1

CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

Education plays a pivotal role in all people's lives and paves the way for all

of them to reach their highest potential. As it molds the ideas, skills, attitudes, and

interests, and develops a good perspective of looking at the world and society. In

order to improve and conceive a student's skills in school it requires

comprehensive strategies like setting high educational standards and challenging

students to meet the requirements. In addition, students’ academic performance

serves as a bedrock for knowledge acquisition and the development of skills.

Any educational level, it requires a certain challenge that the students need

to attain or learn. In fact, there are many factors that affect the ability of students

to learn that hinder students' abilities. Such factors can be categorized as

academic factors and non-academic factors.

Around the world, students who are plagued by social anxiety worry and

avoid contact with people. Therefore, giving them a dull personality and poor social

skills. It is also a type of anxiety disorder that causes fear of interacting with other

people, being nervous, uncomfortable, being persistent, irrational, and anxious.

This disorder owns negative impacts on the overall health and academic

performance of the students.

According to Flannery (2018) teens are the most anxious ever recorded. It

usually starts during freshman year and progressively gets better as they develop.
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But some are unlucky and social anxiety stays with them, berating their every

move, and constantly the assumption that something is always wrong. It hinders

them, and brings them down, especially, students.

In the country of the Philippines, students and adults alike are familiar with

social anxiety. People living in the Philippines suffer from moderate to severe

anxiety. An estimated 6 million Filipinos suffer from depression and/or anxiety,

ranking the country third in the Western Pacific in terms of mental health.

The COVID-19 outbreak educational systems were obliged to shift from traditional

learning to online learning. According to Xiong et al., (2020), this is one of the

factors that contribute to increased levels of psychological discomfort such as

anxiety, post-traumatic stress disorder, depression, and tension.

The community at large, and university students in particular, view

depression, anxiety, and stress as significant indicators of mental health, said by

Tee et al., (2021). However, Filipino cultural beliefs differ in almost every way. One

common misconception is that depression and anxiety do not exist and that mental

illnesses are something to be ashamed of. According to Tanaka et al. (2018)

stigma is thought to be the result of public misconceptions about mental disorders.

It entails familial concerns in which a family member suffering from a mental

disease is disowned because they feel it is inherited. Because of this stigma, the

Philippine government and public sectors have paid little attention to mental health.

These certain issues must need bigger attention from our government even

when students learn to adjust to this new set of learning, some students are still

unable to survive mental health concerns as a result of what they are currently
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facing, such as stress, burnout, and etc. Learners who are adjusting to heavier

workloads or activities, problems at home, and mental health disorders such as

social anxiety that led to lower self-reported grades, lower examination results, and

difficulty completing assignments, fall into this category.

In Batangas, the rapid increase of mental disorders like anxiety cannot be

detoured. As a response of various schools located in Batangas, they implemented

a proper educational system and different ways to help students overcome their

social anxiety and guide them in their academic performance. In this way, students

were able to help themselves with the guidance of the school counsellors and

teachers which helps students to solve their problems at home, school, and in the

community.

The University of Batangas is one of the schools that promotes and

develops the emotional stability, maturity and social adjustments, and physical

well-being of the students. The majority of the Junior High School students who

are experiencing mental health issues do not seek treatment. Investigating the

levels of depression, anxiety, and stress among university students in Grade 10 is

a must, as well as their understanding of the various mental health therapy

available. (Dalky, 2018).

Therefore, this study aimed to look at the consequences of social anxiety

on students' academic performance. With that process, researchers will determine

the common causes of social anxiety among the students. In order to avoid and

reduce the risk factors of social anxiety. Furthermore, researchers ought to help

students in improving their academic performance and overcoming social anxiety.

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Theoretical Framework

The researchers studied several theories and notions that assisted to make

sense of the study's concepts in order to better comprehend the paper's purpose.

