CHAPTER 1

THE PROBLEM

INTRODUCTION

Students that struggle with social anxiety are too self-conscious. They have intense self-
consciousness and worry about embarrassing themselves, blunders, or appearing silly.
They might have anxiety about taking part in social and performance-based settings
since, as far as I can tell, there are different kinds of Characteristics and Personalities
nor Attitude at OUR SCHOOL. Although the body and mind react as if there is real
danger, social anxiety is a panic response to something that isn't actually hazardous.
This means that kids who experience social anxiety actually experience the physical
symptoms of fear, such as rapid breathing and heartbeat. Fears that they'll look silly,
disgrace themselves, make a mistake, or that they'll be judged, chastised, or ridiculed
(even).

According to numerous earlier studies, social anxiety interferes with other psychological
diseases such anger, apprehension, and low self-esteem. Social anxiety and
depression have an inverse association, according to Zoccolillo (1992). Self-esteem.
The more social anxiety a person exhibits, the lower their self-esteem is. In one sense,
the effects of social anxiety have a significant impact on how someone views
themselves. Contrarily, self-esteem is the best. Mean to achieve self-compatibility that
aids in coping with failure and challenging, unfamiliar, and new social settings. As a
result, the degree of social anxiety is influenced by self-esteem levels, and vice versa. If
the person has a low if someone has low self-esteem, they will react poorly in social
circumstances. Additionally, he or she won't be able to effectively participate in society.
Certainly, self-esteem it can be argued that if a person has persistent anxiety, his or her
self-image and His or her self-esteem will consequently suffer. According to Hope,
Chavous, Jagers, and Sellers (2013), the fundamental the contribution of self-esteem to
academic success, psychological well-being, and self-acceptance.

Numerous earlier studies examined social anxiety in relation to various psychological

factors, including Among other things, these include body shape satisfaction, hostility,
social rejection, and self-esteem. However, no prior research In Jordan's Ma'an
Governorate, researchers looked into the connection between social anxiety and self-
worth, with the exception of Murad (2017) examined social anxiety in college students in
the context of many factors.

Students with social anxiety may

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 1. Feel self-conscious and anxious in social or performance-based situations where
they are observed by others, such as speaking in front of the class, raising their
hand to answer a question, or eating in the presence of peers
2. Avoid school or participating in class
3. Seem embarrassed, lonely, or withdrawn
4. Have physical symptoms such as sweating, shaking, stomach pains, nausea,
and a racing heartbeat (panic attack) when they face feared situations
5. Need intervention with a school counselor or therapist to help them handle social
situations
6. Be targeted by bullies
7. Be overprotected by well-meaning friends who are willing to talk for them

STATEMENT OF THE PROBLEM

Mental health illness termed social anxiety disorder, often known as social phobia,
exists. Try some relaxation techniques, such as breathing exercises for tension. It is a
strong, enduring anxiety of being observed and judged by others. Instead of
automatically assuming the worst, try to pay attention to what others are saying. It may
be related to a background of abuse, bullying, or teasing. A health issue that makes
people notice your voice or look may also make you more prone to social anxiety.

A person with severe social anxiety is unable to advance in many areas of life and is
unable to perform numerous tasks. Basic errands. His or her performance and value as
a valuable member of society are adversely affected by this. Self-worth and social
competence turn into valued traits. The effects of social anxiety can also be felt in the
effectiveness, communication skills, and embarrassed anxiety of the student This/her is
negatively impacted by these emotions. Self-esteem. There is no question that self-
doubt and social anxiety prevent people from forming social relationships. Relationships
with diverse social members. Consequently, the most important factors are social
anxiety and self-esteem. In the success or failure of an individual, particularly in work or
at school. The issue under investigation is represented by exploring the relationship
between social anxiety and self-esteem among the students here in GENSAN
COLLEGE OF TECHNOLOGY.

