Effectiveness and Feasibility of a Cognitive-Behavioral Therapy-Based Brief Psychoeducational Group Intervention for Social Anxiety in University Students

Purpose To evaluate a cognitive-behavioral therapy (CBT)-based brief psychoeducational group for social anxiety among Chinese university students. Methods A mixed-methods, nonrandomized controlled quasi-experimental design was conducted at a university in Beijing, China (November–December 2024). Seventy-six university students were assigned to a six-week intervention group ( n = 40) or a waitlist control ( n = 36). Outcomes (Social Phobia Inventory, Brief Fear of Negative Evaluation Scale, Depression Anxiety Stress Scales-21, Attitudes Toward Seeking Professional Psychological Help Scale–Short Form, perceived stigma, and social-anxiety knowledge) were assessed at the baseline, post-test, and at 1- and 3-month follow-ups. Post-program interviews explored participant experiences. Results Linear mixed models indicated significant Group × Time effects on all measures ( p s < .05), and t -test results similarly confirmed group differences. Thematic analysis identified facilitators such as appropriate pacing, a supportive group climate, and integration of theory with practice, while barriers included limited content depth, scheduling conflicts, and difficulty maintaining engagement. Discussion Overall, the brief psychoeducational group intervention appears to be a feasible and effective delivery approach.