The diagram below shows the many organizational systems that the researchers

used to highlight the hypotheses that underpinned the discussion of the various

factors that influence the mental state of Grade 10 Junior High school students.

The Cognitive Theory

Effects of Social Anxiety to the

Academic performance of the
Junior High School Students in
University of Batangas

Self-Presentational Theory

Figure 1
Theoretical Paradigm on the Effects of Social Anxiety to the Academic
Performance of the Junior High School Students
in University of Batangas

The cognitive theory is an approach to psychology that seeks to explain

human behavior by gaining insight into a persons’ mental processes as thoughts

are the primary determinants of emotions and behavior. Based on cognitive theory,

constitutes the part of an effective anxiety disorder treatment regimen. It entails

the therapist asking you questions, guiding you in analyzing your replies to better

understand your anxiety, and assisting you in "rewriting" your maladaptive thinking.

(Fritscher, 2020).
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This notion states that a person experiences anxiety when others have

unfavorable opinions of them, her social skills, unreasonable expectations, high

standards, and misguided views about the significance of conversation in social

settings. It's possible that someone is completely capable of doing well in a social

setting yet doubting one's ability and hesitating to attend the social occasions. In

the same way, if someone thinks a social circumstance is unusual important, it is

anticipated that when forced to interact in that environment, he or she may have

social anxiety.

The theory of Self Presentational in social anxiety, Geisler (2016) stated

that people experience social anxiety when they want to make a desirable

impression on others but don't believe it will work. Self-presentational theory

predicts that the likelihood and degree of social anxiety grow as people become

more determined to generate a specific desired impression and less convinced

that they will succeed. The motivation to participate in the social interaction, and

the mistrust about the successful performance. If any of these factors are not met,

therefore, there is no chance of acquiring social anxiety.

In relation to the said self-presentational theory, refines the cognitive

approach by emphasizing the fact that the cognitions that underpin social anxiety

are primarily concerned with how people are perceived and assessed by others.

Much research has shown that holding excessively high standards or having

negatively-biased views of oneself can lead to social anxiety and might affect their

academic performance. Other researchers and practitioners have shown that

social skills training can a person’s shyness and social anxiety.

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Conceptual Framework

The figure given below shows the IPO model or the input, process, and

output model in order to grasp the provided goal for the study, which is to determine

Effects of Social Anxiety to the Academic performance of the Junior High School

Students in University of Batangas.

INPUT PROCESS OUTPUT

Perception of the
students about
social anxiety.

Level of social
Plan of Action to
anxiety awareness
help students
of the students in Interview Guide overcome their
the University of Questionnaire social anxiety.
Batangas.

Factors which
contribute to the
social anxiety
conditions during
class.

Figure 2
Research Paradigm in the Effects of Social Anxiety to the Academic
performance of the Junior High School Students
in University of Batangas
This study aims to determine the effects of Social Anxiety of the Grade 10

students in respect to their academic performance in University of Batangas. The

inputs box shows the paradigm in the perception of the students about social

anxiety, the level of social anxiety awareness of the students in the University of
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Batangas, and the factors which contribute to the social anxiety conditions during

class.

The process box encompasses the methods that are needed in the study.

In order to gather data about the effects of social anxiety on the academic

performance of the Junior High School students in the University of Batangas and

this will be the basis of the researchers to evaluate these variables by utilizing an

interview guide questionnaire.

The expected outputs of the study are to know the effects of Social Anxiety

of the Grade 10 students in respect to their academic performance and

researchers are expected to propose a plan to help students overcome their

anxiety.

Statement of the Problem

This research aims to study the effects of social anxiety of the JHS students

in respect to their academic performance in University of Batangas. The purpose

of the researchers is to record the common reasons and effects of social anxiety

in their academic performance. Also, provide suggestions and solutions to help the

students of the University of Batangas.

