University, numbered E-42695516-000-00000752319, dated 30.04.2025, and decision number 2025/08/44. Conflicts of Interest The authors have no conflicts of interest. Data Analysis The data were analyzed using SPSS 26.0 software. A two-way analysis of variance (Two-Way ANOVA) was used to examine whether social anxiety scores differed according to gender and grade level. Before the analysis, it was determined that the assumptions of normality and homogeneity of variance were met. FINDINGS Table 1. Descriptive Analysis Table Skewness Kurtosis Shapiro-Wilk Class N M Mdn SD Min Max Skew SE Kurt SE W p Total Score 9 136 42.2 42.6 5.28ᵃ 5733 13.0 -0.08318 0.208 -0.0572 0.413 0.993 0.787 9 136 42.9 43.2 11.06ᵃ 5831 12.4 0.00814 0.208 0.2014 0.413 0.993 0.772 9 136 47.6 47.5 20.81ᵃ 6471 12.4 0.16486 0.208 -0.5237 0.413 0.990 0.439 9 136 47.2 46.8 10.97ᵃ 6424 13.0 -0.05239 0.208 0.3245 0.413 0.993 0.772 Total Score 0 272 45.1 44.8 10.97ᵃ 12255 12.9 10.97 86.8 0.00313 0.148 0.216 0.294 1 272 44.9 44.8 5.28ᵃ 12204 12.9 5.28 77.4 0.00244 0.148 -0.162 0.294 ᵃ More than one mode exists, only the first is reported The data were analyzed using Bayesian ANCOVA across four possible models (null model, gender only, class only, gender + class) to explain the total anxiety score. All models were assigned equal prior probability (P(M) = 0.25). The results revealed that the model containing only the “class” variable showed the best fit to the data (P(M|data) = 0.732, BF₁₀ = 76.58). This model is approximately 77 times more likely than the null model and has a posterior probability of over 73% among all models. The model including both gender and class variables ranked second (P(M|data) = 0.257, BF₁₀ = 26.90), but the likelihood of this model is only about one-third that of the “class” model. The model containing only gender was found to be almost incompatible with the data (P(M|data) = 0.0009, BF₁₀ = 0.097). Effect Analysis When examining the marginal effects of the variables, it was found that class level had a very strong effect on anxiety scores (P(incl|data) = 0.990, BFinclusion= 94.35). In contrast, it was determined that gender did not contribute meaningfully to the data (P(incl|data) = 0.258, BFinclusion = 0.348), meaning that including gender in the model is not supported in explaining the data. Intergroup Comparisons Binary comparisons between grade levels were examined using the Bayesian multiple comparison test (Westfall, Johnson, & Utts, 1997). The strongest evidence points to differences in anxiety scores between 9th and 11th grades (BF₁₀,U = 45.68) and between 9th and 12th grades (BF₁₀,U = 17.65). Similarly, the comparisons between 10th and 11th grade (BF₁₀,U = 13.65) and 10th and 12th grade (BF₁₀,U = 5.86) provide “strong” and “moderate” levels of support, respectively. However, evidence for a difference between 11th and 12th grade and 9th and 10th grade is weak (BF₁₀,U < 1). According to descriptive statistics, the mean anxiety scores for 9th and 10th grades are M = 42.2 (SD = 13.0) and M = 42.9 (SD = 12.4), while in 11th and 12th grades, these values were found to be M = 47.6 (SD = 12.4) and M = 47.2 (SD = 13.0). This indicates that anxiety levels are higher in the last two grades of high school. Table 2 . ANCOVA Table: Effect of Gender and Grade Level on Total Anxiety Score Null model .250 .0096 .029 1.000 Gender .250 .0009 .003 0.097 0.002 Class .250 .7323 8.207 76.576 0.001 Gender + Class .250 .2572 1.039 26.895 0.804 (JASP Team, 2018; Morey & Rouder, 2018; Rouder, Morey, Speckman, & Province, 2012) Table 3. Marginal Contributions ANCOVA Table Cinsiyet .500 .258 0.348 Sınıf .500 .990 94.354 (JASP Team, 2018; Morey & Rouder, 2018; Rouder, Morey, Speckman, & Province, 2012) Table 4. Post Hoc Table of Pairwise Comparisons Between Grade Levels 9 vs. 10 0.414 0.061 0.148 8.981 9 vs. 11 0.414 18.923 45.684 0.061 9 vs. 12 0.414 7.312 17.653 0.145 10 vs. 11 0.414 5.652 13.645 0.183 10 vs. 12 0.414 2.429 5.864 0.389 11 vs. 12 0.414 0.057 0.136 9.597 (JASP Team, 2018; Jeffreys, 1961; Westfall, Johnson, & Utts, 1997) Results and Discussion Our findings indicate that social anxiety levels decrease with advancing grade levels. Underlying reasons for this include cognitive and developmental processes such as students developing social skills with age, becoming accustomed to the school environment, and gaining self-confidence (Matthews et al., 2022). Students in lower grades, in particular, are in the process of adapting to new social environments, and this transition period may increase their anxiety levels (Şen & Karabulut, 2023). This finding is consistent with studies emphasizing that social anxiety in adolescence is related to developmental dynamics. For example, Spence and Rapee (2016) stated that adolescence is a period of increased social comparisons, intense identity search, and heightened peer pressure; they indicated that these factors may increase the risk of social anxiety. Furthermore, students’ fear of being evaluated by others and performance requirements during grade transitions can temporarily increase their levels of social anxiety (Yazıcı Çelebi, 2023). Post hoc analyses revealed that 9th graders experienced higher levels of social anxiety than 11th and 12th graders. This difference was statistically significant (p < .05). One of the underlying reasons for this may be that students in lower grades