The relationship between social anxiety, ADHD symptoms and online learning experiences among medical students: A cross-sectional survey

The COVID-19 pandemic necessitated a rapid transition to online education, presenting unique challenges for medical students, especially those with psychological conditions such as attention-deficit/hyperactivity disorder (ADHD) and social anxiety. This study aimed to investigate the relationships between ADHD and social anxiety symptoms and medical students' online learning self-efficacy and readiness in Turkey. A cross-sectional correlational study was conducted using a convenience sample of 98 medical students (62% female; mean age = 22.98 ± 0.13 years) who experienced online education during the pandemic. Participants completed the Online Learning Self-Efficacy Scale, Online Learning Readiness Scale, Liebowitz Social Anxiety Scale, and Adult ADHD Self-Report Scale. Spearman correlation analyses and group comparisons were performed. ADHD symptoms negatively correlated with online learning self-efficacy (r = -0.248, P = .014), particularly the inattention subscale (r = -0.435, P < .001), indicating a weak to moderate negative relationship. Inattention also negatively correlated with online learning readiness (r = -0.235, P = .002), a weak correlation. Conversely, social anxiety, especially the fear subscale, positively correlated with both online learning self-efficacy (R = 0.33, P = .001) and readiness (R = 0.374, P < .001), suggesting a weak to moderate positive association. Students preferring online education reported higher social anxiety-fear scores (P = .019) and greater self-efficacy (P = .002) compared to those preferring face-to-face learning. ADHD symptoms, notably inattention, were associated with decreased self-efficacy and readiness for online learning, while fear-related social anxiety symptoms were associated with higher engagement and preference for online education. These findings suggest the need for tailored educational strategies addressing psychological differences to optimize online learning experiences in medical education. The study's cross-sectional design and reliance on self-report measures limit causal inference and may introduce bias. Future longitudinal and intervention studies are warranted.