Specifically, it seeks to answer the following question:

1. What are the common social anxiety experienced by the students?

2. How does social anxiety affect the students’ academic performance in

terms of:

2.1. Interest and motivation to learn?

2.2. Submission of written and performance outputs?

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2.3. Results from quarterly assessment?

3. To what extent does social anxiety affect student’s behavior in school?

4. What plan of action proposed to help students overcome their social

anxiety?

Scope, Limitation and Delimitation of the Study

The study conducted was directed toward the effect of social anxiety to

grade 10 students of University of Batangas. This study aimed to determine the

relation between social anxiety and academic performance of the students. It also

covered the assessment of the factors that leads to social anxiety. This study

inquires the student's opinion and individual experiences regarding to effect of

social anxiety of students that might be affecting their academic performance. The

sources utilized in this study were extracted from recent articles from online

services and internet.

To begin with, this study compact itself to Grade 10 students of the

University of Batangas. The study has a potential limitation search due to the

Grade 10 students in respect to their academic performance brought by the social

anxiety. Studies have shown that social anxiety has a major impact on academic

failure, exam failure risk, academic failure, and income.

The study delimited the effects of social anxiety on academic performance

only. It is only delimited in surveying the grade 10 students of the University of

Batangas. The researchers of the study did not cover other mental health disorders

that aren’t related to social anxiety. Therefore, this study aimed to document the
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knowledge and determine the relationship between social anxiety and its effect on

academic performance.

Significance of the Study

This research study believed that this study about the Effects of Social

Anxiety to the Academic performance of the Junior High School Students in

University of Batangas will be beneficial to the following:

To the Government. This research will inform the government, especially

the Department of Health to spread awareness in helping these students overcome

their difficulty in socializing which is crucial to their high school life.

To the Students. This study will be beneficial to the students because they

will be able to reduce their social anxiety and control this disorder from rapidly

increasing among students who suffer from social anxiety. Any development in

their mental health can lead to higher learning outcomes that will help them thrive

in society.

To the Teachers. The teachers, department heads, school counselor, and

even the student teachers who will eventually hold the title of educator can all

benefit from this. With the use of information from this research, teachers may

assist students in all subject areas and help them develop in the classroom.

To the Parents. The results of this study will aid parents of kids who

struggle with social anxiety in raising them. Parents feel more confident knowing

their kids are in good hands and that the university is here to support.

To the Future Researchers. The results of this study will assist the student

researchers in being informed and aware of any potential future occurrences of

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social anxiety. They will become better analysts as a result, and it might be useful

as a future reference for more research.

Definition of Terms

The terms in this study are defined lexically and operationally in order to

make it easier and more complete for readers to understand, the researchers

define the following terminologies based on how each one is used in this paper:

Face to Face Learning. It is a type of social interaction occurring between

two people where they will converse or exchange knowledge, (Sam, 2013). In this

study, an example of this is a simple conversation in school between friends.

Mental Health. Mental health is a state of mental well-being that enables

people to cope with the stresses of life, realize their abilities, learn well and work

well, and contribute to their community (WHO, 2022). In this study, social anxiety

is one of the mental disorders associated with mental health.

Negative Emotion. Is an unpleasant or unhappy emotion which is evoked

in individuals to express a negative effect towards an event or person (Mead &

Smith, 2013). In this study, social anxiety is connected with negative emotions.

Students struggling with social anxiety are often self-conscious with many thoughts

and emotions in their brain including negative ones.

Online Class Learning. Refers to instruction that is delivered electronically

through various multimedia and Internet platforms and applications (Maddison

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et.al.,2017). In this study, after the Covid-19 pandemic tragedy, students are

struggling socially because of the sudden shift from online learning to face to face.

Personal Communication. Is the exchanging information, meaning,

feelings, and opinions between two or more people via verbal or non-verbal means

(Terra, 2023). In this study, in order for students to socialize with other people the

traditional way, is to personally come up to them and strike a conversation.

