Resumo

WAGNER, Thiago Fortes et al. Social anxiety and comorbidites in higher education teachers. Rev. Psicol. Saúde [online]. 2021, vol.13, n.4, pp. 3-13. ISSN 2177-093X.  http://dx.doi.org/10.20435/pssa.v13i4.1163.

INTRODUCTION: Changes in teaching can harm the teacher's mental health. This study aimed to evaluate the presence of social anxiety disorder and comorbidities in higher education teachers. METHOD: Quantitative, cross-sectional and correlational study. Fifty teachers participated, being 58% women with an average age of 35 years. The instruments used were: Social Anxiety Questionnaire for Adults (CASO) and Depression, Anxiety and Stress Scale (DASS-21). RESULTS: A deficient repertoire was identified in the factors Assertive Expression of Discomfort, Displeasure or Boredom (16%), Interaction with Strangers (2%), Being in Evidence and Playing Ridiculous (2%). Moderate, severe and extremely severe symptoms of depression, anxiety and stress were found. DISCUSSION: Variables detrimental to teacher performance and student interaction were identified. CONCLUSIONS: Studying teachers mental health can contribute to their well-being and the quality of the teaching-learning process.

Palavras-chave : social anxiety; depression; psychological stress; college education.

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