are newly exposed to social norms and have difficulty coping with the obligation to conform to these norms (Gültekin, 2022). As students move up to higher grades, their opportunities to develop social skills increase, which leads to a decrease in their anxiety levels. The findings of our study indicate that female students have higher total anxiety scores than male students. This finding is consistent with the results of some studies suggesting that women are at higher risk of social anxiety disorder than men (Öztosun, 2018). Women are generally encouraged to express themselves more emotionally within the framework of gender roles, feel more pressure regarding body image, and this can increase their tendency toward social anxiety (Bal & Çalık, 2021). This situation can also be linked to the widespread use of social media. Akyıldız (2023), in a study conducted on university students, reported that women spend more time on social media than men and have a higher tendency to engage in social comparison on these platforms. Although social media is an important arena for social interaction, it can also trigger social anxiety through elements such as criticism, cyberbullying, and social comparison (Ersoy-Kara, 2023). The fact that the effect between class level and gender was not found to be significant in this study suggests that although the two variables may show differentiation when evaluated independently, they may not be decisive when examined together. One possible reason for this result is that the female and male students in the sample group were equally distributed. Furthermore, it is possible that the cultural context may not play a role in the emergence of this difference (Tufan-Gürsoy, 2021). This research highlights the relationship between social anxiety and class levels, emphasizing the need for special support for students in lower classes. In this regard, social skills training programs organized in schools may be effective in reducing social anxiety levels (Karataş & Tagay, 2021). In addition, early intervention strategies should be developed by teachers and guidance services to address difficulties in adolescents’ social interactions, and systematic training programs should be planned in this regard. In conclusion, this study provides important information for understanding the psychosocial and academic consequences of social anxiety. The findings emphasize the need for social skills training and supportive programs, especially for female students and lower-class students. Such programs can help students develop their ability to cope with social anxiety and improve their academic achievement. Limitations and Recommendations The limitations of this study and recommendations for future research are as follows: The study sample consists of students from a limited region. Therefore, the generalizability of the findings may be limited. Future research should be conducted with larger and more representative samples. Only an anxiety scale was used in the study. Future research should examine other psychosocial variables (e.g., self-esteem, social support) in addition to anxiety. The study focused on the consequences of social anxiety. Future research should also investigate the causes and protective factors of social anxiety. There are not many studies conducted on adolescents regarding social anxiety in this field. The study examined the levels of social anxiety among adolescents in terms of gender and class. This study determined the level of social anxiety among adolescents in the context of class and gender, and the results indicate that new processes need to be planned based on these findings. The main limitation of this study is that the data was collected from high schools in the central district of Kırşehir. This limits the generalizability of the findings to some extent. Additionally, the data collection tool used consists of a single-dimensional scale, and the subdimensions of social anxiety were not examined separately. Future studies could evaluate different forms of social anxiety (e.g., performance-based anxiety, general social anxiety) separately. Furthermore, analyses could be conducted in relation to other psychosocial variables such as social media use, family structure, and peer relationships. 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Keywords adolescence gender grade level high school students social anxiety Authors Affiliations Muhammed KÖSTEKÇİ [email protected] Kirsehir Ahi Evran Universitesi View all articles by this author Enver TÜRKSOY Kirsehir Ahi Evran Universitesi View all articles by this author Elif ÇELİK Kirsehir Ahi Evran Universitesi View all articles by this author Metrics & Citations Metrics Article Usage 218 views 115 downloads .FvxKWukQNSOunydq8rnd { width: 100px; } Citations Download citation Muhammed KÖSTEKÇİ, Enver TÜRKSOY, Elif ÇELİK. THE SILENT CRY OF ADOLESCENTS GENDER AND CLASS-BASED DYNAMICS OF SOCIAL ANXIETY. Authorea . 15 October 2025. DOI: https://doi.org/10.22541/au.176052799.99889151/v1 If you have the appropriate software installed, you can download article citation data to the citation manager of your choice. Simply select your manager software from the list below and click Download. For more information or tips please see 'Downloading to a citation manager' in the Help menu . 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