SIGNIFICANCE OF THE STUDY

It's common to have anxiety occasionally. When we feel threatened, under pressure, or
stressed for instance, when we have an exam, a job interview, or a doctor's
appointment this is how we react. Being anxious isn't always a bad thing. It may
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energize us, keep us vigilant, alert us to dangers, and inspire us to find solutions.
However, if anxiety interferes with your capacity to function in daily life, it may be a
problem. Anxiety can be an indication of a mental health issue if it is chronic, strong,
difficult to regulate, or out of proportion to your circumstances. No matter how long
you've experienced anxiety or how severe your symptoms are, help is available. Speak
with your Friends even your Family about all of your treatment options as there are
numerous.

To Community: In our community, it is crucial that we pay close attention to those who
struggle with this issue, particularly the young ones. By helping to improve their abilities
and manage their anxiousness.

To Students: This could help to each and every single person especially to the youth to
cope up their anxiety and to boost their self-confident.

Respondents: The study will give the respondents the knowledge they need to
understand the true nature of the issue they are experiencing at school due to their
social anxiety. We are all aware that a circumstance like this will cause people to lose
confidence in their ability to interact.

The Researcher: The study will assist the researcher in investigating potential solutions
to the issue of this type of anxiousness in young people.

Scope and Delimitation

One of the most prevalent mental health issues, social anxiety is characterized by a
range of anxiety and disability. In its weakest form, it may seem like temporary social
anxiety, which occurs in response to typical social-evaluative situations, while its more
extreme variant is through widespread, unbearable fear and avoidance.

The study looked into the demographics of the correspondents and concentrated on the
social and personal aspects that contribute to social anxiety. Despite these findings,
there is still a lack of information regarding how social anxiety affects SHS students.
Two parallel surveys were undertaken to examine how SHS students experience and
control their social anxiety while participating in academic activities in order to address
this.

The respondent of this study were the Students of Senior High School Grade 11 who
was enrolled in the academic track of Technical Vocational Livelihood in Gensan
College of Technology of the school year of 2022-2023.
This study used a survey Questionnaire uploaded in a Google for to collect data from
the Senior High School students.

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Definition of Terms

In order to deal with this kind of circumstance, improving yourself, and enhance social
interactions with others, the study analyzes the personal and social elements that
influence the social anxiety of the students.

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 CHAPTER 2
Review of Literature

This chapter presents a summary of all the research on social anxiety among students
at Gensan College of Technology that has been compiled from various sources. This
will act as the study's starting point. A conceptual framework pushed varied interplay
between the social anxiety study's personal and social components.

Conceptual framework

The conceptual framework of the study is depicted in Figure, which shows the
relationship between the social anxiety of senior high school students at Gensan
College of Technology and their personal and societal factors.

We all experience some anxiety and fear about being watched by others, whether peers
or complete strangers, before attending various social events. The social anxiety's
personal and profile characteristics are but before speaking in front of an audience or
when the instructor asks you a question in front of the class, for instance, your mind and
heart may be racing. It's normal to occasionally feel anxious, and it typically passes.

With a focus on contemporary research, we examine the psychological and social

factors that influence pro-environmental concern and behavior. Since there are so many
of these factors at play, it is clear that comprehending environmental concern and
behavior is far more complicated than previously believed. There are 18 personal and
social factors that make up the influences. The individual's childhood experiences,
knowledge, education, personality, sense of self, political and global views, ambitions,
sense of duty, cognitive biases, place attachment, age, gender, and preferred activities
are all considered personal variables. We also acknowledge that pro-environmental
behavior is frequently undertaken based on none of the above influences but because
individuals have non-environmental goals such as to save money. The social factors
include religion, urban-rural differences, norms, social class, proximity to problematic
environmental sites, and cultural and ethnic variations.

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 Research 3
METHODOLOGY

This chapter reveals the methods of the researcher of conducting the research about
the problem of Social anxiety especially to the students in GENSAN COLLEGE of
TECHNOLOGY. Which includes the research design, population of the study, research
instrument and its development establishing its validity and reliability, data gathering
procedures, and the appropriate statistical treatment of data.