Social Anxiety. Also known as social phobia, is the feeling of being nervous

or uncomfortable in a social situation (Khatri, 2021). In this study, social anxiety is

one of the common issue students experience in their daily life.

Virtual Communication. Refers to emails, text messages, webchats, and

other forms of communication that do not happen in-person (Carion, 2022). In this

study, students are used to using technology as a form of communication because

it only takes a few clicks through social media to socialize with others.
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CHAPTER II

REVIEW RELATED LITERATURE AND STUDIES

This chapter gives a summary of relevant research and literature that has

some bearing on the current investigation. A summary of all the researchers'

publications and studies is also included. It also examined some studies and works

of literature to provide sufficient background and information necessary for the

accomplishment of this study. It aimed to gather claims from previous studies

about the Effects of Social Anxiety to the Academic Performance of the Junior

Highschool Students in University of Batangas.

Related Literature

This section provides an overview of numerous literary works with

implications based on research that connect to students' face-to-face learning and

social well-being and how it affects their academic performance. The existence of

social anxiety in every student's life has become one of the most common

psychological disorders experienced in our present time. The researchers used

credible results from multiple authors to supplement their knowledge and support

the present study.

Social Anxiety. It is described as a cognitive and emotional reaction to the

perception of a potential evaluation by others. A severe, ongoing worry of being

observed and evaluated by others is referred to as social anxiety disorder. Work,

school, and other daily activities may be hampered by this worry. Even making and

maintaining friends may become challenging. This includes the negative impacts
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of safety-seeking activities, such as how they alter other people's behavior, self-

focused attention, and skewed self-imagery.

As stated by the study of Asbrand (2016), one of the most common mental

diseases in children is social anxiety disorder. It has been proven that maintaining

anxiety factors are primarily cognitive, at least in adults. In addition to cognitive

concerns, deficits in emotion control have also been linked to social anxiety in

adults. Emotional regulation includes internal and external processes aimed to

maintain or modulate the occurrence of emotion, for example by increasing or

decreasing the experienced intensity of an emotion. Since its early onset, it is

necessary to place more focus on childhood anxiety and emotional regulation

impairments to account for abnormalities in development.

According to the Columbia University Clinic for Anxiety and Related

Disorders (2019), a mental health disorder is known to be the third most common

disorder, a highly prevalent disorder, and known as social phobia. It is

characterized by a fear of being judged or evaluated negatively by other people in

social situations, or of embarrassing one’s self in front of others. Children and

adolescents can already be affected by social anxiety disorder since it tends to

start in adolescence and these situations can begin to show as early as preschool.

Furthermore, this study emphasized that people who suffer from social

anxiety disorder may find it challenging to seek treatment due to the stigma linked

to having a mental disorder (Anderson et al., 2015). In addition, it can be a

debilitating condition that impairs many areas of a person’s life. As citizens or

evolving social workers, it is significant for us to comprehend the diagnostic criteria

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for this mental disorder, what it is like to experience it, and the options for treatment

(Alden et al., 2018).

People who avoid circumstances that demand social interaction, intense

uncomfortableness in a social situation, difficulty keeping conversations, and

complications making or keeping friends. Those who are suffering from social

anxiety can go hand in hand with it. If a person has a history or diagnosed with

depression, this can influence or trigger their social anxiety symptoms (Bailey,

2019).

Anxiety and anxiety attacks are unlike anything else in their crushing force.

While anxiety is typically a condition that you live with on a daily basis, there are

times when it can become so severe that it affects your ability to focus, causes you

to think erratically, and other things. Each of these symptoms is occasionally

described as delirium. The prognosis may or may not be accurate, though. We'll

examine the theories underpinning delirium and how they relate to anxiety in this

post. A person experiencing a severe panic attack could experience a brief loss of

awareness and struggle to focus on anything other than their dread (Abraham,

2020).

