ArticleChild and adolescent psychiatry and mental health2025
Theory of mind, metacognition, and executive functions in adolescents with social anxiety disorder: a comparative study.
Article in Child and adolescent psychiatry and mental health, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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Who cites it
1 citing paper in PubMed.
- The Anxious Mind: Examining the Conflicting Relationships Between Distinct Aspects of Social Anxiety and Social Cognition.Behavioral sciences (Basel, Switzerland) · 2026Article
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4 authors.
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Abstract
backgroundSocial anxiety disorder (SAD) in adolescence is associated with significant functional impairment and increased risk of chronic mental health difficulties. Recent research highlights the potential roles of theory of mind, executive functions, and metacognitive beliefs in the onset and maintenance of SAD; however, no study has yet evaluated these three cognitive domains simultaneously in a clinical adolescent sample.
methodsThis was a cross-sectional descriptive study including 40 adolescents aged 12-16 years (SAD group: M = 14.45, SD = 1.48; control group: M = 13.89, SD = 1.32) who were diagnosed with SAD and 40 typically developing controls matched for age and sex. The participants completed the WISC-IV, the Reading the Mind in the Eyes Test (Eyes Test), the Faux Pas Recognition Test (FPRT), and the CNSVS subtests assessing Stroop Test, attention shifting, and continuous performance. The Metacognitions Questionnaire for Children and Adolescents (MCQ-C) was also administered. Parental reports provided sociodemographic data.
resultsCompared to the control group, adolescents with SAD demonstrated lower performance in FPRT total scores, cognitive flexibility, and working memory, and reported higher MCQ-C total scores. Binary logistic regression analysis revealed that both working memory (β = -0.10, p < .05) and MCQ-C scores (β = 0.17, p < .01) were significant predictors of SAD diagnosis.
conclusionsThese findings suggest that impairments in metacognitive beliefs and working memory may help distinguish adolescents with SAD from their typically developing peers. Incorporating these domains into clinical assessment and intervention strategies could enhance early detection and treatment outcomes.
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