Research Design

This study was made by the

means of quantitative methods
of researcher. The
researcher attempted to get the
answers to the aforementioned
problem and to justify
and satisfy the objectives of the
study. Likewise, it also
attempted to know the different
impact to their life style

8
This study was made by the
means of quantitative methods
of researcher. The
researcher attempted to get the
answers to the aforementioned
problem and to justify
and satisfy the objectives of the
study. Likewise, it also
attempted to know the different
impact to their life style
This study was made by the
means of quantitative methods
of researcher. The

9
researcher attempted to get the
answers to the aforementioned
problem and to justify
and satisfy the objectives of the
study. Likewise, it also
attempted to know the different
impact to their life style
This study was made by the
means of quantitative methods
of researcher. The
researcher attempted to get the
answers to the aforementioned
problem and to justify

10
and satisfy the objectives of the
study. Likewise, it also
attempted to know the different
impact to their life style
This study was made by the means of Quantitative Methods of a Researcher. We the
researcher attempted to get the answers to the aforementioned problem about the
Social Anxiety of the Student in Gensan College of Technology to justify and satisfy the
objectives of the study. Likewise, it also attempted to know the different impact to their
lifestyle.

The researcher used descriptive method to describe on how teenagers cope up with
peer pressure and social anxiety to avoid depression and also to examine the
relationship between those variables and know the difference. It provides the researcher
to better understand the teenagers on how to cope up from peer pressure and social
anxiety.

According to SIS International Research quantitative research is a structured way of

collecting and analyzing data obtained to different sources. Quantitative research
involves the use of computational, statistical, and mathematical tools to derive results. It
is conclusive in its purpose as it tries to quantify the problem and understand how to
prevalent it is looking for projectable results to a larger population.

Qualitative Research is generally more explorative, a type of research that is dependent

on the collection verbal, Behavioral or observational data that can be interpreted in a
subjective manner.

Locale of the Study

This research was conducted at the School of Gensan College of Technology at GCT
Building in Camia ST. of Barangay Dadiangas East General Santos City, School year
2022-2023.

Respondents of the Study

The respondents of the study were the students of Gensan College of Technology of
GCT Building SY- 2022/2023.

1.1 Respondents of the Study

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All Student Academic 2022/2023 Population Sample sized (80%)

College 22 100
SHS 32 100
Total 40 100

Typical survey research used a margin of error between 5% and 9% at the 91%
confidence level. 8% is the margin of error of the study. The margin of error is a statistic
expressing the amount of random sampling error in the results of a survey. The larger
of margin of error, the less confidence one should have that a poll result would reflect
the result of a survey of the entire population.

RESEARCH INSTRUMENT

The researcher is looking for a certain type of respondent. Purposive sampling will be
used by the researcher to select the appropriate subjects for this investigation. Interview
questions will be the instrument used to collect the required data for the study. The
researcher's readings, earlier research, professional literature, and published and
unpublished theses pertinent to the subject were used to develop the first draft of the
questionnaire.

1.2 Scale for context of the different factors

Scale Interpretation Verbal Description

5 Excellent the level of engagements is Highest at 81-100%

4 Very Good the level of engagement is high at 61-80%
3 Good the level of engagement is moderate at 41-60%
2 Fair the level of engagement is low at 21-40
1 Poor the level of engagement is lowest at 0-20%

 1.2Scale provides the scale of the extent of the different factors wherein it is
highly extensive when the provision is observed 87 – 100 % of the time. If the
provision is observed 61-80%, then it interprets to be extensive. Moderately
extensive is the provision is observed 41-60%. Less extensive if it is observed
21-40% and 0-20% for the least extensive.

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1.3 Scale for the level of engagement

Scale Interpretation Verbal Description

5 Excellent the level of engagement is higher at 81-100%

4 Very good the level of engagement is high at 861-80%

3 Good the level of engagement is moderate at 41-60%

2 Fair the level of engagement is low at 21-40%

1 Poor the level of engagement is lowest at 0-20%

 1.3 represents the scale of the level of engagements towards online creative
non-fiction researcher with interpretation and description. The level of
engagement is poor if it range from 0-20%, fair is for 21-40%, good is for 41-
60%, very good is for 61-80%, and excellent is for 81-100% level of engagement

The Gathering Procedure

The data gathered from the senior high students taking up Industrial Arts in
(TVL) tract. Through questionnaires once the questionnaire is valid.

