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Summary
 1
17
SOCIAL ANXIETY AND ACADEMIC PERFORMANCE
OF BACHELOR OF SCIENCE IN BUSINESS
ADMINISTRATION STUDENTS

A Thesis Proposal Presented to the

1

Faculty of the College of Business Administration

St. John Paul II College of Davao
Davao City

In Partial Fulfilment
Of Requirements for the GECC105
Purposive Communication

SARIPADA, HAINA C.
PADILLA, CHRISTINE DALE
VELASQUEZ, LENE

May 2023
 2

Chapter 1

INTRODUCTION

Rationale

Social anxiety is a common mental health issue that affects people everywhere in

a variety of contexts, including academic settings. An individual with social anxiety

disorder experiences severe and enduring worry or anxiety about social situations, which

can cause them to avoid them or to react to them in a distressing way. According to the

National Institute of Mental Health (NIMH), a person's daily functioning, including their

ability to learn, work, and interact with others, can be profoundly impacted by the

disease. In college students, mental health concerns are very widespread, with anxiety

disorders being the most prevalent psychiatric issue, affecting about 11.9% of college

students, according to Pedrelli et al. (2015). The median age of onset for social phobia,

one of the many anxiety disorders, is between 7 and 14 years old. On the other hand,

according to Perrilli et al. (2015), panic disorder, generalized anxiety disorders, and post-

traumatic stress disorder frequently manifest themselves in the college years. In order to

enhance the mental health and academic performance of those who are afflicted, it can be

helpful to understand the factors that influence social anxiety disorder in university

students.

In the Philippines, first-year university students were the subject of a study by

Reyes and Reyes (2014) to determine the prevalence of social anxiety disorder.

According to the study's findings, a significant social anxiety condition was present

in all of the respondents. 1

The prevalence of social anxiety disorder was higher
 3

females than males. The study's findings imply that social anxiety disorder is a

common problem among Filipino first-year university students. The results also

emphasize the value of taking into account a number of variables, including gender,

academic course, and secondary school history, when estimating the prevalence of social

anxiety disorder among university students (Reyes and Reyes, 2014). The association

between social anxiety and perceived social support (general, family, friends, and

significant others) among extremely anxious undergraduate students in the Philippines

was the subject of a predictive- associative study by Paccarangan, Javier, and Botor

(2018). The findings demonstrated that social anxiety when dealing with strangers was

significantly predicted by perceived social support. Additionally, it was discovered that

family support substantially predicted both social anxiety in interactions with strangers

and general social anxiety. The study emphasizes the value of social support, especially

from families, in reducing social anxiety in university-aged adolescents

who often interact with others.

6
In Davao City, Mull (2016) found that the University of Mindanao's study

t effects of social anxiety on students' academic performance had a detrimental

effect on the academic performance of BSBA College students. Most students believe

that social anxiety is one of the key reasons they choose not to attend school (Conlon,

2016).

With the above mentioned, Students pursuing a BSBA in college confront

particular difficulties that may make them more socially anxious. The BSBA curriculum

frequently requires group work, presentations, and class involvement,

 4

all of which might make students with social anxiety symptoms worse. Additionally, a lot

of BSBA students feel pressure to keep up a good GPA, which may make them more

anxious. Studying the link between social anxiety and academic achievement among

BSBA college students can reveal important information about the particular difficulties

these students encounter and the elements that influence their academic performance.

Universities and educators can use this data to create interventions that support socially

anxious college students, enhance their academic performance, and look at the particular

difficulties faced by socially anxious Filipino college students.

Research Objectives

the
The purpose of stud is t identify t impact of social to

academi performances of Business Administration College students.

Furthermore, the study seeks answers to the following objectives:

1. to find out the association between social anxiety disorder and academic

achievement.

2. to find the effect of social anxiety on students’ academic achievement.

Hypothes
Ho1. There is no effect of social anxiety on Business Administration

students’ academic performance.

