The family environment is the first environment in which an individual grows and develops. Family composition, family economic status, parental education level, and parenting style all influence the development of an individual’s emotions. Studies have shown that incomplete families, poor economic status, low parental education, and poor parenting styles can cause increased levels of anxiety in individuals. Parenting styles are significantly associated with social anxiety in children, and negative parenting styles tend to lead to the development of anxiety in children. Social phobics are more consistent in their tendency to have personality traits that differ significantly from those of normal individuals, as evidenced by impracticality, lack of cooperation, emotional impatience, impulsivity, a tendency to lose temper and difficulty controlling emotions, and more repressed and masked emotional expression. Psychodynamic theory is based primarily on personality traits that are developed in people during infancy and early childhood. When physiological needs and the need for security are met, they gradually form and receive personality refinement; however, when personal security is disrupted or distorted, anxiety arises. Patients with social anxiety disorder often feel potentially dangerous and reinforce their “defense system”, while they disable their “safety system”, i.e., reliable relationships with friends and partners. Social anxiety is particularly likely to occur in childhood when the “safety system” is not present or is disrupted. Behavioral and cognitive theories have provided important clues to the etiology of social fear, particularly the stage-specific responses that occur in certain social situations. These theories emphasize physiological tension, anticipatory anxiety, and avoidance behaviors, with the primary behavioral assumption that fear responses are the result of learning and result in reinforcement by environmental or physiological responses. Cognitive theories suggest that patients with social phobia have specific cognitive schemas or biases that view the event as dangerous and beyond the individual’s ability to cope, and that misperceptions lead to the development of social anxiety that can induce a range of reactions in the patient’s emotional, physiological, and behavioral performance, ultimately leading to social avoidance behaviors. From the perspective of the moderating role of cognition on emotions and behaviors, the cognitive school Clark et al. argue that the cause of persistent social fear is the presence of biased information processing in patients, pointing to the pathological nature of cognitive processes in patients with social phobia, as these biased cognitive tendencies severely affect the normal performance of social behavior. There is evidence that socially phobic individuals are unable to adapt to negative social information as easily as those not controlled by anxiety; have an attentional and suggestive memory bias for socially threatening information; are flexible in interpreting anxiety symptoms exhibited by others but more arbitrary about their own; give negative interpretations to ambiguous social events and catastrophic interpretations to slightly negative social events; have difficulty diverting attention away from threatening subjects; consistently reflecting on negative self-evaluations after the event; misinterpreting the meaning of non-threatening; having reduced perceptions of control over anxiety-related symptoms; and negatively expecting that social success will lead to more social demands in the future. Children with social phobia have deficits in social competence, more negative self-talk, and weaker social performance compared to their peers without anxiety. Foreign studies have shown that people with social phobia have selective attention to negative self-related information and that people with social phobia have more negative life events than normal people.