Assessing Social Anxiety in African American and Caucasian Children: An Initial Examination by Henry Wynne A Thesis Presented in Partial Fulfillment of the Requirements for the Degree Master of Arts Approved April 2013 by the Graduate Supervisory Committee: Armando Piña, Chair Nancy Gonzales Roger Millsap ARIZONA STATE UNIVERSITY May 2013
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Assessing Social Anxiety in African American and Caucasian Children:
An Initial Examination
by
Henry Wynne
A Thesis Presented in Partial Fulfillment of the Requirements for the Degree
Master of Arts
Approved April 2013 by the Graduate Supervisory Committee:
Armando Piña, Chair
Nancy Gonzales Roger Millsap
ARIZONA STATE UNIVERSITY
May 2013
i
ABSTRACT
The purpose of this thesis study was to evaluate the nature of social anxiety in clinic-
referred African American children versus their Caucasian counterparts. In particular,
social anxiety symptom endorsement along the Social Phobia and Anxiety Inventory
Scale for Children (SPAI-C; Beidel, Turner, & Morris, 1995) was examined in a sample
of 107 African American and 364 Caucasian children (ages 7- to 17-years old) referred
for anxiety. To evaluate symptom endorsement, simple descriptive analyses were
conducted whereas measurement invariance tests were examined using confirmatory
factor analyses. For the most commonly endorsed items, African American and
Caucasian children shared seven of the top 10 most commonly identified social anxiety
symptoms. Similar social fears across ethnicity focused on “assertiveness in situations
perceived to be difficult” and ““speaking to large groups of peers they do not know.”
Findings also showed that African American children were more likely to report
symptoms of “shaking when in social situations” than Caucasian children, and Caucasian
children were more likely to report symptoms of “embarrassment when in front of adults”
compared to African American children, but this was also on the basis of two items.
When it came to the five factors of the SPAI-C, results showed measurement invariance
across African American and Caucasian children. Overall, there were more similarities
than differences between African American and Caucasian children in social anxiety
symptoms based on the SPAI-C. Findings from this thesis study shed light on how to
best accurately identify social anxiety among African American children compared to
Caucasians, a contribution that can potentially impact assessment, treatment planning,
and program response evaluation.
ii
ACKNOWLEDGMENTS
The process to complete this thesis would not have been possible without the tremendous
help I received from each of my committee members: Drs. Nancy Gonzales, Roger
Millsap, and Armando Piña. Dr. Gonzales is an incredible co-mentor because she
provided awesome insight and needed encouragement to finish this thesis. Dr. Millsap
was patient and always willing to share his statistical expertise of measurement
invariance. As a result, I learned so much from him that surpassed my knowledge from
statistical courses. My committee chair, Dr. Piña, helped make this project possible so
that I could produce a thesis that aligns with my career goals and research interests. His
feedback and response time was amazing, and I am looking forward to refining my
writing skills with him in future projects. I also want to acknowledge and thank Dr.
Deborah Beidel for allowing me to use her data to investigate a missing gap in the
literature. I am truly grateful to all of my family members and friends who consistently
see my potential and remind me of the many blessings that I have and will experience in
my future endeavors. I hope to show everyone how much I appreciate their investments
in my life as they help me transform and reach my full potential. “As iron sharpens iron,
so one person sharpens another” (Proverbs 27:17).
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TABLE OF CONTENTS
Page
LIST OF TABLES...................................................................................................................v
Model 4: strict factorial invariance 12.96 12 .37 0.02 [0.00,0.07] 1.00(equal factor loadings, intercepts, and error variances)
Note. RMSEA = root mean square error of approximation; CFI = comparative fixed index. a= items 14 and 15 were allowed to covary. Items 13 and 16 were deleted because these items also loaded on Factor 5, but the loadings were higher in Factor 5.
38
Table 6 Model Fit Indices for Factor 4: Avoidance
Model/description χ2 df p value RMSEA 95% CI CFI Model 1: configural invariance 0.10 2 .95 0.00 [0.00,0.00] 1.00
(same pattern of loadings)a Model 2: metric invariance 4.15 5 .53 0.00 [0.00,0.08] 1.00
Model 4: strict invariance 21.29 12 .05 0.05 0.06 [0.01,0.10] 0.99 (equal factor loadings, intercepts, and error variances)
Note. SRMR = standardized root mean square residual; RMSEA = root mean square error of approximation; CFI = comparative fixed index. a= items 25 and 26 were allowed to covary
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Table 7 Model Fit Indices for Factor 5: Public Performance
Model/description χ2 df p value RMSEA 95% CI CFI Model 1: configural invariance 2.82 2 .24 0.04 [0.00,0.14] 1.00
(same pattern of loadings)a Model 2: metric invariance 6.82 5 .23 0.04 [0.00,0.11] 1.00
a = Items 9, 22, 23 were excluded from analysis because they were not part of the 5-factor study Beidel, Turner, and Fink (1996).
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APPENDIX A
ITEMS WITHIN A THREE-FACTOR MODEL FOUND IN BEIDEL ET AL. (1995)
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Factor 1 – Assertiveness Scared if someone says something that is wrong or bad Scared in an embarrassing situation Scared if someone asks me to do something that I don’t want to do Scared when ignored or made fun of by others Scared if someone starts arguing Scared when I start to talk to someone When I am with other people, I think “scary” thoughts Before going to a party, I think about what might go wrong Too scared to ask questions in class Scared in the school cafeteria I have to talk for longer than a few minutes Try to avoid social situations Scared when becoming the center of attention
Factor 2 – Traditional Social Encounters
When I am in a social situation, I feel (somatic symptoms) Before going someplace, I feel (somatic symptoms) Scared at parties, dances, school...and go home early I leave social situations I avoid social situations (parties, school, playing with others) Scared in a school play, choir music, or dance recital Before going to a party, I think about what might go wrong When I am with other people, I think “scary” thoughts I feel scared in the school cafeteria
Factor 3 – Public Performance
Scared when speaking or reading aloud in front of a group Scared when speaking in front of the class Scared when I have to do something while others watch me Scared when answering questions in class or at group meetings Scared when in a school play, choir, music, or dance recital Scared when with others and become the center of attention Scared when joining a large group
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APPENDIX B
ITEMS WITHIN A FIVE-FACTOR MODEL FOUND IN BEIDEL, TURNER, AND FINK (1996)
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Factor 1 – Assertiveness
Scared if someone asks me to do something that I don’t want to do Scared when ignored or made fun of by others Scared if someone says something that is wrong or bad Scared if someone starts arguing Scared in an embarrassing situation Too scared to ask questions in class Scared when in a school play, choir, music, or dance recital
Factor 2 – General Conversation Scared to meet new kids Scared when I start to talk to someone Scared when speaking in front of the class Scared when I have to do something while others watch me Scared when joining a large group Scared if I have to talk for longer than a few minutes
Factor 3 – Physical & Cognitive Symptoms When I am in a social situation, I feel (somatic symptoms) Before going someplace, I feel (somatic symptoms) When I am with other people, I think “scary” thoughts Before going to a party, I think about what might go wrong
Factor 4 – Avoidance I avoid social situations (parties, school, playing with others) I leave social situations Scared at parties, dances, school...and go home early Scared when becoming the center of attention
Factor 5 – Public Performance Scared when speaking in front of the class Scared when answering questions in class or at group meetings Scared when speaking or reading aloud in front of a group Scared when I have to do something while others watch me