Ho2. There is no significant difference between social anxiety and academic

performance.
 5

Review of Related Literature

SOCIAL ANXIETY

It’s been found that those who suffer from social anxiety have a “intense,

persistent fear of drawing attention to themselves in social situations, believing that their

flaws will be exposed” (Kashdan & Farmer, 2014, p.629). People who suffer from social

anxiety often have trouble communicating with others, are extremely

self-conscious while 3
in social situations, and are terrified of being judged negatively
by others.Some other symptoms include having trouble making and/or keeping

friends, 3avoiding circumstances that call for social engagement, feeling extremely

awkward social situations, and having maintaining discussions. People

with social anxiety may also experience these other symptoms. Having a mental health

disorder such as ADHD or depression might affect a person’s ability to cope with social

situations (Bailey, 2019).Anxiety in social situations can manifest itself physically in a

number of ways, including a racing heart, tense muscles, feeling dizzy or lightheaded,

experiencing stomach pain, having difficulties breathing, and even having “out of body”

experiences. Anxiety increases in those with SAD, thus the weeks leading up to an

occasion are often fraught with dread and anticipation for those who suffer from the

condition (WebMD, 2019).

Potential Triggers of Social AnxietyDistinction on an emotional level. A person’s

emotional resilience may suffer as a result of social anxiety. This circumstance, along

with the fact that social anxiety symptoms can have an impact on a person’s life, might

create difficulties in talking about feelings. Emotional

 6

differenc can be challenging for those with social anxiety, which makes it a
potential risk factor for worsening social anxiety symptoms. In psychology, the term
“emotional differentiation,” also known as “emotional granularity,” refers to a

person’s “degree to which they are able to classify felt experiences into discrete emotion

categories” (Kashdan & Farmer, 2014, p.629).Emotional distinction, as described by

Kashdan and Farmer (2019), is distinct from and more

comprehensive than alexithymia, a deficiency in insight into emotions. People 3

w

suffer from social may feel overwhelmed and anxious when interacting

others. This makes it challenging for them to recognize basic feelings like grief,
fear, and rage. As a result, it’s possible to experience a muddle of emotions as a result

(Kashdan & Farmer, 2014, p.630).Avoiding new experiences. “the tendency to avoid

internal, unwanted thoughts and feelings” (Kashdan et al., 2014, p. 769) is how the

phenomenon known as experiential avoidance (EA) is described. Scientists say that EA

raises the odds of getting seasonal affective disorder.

Avoiding stressful circumstances can help persons with social anxiety feel better

in the short term. People with SAD prefer to avoid anything that can cause them worry

(Kashdan et al., 2013, p.646).People with social anxiety disorder frequently engage in

safety behaviors that serve to sustain their condition. Avoiding or covering up nervous

thoughts or behaviors, as well as avoiding habituation or unpleasant situations, are all

examples of safety behaviors (Kashdan et al., 2013, p.646).Depletion of willpower. A

person’s capacity for self-control can dwindle while they are immersed in a stressful

scenario. “the exhaustion of a person’s

capacity to regulate attention, energy, and tolerance of distress.” Although all

 7

human face psychologically taxing conditions, persons with SAD need to exert more
effort than emotionally healthy people to manage the impressions they give

other people. Potentially rewarding social cues and the drive to acquire meaning
3
may be missed by persons with SAD (Kashdan et al., 2013, p.646).Emotional

stabili can be traced back to the disorder’s risk factors, which include

anxiety, difficulty distinguishing between emotions, avoidance of new experiences,

an exhaustionof willpower. Social interactions can be particularly taxing for those
with SAD, leading to increased fatigue as a result of maladaptive coping mechanisms

(Kashdan et al., 2013, p.645).

Social Anxiety: A Daily Struggle

The consequences of social anxiety in one’s daily life.Struggling daily with social

phobia. Individuals who suffer from social anxiety sometimes struggle with low self-

esteem and pessimistic outlooks on life. It can make you more sensitive to criticism and

make it harder to enhance your social skills (WebMD, 2019).There are also many

consequences for people as they move through childhood because SAD can hinder your

capacity to make friends. Children with SAD who go to school may struggle

academically, make fewer classroom contributions, and avoid answering inquiries

(Bailey, 2019).Depression and attention deficit hyperactivity disorder (ADHD)

connection. People who have been diagnosed with ADHD are

more likely to experience SAD symptoms (Bailey, 2019). Half of persons with
15
ADHD also suffer from an anxiety illness, according to the National Comorbidity

Survey (NCSR). Adults with ADHD have higher risk of developing

 8

SAD at a younger age. Their SAD symptoms are also more likely to be severe, which

can lead to functional impairment (Cuncic, 2018).