The researcher asked the student’s permission if they can answer the survey.
The survey questionnaires were given for those who said yes to answer the survey. The
questionnaires will be retrieved by the researcher after three days to give them enough
time to choose what fits them with no classes will be interrupted using GOOGLE
FORMS.

Data analysis and Interpretation

Results of the interview with each participant were recorded, coded, and
categorized. Overall, the interviewed data were processed through thematic analysis.
An inductive method was used for data analysis.

Participants’ description of their experiences and beliefs about coping consequences of

anxiety, SAD reasons, and coping strategies when facing anxiety were categorized in
the following categories (Table 1).

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Table 1
Participants’ Categories of Experienced Social Anxiety Symptoms Presented as Main
Categories, Subcategories, and Meaningful Codes

Categories Subcategories Codes

Feeling anxious when speaking
Anxiety Emotional (public Asking questions
experiences and classroom) Commenting
Providing training courses
Cognitive (pre Thinking of making mistakes
event rumination, Thinking of being humiliated
and post Thinking of being mocked
event rumination) Thinking of not being able to handle the situation
Behavioral
(avoidance, Avoiding stressful situations
surrender, and Inability to move and inability to speak
safety Talking fast
behaviors)
Increasing heartbeat
Feeling cold in the body
Feeling pressure on the head
Sweating
Hoarseness
Inability to swallow saliva
Suffocation
Physical Body weakness
Lowering the pressure of the body
Blushing
Feeling hot in the body
Difficulty sleeping
Feeling losing balance
Flushing
Lowering the tone of voice
Being neglected by others
Being rejected
Bg mocked by others
Fear of negative
Core beliefs Loss of pride
evaluation
Loss of popularity
Feeling ashamed in front of others
The negative thoughts of others about oneself

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Categories Subcategories Codes
Not being worthy
Unworthiness
Not being satisfied with oneself

Incompetency Loss, failure

Family tension
Reasons of Parental punishment
being Familial factors Parental harshness
anxious Incorrect parenting systems
Emotional deprivation
Fear of negative evaluation
Fear Fear of being rejected
Fear of losing important others

Core Beliefs Unworthiness and incompetency

Society Poverty and school

Inability to speak in front of others, inability to

connect with others, inability to make friends,
Effects of
inability to go out alone, losing job opportunities,
SAD on Social dysfunction
avoiding social relationships, little to say, and
life aspects
failure to establish a relationship with the opposite
sex
Worry
Emotional
Lowering fear threshold
dysfunction
Feeling disappointed
Behavioral
Poor quality of life, avoiding stressful situations
dysfunction
Coping Psychotherapy
Treatment
mechanisms Pharmacotherapy
Watching movies
Overeating, sleeping
Avoiding stressful situations
Praying
Emotion-based
Talking with others
mechanisms
Drinking
Smoking
Listening to music
Relaxation
Studying psychological books to practice for
Problem-based
presentation or speaking
mechanisms
Studying more about the presentation subject

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Categories Subcategories Codes
Positive self-statements
Behavioral and
Distractions
Cognitive strategies
Avoiding eye contact

1. Symptoms of Anxiety

1.1 Emotional

Anxiety was experienced mainly in public (feeling anxious when speaking, asking
questions, and commenting) and in classroom (anxiety when presenting, providing
training courses, asking questions, speaking, and commenting).

Example

Participant 1: I am afraid of speaking in public because I feel I am not good at it.

1.2. Cognitive

Cognitive aspect of anxiety was categorized into two main categories as pre event
rumination (thinking of making a mistake and thinking of being humiliated, thinking of
being mocked, and thinking of not being able to handle the situation) and post event
rumination (thinking of making mistakes, thinking of being humiliated, and thinking of
being mocked).

