The Effects of Interpersonal Relationships and Anxiety on the Psychological Characteristics of Socially Isolated Elementary School Students

This study aimed to analyze the effects of interpersonal relationships and anxiety on the psychological characteristics of socially isolated elementary school students. Additionally, it sought to explore how interpersonal relationships and anxiety influence the sub-factors of these psychological characteristics. To achieve this, assessments related to social withdrawal, interpersonal relationships, and anxiety were administered to elementary school students, and multiple regression analysis was conducted on the collected data. The results indicated that both interpersonal relationships and anxiety significantly affect the psychological characteristics of socially withdrawn students. More positive interpersonal relationships were associated with a decrease in social withdrawal tendencies, with peer relationships identified as the most influential factor in reducing social withdrawal. Conversely, higher levels of anxiety were linked to an increase in social withdrawal tendencies, with school-related anxiety and self-anxiety emerging as key risk factors. Furthermore, among the sub-factors of social withdrawal, feelings of isolation and loneliness showed the highest correlation with interpersonal relationships and anxiety. However, parental relationships did not have a significant impact on social withdrawal, suggesting that peer relationships play a more crucial role during the elementary school years. The findings of this study highlight the need for social skills enhancement programs and emotional support systems for socially withdrawn students in school settings. Additionally, they underscore the importance of developing to help elementary school students manage anxiety and build healthy interpersonal relationships. Efforts such as teacher and parent education should also be implemented to support these initiatives.