Medication for social anxiety disorder (SAD) is a viable treatment option.

Recent studies have shown promise in the treatment of social anxiety disorder
9
(SAD) using the pharmacological drug d-cycloserine (DCS), a partial agonist at the
N-methyl-d-aspartate (NMDA) receptor site. Sheerin, Kozak, Hale, Ramesh, and Spates

(2016) report that DCS is available as a 250-mg pill under the brand name

Seromycin.Potentially helpful for improving cognitive function in SAD patients are

DCS medications. This medication is most effective whe used in very low doses.

Prescribed DCS medications have been shown to help individuals overcome their fears

(Sheerin et al., 2016).Exposure therapy for SAD patients can be boosted by using DCS.

So it’s generally agreed that DCS medications “accelerate rather than amplify exposure

procedures” (Hofmann, 2018). Antidepressants, benzodiazepines, and beta-blockers are

additional drug possibilities for patients with SAD (Mental Health America,

2019).Options for therapy to help with SAD depression. Cognitive behavioral therapy

(CBT) is a viable alternative for treating SAD in patients. Numerous research have shown

the efficacy of cognitive- behavioral interventions for people with SAD (Strauss et al.,

2017, p.340). According to the research on SAD, CBT is an effective therapy paradigm

(Craske et al., 2014, p. 1034-1035).

In cognitive behavioral therapy (CBT), the patient learns alternative ways of

responding to their thoughts and behaviors, which might help them feel less anxious in

public. CBT is effective because it combines behavioral therapy with

 9

homework to help patients actively practice their newfound social abilities. Throughout

CBT sessions, patients typically acquire the knowledge and abilities necessary to function

as their own therapist. Therefore, the average number of sessions required for CBT for

SAD is sixteen (Cog Therapy, 2019).Mindfulness training (paying attention in the present

rather than negative interpretations), cognitive restructuring (learning to identify thoughts,

applying scientific approaches

to examining their 3
veracity, and taking rigorous tests of logic), and systematic
ability to reduce increased
exposure (gaining the anxiety mindfulness and
cognition) are all components of CBT for seasonal affective disorder treatment. The most

anxious-inducing situations are avoided prior to the systematic exposure. As one gains

control under certain conditions, more challenging ones arise. With time and effort, you

will reach a point where you no longer experience this emotion (Cog Therapy, 2019).

Additionally, acceptance and commitment therapy (ACT) is an additional option for

psychotherapy treatment. Values clarification and cognitive plasticity are at the heart of

ACT. This treatment method emphasizes “mindfulness, acceptance, and cognitive

diffusion” (Craske et al., 2014, p. 1035).Increasing one’s mental adaptability is ACT’s

primary focus. Psychological flexibility is “the ability to make contact with one’s

experience and based on what is possible in that moment, choosing behavior in the

pursuit of goals and values” (Crake et al., 2014, p.1035).Rather than trying to fix mental

flaws, ACT is concerned with helping people learn to accept and cope with their

emotions and thoughts in any given moment. Although

cognitive
treating SAD, acceptance and behavioral
commitmenttherapy (CBT)
therapy is the
(ACT) can gold standardinfor
be helpful
 1

addressing emotional acceptance and tolerance. In addition, ACT has been found to

alleviate anxiety and its associated symptoms (Craske et al., 2014, p.1035).

ACADEMIC PERFORMANCE

Both cognitive and non-cognitive student characteristics (Lee & Shute, 2010; Lee

& Stankov, 2016) and the sociocultural setting in which students learn (Liem &

McInerney, 2018; Liem & Tan, 2019) contribute to students’ overall academic

performance. This issue’s eight pieces investigate the extent to which students from

different sociodemographic and sociocultural backgrounds benefit from different

cognitive, non-cognitive, psychological, and environmental aspects. In a study that

followed a group of Finnish kids from kindergarten through second grade, Kyttälä,

Kanerva, Munter, and Björn (Citation2019) found that kids’ verbal and visuospatial

aspects of working memory developed relatively independently,

despite the fact that kids’ overall progress in 1

working memory was relativel

stable during this period of development. Furthermore, kindergarteners’ verb

working memory skills are stronger predictors of second-grade academic performance

than their visuospatial working memory skills. The results of this study make it

abundantly clear that pre-primary school therapies targeting working memory

development or deficiencies should begin as soon as possible.