Based on the study conducted by Longhurst (2019), At some point or

another, everyone feels nervous. It is characterized by overlapping feelings of fear,

elation, and anxiety. Your hands may begin to perspire, your heart rate may

increase, and you may experience a queasy, unsettled feeling in your stomach.

Anything that makes you uneasy or worried can make you nervous. Both good and
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bad experiences, including going on a first date, attending a funeral, or attending

a job interview, might set them off.

Factors affecting Social Anxiety. Social anxiety disorder may be more

common in adolescents who are subjected to bullying, taunting, rejection, or other

forms of humiliation. In addition, this disease may be linked to other unfortunate

life experiences such family strife, trauma, or abuse. However, meeting new

people, giving a speech in front of an audience, or giving a crucial business

presentation can initially bring on symptoms of social anxiety disorder. For

instance, Parkinson's disease-related facial deformities, stuttering, or tremors can

make people feel more self-conscious and may even cause social anxiety disorder

in some people.

As stated by Ho & Moscovitch (2022) individuals with social anxiety have

fears of being negatively evaluated and exposing self-perceived flaws to others.

The retrospective reports of a pre-pandemic social anxiety symptoms are predicted

to be in a current coronavirus anxiety and includes loneliness, fears of negative

evaluation, use of preventive measure, and affiliative outcomes, and whether pre-

pandemic functional impairment and recent COVID-19 related stressors

moderated to these relations. There are the negative effects of social anxiety in

individuals with higher pre-pandemic social anxiety. These are reported to have a

lonelier and more fearful of negative evaluation and also are endorsed in greater

efforts to affiliate with others.

According to Burn (2022), it's beneficial to consider what your favorite

place(s) can reveal about your psychological needs and ideals. This may
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occasionally provide some suggestions for what you should immediately seek for.

They may work as a reminder of a place's benefits, enticing you to return there, or

they may serve as inspiration for you to look for a nearby place that can meet your

needs. As part of the guided imagery meditation approach, you can use your

"happy place" to lessen stress-related ideas and emotions.

Teenagers who experienced high levels of anxiety experienced more

threats and acted in more rumination, behavioral disengagement, and distraction.

Threat appraisal dropped, perceived coping skills increased, and problem-solving,

distraction, behavioral disengagement, and rumination decreased as teenagers

advanced through activities. In person-centered analysis, teenagers were

classified as active copers, suppressors, or expressive. Anxious teenagers were

more likely to actively complete tasks, yet their less anxious peers were more

inclined to repress or express their feelings to complete the tasks (Gembeck,

2023).

The students who struggle with social anxiety worry about failing their

quarterly exams. According to Chandrashekar (2023), students experience long-

term anxiety as they navigate difficult situations since they spend their school and

college years dreading exams. Additionally, exams make people anxious and

stressed out throughout the day and night. Inability to concentrate, fear of certain

academic subjects, parental and teacher expectations, lack of confidence, and

trouble studying are all things that can make students feel anxious or depressed.

Positive self-talk can help kids overcome worry when it starts to rise up their spines.
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Spend 10 to 15 minutes each day in meditation to clear your head and improve

your focus.

According to Lim, et al. (2016) social anxiety and paranoia contributes to

how loneliness relates to social anxiety, paranoia, and depression symptoms in

the general community. It is said that loneliness is known to be associated with

multiple adverse physical outcomes, which includes higher mortality and morbidity

risk. In addition, social anxiety was the only predictor of future loneliness.

According to the PsycInfo Database Record (2022), loneliness may be a potential

antecedent in emerging mental health symptoms. Moreover, identifying and

treating co-occurring social anxiety symptoms may reduce the severity of

loneliness.

Moreover, Ratanasiripong, et al., (2018) emphasized that self-esteem, self-

confidence, personality types, and loneliness are the potential psychological

factors that are associated with social anxiety disorder among university students.

