Table 3 Means and standard deviations of students’ social anxiety separated by SASE sub-scale and country
From: Social anxiety in digital learning environments: an international perspective and call to action
Sub-scale and country | M | SD |
|---|---|---|
Learner–learner interaction |  |  |
 Australia (AUS) | 67.43 | 24.38 |
 Germany (GER) | 69.89 | 22.56 |
 Latvia (LAT) | 62.31 | 22.80 |
 Turkey (TUR) | 76.56 | 39.38 |
Learner–learner interaction/negative evaluation |  |  |
 Australia (AUS) | 31.35 | 7.76 |
 Germany (GER) | 27.80 | 9.64 |
 Latvia (LAT) | 24.69 | 10.03 |
 Turkey (TUR) | 32.16 | 16.08 |
Learner–learner interaction/somatic symptoms |  |  |
 Australia (AUS) | 10.97 | 4.33 |
 Germany (GER) | 10.29 | 4.92 |
 Latvia (LAT) | 9.50 | 4.53 |
 Turkey (TUR) | 11.77 | 7.57 |
Learner–learner interaction/avoidance of interaction |  |  |
 Australia (AUS) | 35.64 | 9.52 |
 Germany (GER) | 31.79 | 10.82 |
 Latvia (LAT) | 27.98 | 11.75 |
 Turkey (TUR) | 32.63 | 18.18 |
 Learner–instructor interaction |  |  |
 Australia (AUS) | 71.48 | 23.25 |
 Germany (GER) | 67.43 | 24.38 |
 Latvia (LAT) | 54.94 | 23.53 |
 Turkey (TUR) | 84.22 | 36.31 |
Learner–instructor interaction/negative evaluation |  |  |
 Australia (AUS) | 29.89 | 9.46 |
 Germany (GER) | 26.73 | 9.79 |
 Latvia (LAT) | 23.95 | 10.70 |
 Turkey (TUR) | 36.90 | 14.58 |
Learner–instructor interaction/somatic symptoms |  |  |
 Australia (AUS) | 31.17 | 10.91 |
 Germany (GER) | 30.06 | 11.67 |
 Latvia (LAT) | 22.27 | 10.49 |
 Turkey (TUR) | 33.09 | 17.55 |
Learner–instructor interaction/avoidance of interaction |  |  |
 Australia (AUS) | 10.43 | 4.51 |
 Germany (GER) | 10.64 | 4.93 |
 Latvia (LAT) | 8.47 | 4.51 |
 Turkey (TUR) | 14.23 | 7.61 |