Indeed, structural equation modeling (SEM) and its sub-methods, which include

latent mean and route analyses, are becoming increasingly prominent avenues of inquiry.

The following four studies with adult learners provide proof of this. Gutiérrez and Tomás

(Citation2019) conducted research with undergraduates

 1
1
in the Dominican Republic to examine the connections between autonomy support,

self-efficacy, school engagement, and three measures of academic and non-

success. indicates
academi Their th students’ sense o competence and
interest in school mediate the connection between their teachers’ encouragement of their

independence and their overall happiness and success in school. Perceived support for

teachers’ autonomy is a direct predictor of both life and school satisfaction, in addition to

its indirect consequences. The findings collectively not only lend credence to the central

claims of self-determination theory, but also stress the significance of pedagogical

approaches that give due weight to students’ points of view and take into account factors

like students’ varying levels of ability, interests, and learning preferences.

Canadian undergraduates are the subjects of a study by Quinn-Nilas, Kennett, and

Maki (Citation2019), who investigate the idea that academic resourcefulness mediates the

connection between students’ explaining methods for failure and their academic

performance. According to latent mean analysis, first-year students are more prone to

blame their own laziness, bad luck, or lack of talent when they fail a course than their

more experienced counterparts who transferred in. Despite these distinctions, path

analysis reveals that both groups engage in a comparable attributional process. Academic

grades are predicted when ‘lack of effort’ and ‘task complexity’ are taken into account,

while ‘not lack of personal aptitude’ is taken into account favorably. Both sets of

students, however, do not attribute their difficulties in school to random chance, making

them equally resourceful. Courses in self-management and academic success,

according to
 1

Quinn-Nilas et al., are valuable not only because they help students make the connection

between effort and success, but also because they teach them concrete methods for

achieving that accomplishment.

The Impacts ofoptimismandcoping mechanisms on

performanc may be mediated by academic burnout, as Vizoso, Arias, and Rodrguez

Pérez (Citation2019) explore in a research of Spanish undergraduates. Emotional

weariness and cynicism are bad predictors, while academic success is a favorable

predictor of adaptive coping. Maladaptive coping strategies, on the other hand, are

associated with an increase in emotional weariness and cynicism and a decrease in

academic efficacy, all of which are good predictors of grade point averages. These

results have significant implications for the classroom,

suggesting that training programs aimed at providing 1

students with adaptive coping

skil like problem-focused coping, cognitive restructuring, seeking emotional and

social support, and learning how to manage their academic stress may be effective
in improving students’ academic performance.

Given the evidence that it improves students’ performance in the classroom,

mindfulness training is increasingly being used in schools (Bender, Roth, Zielenski,

Longo, & Chermak, 2018). Elphinstone, Whitehead, Tinker, and Bates (Citation2019)

take a different approach from the traditional non-cognitive,

psychological predictors of performance shown in the previous papers by

examining 1the role of mindfulness in fostering academic performance in a sample

of Australian undergraduates. The study concludes th students’ levels o

academic engagement, flexibility, and non-attachment influence the benefits of
 1

mindfulness on final grades. Academic involvement, in turn, affects academic

success, and both adaptability and lack of attachment positively predict academic

engagement. Students may reap additional benefits from mindfulness

1
interventions for scholastic outcomes if they are taught to let go and adapt their
cognitive, behavioral, and affective resources as they deal with the challenges of

everyday learning, as proposed by Elphinstone et al.

Student performance is significantly impacted by factors such as

performance anxiety. Nez-Pea and Bono (Citation2019) study the effects of 1

tra

mathematics, and anxiety on performance in a cohort of

undergraduates taking courses heavy mathematical content. The results

suggest that arithmetic anxiety correlates with lower course marks, while test anxiety is

linked to more wrong answers on multiple choice exams. These findings highlight the

need for programs that help children relax before tests, particularly in

the area of mathematics. 1

The suggest that interventions that have student

write down concerns before a test, guide students through a brief

breathing exercise before a test, and ask students to change the way they interpret
physically arousing responses they experience during a test situation may be

helpful i reducing students’ mathematics-related test anxiety.

