College students’ communication disorder and anxiety: self-efficacy regulation analysis

Abstract

Background

College is an important period of interpersonal communication and some college students are faced with interpersonal communication barriers and psychological anxiety. The relationship between interpersonal disorder and psychological anxiety has been closely concerned, but the regulating role of self-efficacy needs to be further explored.

Subjects and Methods

The study used random sampling and selected 500 students from a university, trough the Liebowitz Social Anxiety Scale (LSAS), Beck Anxiety Scale (BAI) and the general self-efficacy scale (GSES) to measure students’ levels of interpersonal barriers, psychological anxiety and self-efficacy. Analyzing the relationship between interpersonal communication disorder and psychological anxiety through SPSS23.0 and exploring the role of self-efficacy in its regulation.

Results

Research shows that there is a positive relationship between the interpersonal disorder and psychological anxiety of college students, that is, the higher the interpersonal disorder, the higher the level of psychological anxiety (r=0.667, P<0.01). Moreover, studies have found that self-efficacy plays a regulatory role between interpersonal disorder and psychological anxiety. Students with higher self-efficacy have relatively low psychological anxiety levels in the face of interpersonal barriers (r=-0.324, P<0.01).

Conclusions

There is a positive relationship between interpersonal disorders and psychological anxiety, while self-efficacy is a negative relationship Therefore, improving the self-efficacy of college students is of great significance for reducing interpersonal communication barriers and psychological anxiety. College education should pay attention to cultivating students’ interpersonal skills and self-cognition, and provide appropriate psychological counseling and support to help students enhance their self-efficacy.