Example

Participant 2. I am afraid of making mistakes and classmates laugh at me because of it.

1.3 Behavioral

Behavioral aspect was categorized into 3 main sections as avoidance (avoiding

stressful situations), surrender (inability of movement and inability to speak), and safety
behaviors (talking fast).

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Example

Participant 5: When I am in stressful situations I can’t speak or move, it is like I am in a

cage.

1.4 Physical

Physical aspect consisted of several symptoms including increasing heartbeat, feeling

cold, feeling pressure on the head, sweating, hoarseness, inability to swallow saliva,
suffocation, body weakness, lowering the pressure of the body, blushing, feeling hot in
the body, difficulty sleeping, feeling of losing balance, flushing, and lowering the tone of
voice.

Example

Participant 9: when I am anxious, I feel flushed, I feel I am losing balance, and I feel hot
in my body.

2. Core Beliefs

Profound beliefs related to social anxiety experienced by participants were categorized

in following categories:

2.1 Fear of negative evaluation: Being neglected by others, rejected, mocked by others,
loss of pride, loss of popularity, and feeling ashamed.

Example

Participant 10: When I want to give presentation in class, I feel like everybody is looking
at me, they are making fun of me, and they think I am not good at it.

2.2 Unworthiness: Not being worthy, not being satisfied with oneself.

Example

Participant 12: I think something makes me most vulnerable in these situations and that
is I don’t feel worthy enough.

2.3 Incompetency: loss, failure.

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Example

Participant 7: When I think of my SAD symptoms, I think about my previous failures.

3. Reasons of Being Anxious

3.1 Familial factors: Family tension, parental punishment, parental harshness, incorrect
parenting systems, and emotional deprivation.

Example

Participant 13: I was raised in a family full of tension and stress that were beyond my
ability to manage.

3.2 Fear: Fear of negative evaluation, fear of being rejected, and losing loved ones.

Example

Participant 13: I think fear of other`s views about us and fear of being rejected by them
can make us anxious.

3.3 Core beliefs: Unworthiness and incompetency.

Example

Participant 16: In an anxious situation, I really feel like I can’t help myself and this may
be the reason of my anxiety.

3.3 Society: Poverty and school (poor education and inappropriate laws).

Example

Participant 15: I have been faced with poverty and other stresses several times and
since then I have been so tensed and anxious.

4. Effects of SAD on Life Aspects

4.1. Social dysfunction (inability to speak in front of others, inability to connect with
others, inability to make friends, inability to go out alone, losing job opportunities,

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avoiding social relationships, and failure to establish a relationship with the opposite
sex).

4.2. Emotional dysfunction (worry, lowering fear threshold, and feeling disappointed)

Example

Participant 14: Social anxiety has ruined my life. I am always worried about social
situations.

4.3. Behavioral Dysfunction (poor quality of life, avoiding stressful situations)

Example

Participant 11: I don’t take part in social situations where I am not acquainted.

5. Coping Mechanisms

Participant’s explanation about strategies for handling their anxiety was categorized in
following sections:

5.1. Treatment (psychotherapy and pharmacotherapy)

Example

Participant 12: A psychologist or a psychiatrist may be helpful.

5.2. Emotion-based mechanisms (watching movies, overeating, sleeping, avoiding

stressful situations, praying, talking to others, drinking, smoking, listening to music, and
relaxing)

Example

Participant 11: When I am worried or anxious, I eat and sometimes I listen to music.

5.3. Problem-based strategies (studying psychological books, practicing for presentation

or speaking, studying more about the presentation subject).

Example

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Participant 8: I analyze the situation and find some logical solutions for it, but it doesn’t
always work.

5.4. Behavioral and Cognitive Strategies (positive self-statements, distractions, and

avoiding eye contact).

Example

Participant 5: In classroom, when I am talking about something, I cannot look in the

eyes of others.

Furthermore, when participants were asked about the onset of their social anxiety
symptoms, some of them stated that they had these feelings since childhood and most
of them pointed to some events, such as a new job/changing job, teachers, and
inappropriate behavior.

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