Students’ ability
t self-monitor their learnin progress makes assessment
as learning, a form of assessment in which they evaluate their own learning process and

result, an effective strategy for fostering their meta-cognitive skills. Jax, Ahn, and Lin-

Siegler (Citation2019) use a quasi-experimental approach with American high school

students to investigate whether or not different case-based

 1

instructional supports improve students’ self-assessment and academic

performance in physics. The research looks at the differences between students

who are given either (1) content knowledge plus 1

good and poor solutions, (2)
plus good solutions only, or (3) content knowledge alone.
content knowledge

Students in the comparison case show considerable enhancements in self-

evaluation precision, content-area expertise, and the growth of self-evaluation skills.

These scholars think that a potential educational technique to enhancing student learning

and, in turn, achievement is to construct contrasting case

examples and provide students with grading criteria – an include them

instructio
1
A critical cognitive skill for health or helping professionals (e.g., those In
counselling, psychology, nursing, medicine, and education) is the ability to

evaluate social challenges with fairness. The Social Issues Advocacy Scale (SIAS) was

developed by Marszalek, Barber, and Nilsson (Citation2019) and has four

1
components (political awareness, political and social advocacy, coping with

prejudice, and social issue awareness). Students’ responses to the SIAS are then used to

create latent profiles of students with varying perspectives on social issues and to

describe the profiles of SIAS dimensions based on students’ majors, fields

of study, and political affiliations. Their research demonstrates 1

that the SIAS is a
viable and reliable tool, promising useful information for training and trainers in
fostering’social justice advocacy’ as a fundamental competency that health and

helping professionals are expected to acquire and contribute to their respective

professions
 1

Theoretical Framework

This study was based on previous researching using La Greca Theory (Garcia-

Lopez et al., 2011). Greca and Lopez define social anxiety as a recurring fear of social

situations that is associated with emotions of being watched, a fear of being embarrassed,

and humiliation for one's own performance in the face of other people's judgments. A

teacher leadership style that is very evaluative can also contribute to social anxiety. And

that social anxiety is a collection of behaviors linked to a fear of circumstances and social

performance that is perceived to be embarrassing. These behaviors include avoiding

public speaking, withdrawing from conversations with strangers or authority figures,

displaying assertive behaviors with various people, and refraining from eating and

drinking in front of a group of people.

Furthermore, this study was anchored on the core of

Theory Albert Bandura. Social cognitive theory of humanSocial-Cognitive

functioning

emphasizes the critical role of self-beliefs in human cognition, motivation, and

behavior. Social cognitive theory gives prominence to a self-system that enables

individuals to exercise a measure of control over their thoughts, feelings, and actions

(Bandura, 1997).

Conceptual Framework

In Figure 1, the conceptual model is presented. The arrow from the

independent variable, social anxiety was directe towards academic performance

as the dependent variable. In this model, the independent variable was

 1

hypothesize to have a relationship and influence on the dependent variable. Social

anxiety is characterized by intense distress to social or performance situations in which

evaluation or rejection from others may occur (APA, 2013). On the other hand,

According to Narad and Abdullah (2016) academic performance is the knowledge gained

which is assessed by marks by a teacher and/or educational goals set by students and

teachers to be achieved over a specific period of time.

 1

Independent Variable Dependent Variable

ACADEMIC
SOCIAL
ANXIETY PERFORMANC
E

Figure 1. Conceptual Paradigm of the Study

 18

Definition of Terms

For better understanding, the keywords of the title were defined conceptually as

follows:

Social Anxiety is characterized by intense distress to social or performance

situations in which evaluation or rejection from others may occur (APA, 2013).

Academic Performance is the knowledge gained which is assessed by marks

by a teacher and/or educational goals set by students and teachers to be achieved over a

specific period of time (Narad and Abdullah, 2016).

Bachelor of Science in Business Administration is a four-year program

which provides professional business and management education for those who would

like to become entrepreneurs or pursue a career in any field of business such as

economics, finance, human capital management, and marketing (FEU, 2019).

 1

Chapter 2

METHOD

Research Design

This used a quantitative non-experimental descriptive correlational

research design
t describe and measure t degree o the following relationships:
social anxiety and academic performance. In this design, subjects’ scores on two

variables were measured, without manipulation of any variables, to determine whether

there is an association (Creswell, 2014). The aim of quantitative research is to investigate,

count or classify, and construct statistical models and figures to explain the observation

(Porter & Carter, 2014). Khan (2014) said that descriptive research uses quantitative

methods to describe what is, describing, recording, analyzing, and interpreting

conditions that exist. It involves some type of

comparison or contrast and attempts to discover relationships between existing

non-manipulated variables. Correlational research is a non-experimental quantitative

design in which the researcher applies correlational statistics to measure and describe the

degree of association among variables or sets of scores (Creswell, 2012).

Research Respondents

In this study, the respondents will be 20 Business Administration students. These

students are enrolled in the course Bachelor of Science in Business

Administration at St. John Paul II College of Davao. 5

The sampling method used in
 20

this study was based on probability. Every Business Administration Colleg

student’s response shared more similarities than differences between their

personal experience with social anxiety. In order to make the sampling process
because the participants in this study are all Bachelor of Science in Business
more efficient and easier, this study narrowed down the random sampling strategy
Administration college 1students
to stratified random sampling. Stratified random sampling worked in this study

Research
This study will be conducted in one of Higher Education Institutions

(HEIs) that offers a Senior High School program and Bachelor’s Degree programs within

Davao City. In the College Department, this institution has a variety of college courses

such as Bachelor of Elementary Education, Bachelor of

Secondary Education, Bachelor of Physical Education, Bachelor of Science in

Business Administration, Bachelor of Science in Nursing, Bachelor of Science in
Hospitality Management, Bachelor of Science in Information Technology, Bachel

of Science Criminology, and Bachelor of Science in Geodetic Engineering. For

22 years of service, this academic institution has been training students’ potential,

learning ability, and intellectual skills.

 2

Figure 2. Map of the Republic of the Philippines

 2

Research Instrument

This instrument has forty items of questions with two subscales: The S-

Anxiety scale (STAI Form Y-1) consists of twenty statements that evaluate how

respondents’ feel about anxiety currently, at this moment”. The standard test form

is
thattoassess
the write
howon each “generally
people item-statement
feel” that
aboutbest describes
anxiety with the intensity of their
a four point scale: (1)
feelings: (1) not
almost never; at all; (2) somewhat;
(2) sometimes; (3)almost
(3) often; (4) moderately so;The
always. (4)STAI
very ismuch so. In
documented
of reliability and tests which had yielded 0.923. An example of a stat
responding to the T-anxiety scale (STAI Form Y-2) consists of twenty statements
question” I am presently worrying over possible misfortunes” the question was
assessed four points with very much so. An example of a trait question “I worry

much over something that really doesn’t matter” the question was assessed on
four points almost always. High scores refle a high level of anxiety. The
instrument was established for reliability and validity tests (Spielberger, 1983).

Grade Point Average

Grade Point Average (GPA) is to measure

Philippines students’
any university to justify the academic performance level includes low
performance, this was found from faculty’s document. The classification found from
is ≤ 2.50; moderate is within the range 2.50 < GPA > 3.67; high is ≥ 3.67.
 2

Data Collection

The test aimed to find the effect of social anxiety and academic

performance among Business Administration students. Immediately participants

giving a test, testing also aims to select Business Administration students w

have been identified in high anxiety and low academic performance were to
participate in this training. The participants came to the lab and filled in

questionnair including the S-Anxiety scale (STAI Form Y-1) and T-Anxiety scale

(STAI Form Y-1). The STAI has 40-items of questions and took approximately 20

minutes to complete. The students first read and answered if they had problems,
the researcher will guide students to answer the questions. The result of test

was used to find the correlation between anxiety and academic performance.

Statistical Tools

To address the fundamental objective of the study, the following statistical tools

will be used for data treatment:

Mean and Standard Deviation – This will be used to describe the level

social anxiety of Business Administration students.

an academic performance

Pearson (r) – This will be used to determine the significant relationship

betwee social anxiety an academic performance of Business Administration

students.

Regression Analysis – This will be used to test the influence of social

anxiety and academic performance of Business Administration students.

 2

References

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approach processes in adults with social anxiety disorder. Journal of Consulting and
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 2

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