Students who have a lower level of self-esteem are more susceptible to developing

anxiety and depression. Also, moving away from family and commencing an

independent life comes with challenges for fresher students to undergo loneliness

until they adjust to their university life. The challenges in adjustments to university

life, past negative family experiences, social isolation, not having many friends,

final-year student report, and being uncertain about their future are the major risk

factors for developing social anxiety disorder. Moreover, students with a history of

mental health issues are more prone to develop anxiety and depression during
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their transition into an independent life at university compared to students who did

not have such experience before (Frotney, et al. 2016).

As mentioned by Ishii, et al. (2018) spending a significant portion of

students' time on their academic activities, and unpleasant academic outcomes

can affect their mental health. Also, receiving lower grades can negatively

influence students’ mental health, inducing them to develop a social anxiety

disorder. According to Scholz et al. (2016) academic workload and lack of

engagement in social activities, especially during exam time, are risk factors for

stress and anxiety. However, depression and associated problems such as

temporary memory loss and lack of concentration are the possible reasons for poor

academic grades, leading to students feeling stressed about their poor

performance in their exams or classes (Schweizer, et al. 2018).

As stated by the study of Folk (2021), mental bewilderment might happen

occasionally, regularly, or all day long. For instance, you might rarely and

infrequently have periods of perplexity, occasionally encounter episodes of

confusion, or always experience episodes of bewilderment. Perplexity, mental

confusion, and bewilderment are prominent symptoms of anxiety disorders such

as anxiety attacks, generalized anxiety disorder, social anxiety disorder, obsessive

compulsive disorder, and others.

As mentioned by the study of Beitra (2023), people who struggle with social

anxiety may usually engage easily with family, a few close friends, or those with

whom they are already comfortable. Meeting new people, conversing in a group,
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or speaking in public may all become terrifying experiences for people who are

extremely timid.

Likewise, Mofatteh (2021) also claimed that students learn in different

modules for various degrees and have different abilities that they possess.

Students that master a certain subject can already be a factor that affects students’

sense of self-esteem, influencing their anxiety level and developing symptoms.

This partially can explain the transitions in risk factors that were observed as

students’ progress in their degrees. This was backed by Erschens, et al. (2019) as

they mentioned that the burden of burnout among students particularly, in the field

of medicine experience more stress. The shreds of evidence on the prevalence of

professional burnout among medical students. As students who are in the medical

field or industry were given a high academic workload and career concerns that

became the predictor for the development of social anxiety disorder.

Influence of Social Anxiety. An anxiety disorder can make it difficult for a

person to work, study, or perform daily tasks. It can also cause social isolation and

clinical depression. Relationships with friends, family, and coworkers could also

suffer. Depression and anxiety frequently occur simultaneously. A major condition

like depression has a substantial risk of suicide and self-harm.

A student's ability to manage their time effectively is one of the factors that

contribute to their academic achievement; their desire to succeed is known as

academic motivation. Academic motivation refers to a learner's natural tendency

for learning, skill development, and academic success. One strategy that might

have a significant impact on students' anxiety and academic motivation is time

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management. The concept of time, however, is described as a challenge in

students' socio-academic lives (Ahmadi, 2017).

Loneliness and social isolation may have impacts on kids and teenagers

during the global COVID-19 pandemic of 2019 (Morrissette, 2021). It is also

important to mention the subset of socially anxious children and youths who may

experience a brief reduction in distress when schools are closed as a result of a

lack of exposure to anxiety-inducing situations in the educational setting. There

are numerous opportunities for social exposure in school settings. Politicians and

public health professionals are also applauding residents in many jurisdictions for

adopting behaviors aimed at reducing viral spread, such as physical distance and

avoiding unnecessary trips outside of their homes. As a result, those who suffer

from social anxiety disorder are being rewarded for avoiding the very settings that

psychological therapy would promote exposure to. Additionally, avoidance

reinforces itself through negative reinforcement, thus socially anxious children and

teens are likely to experience significant instability when schools resume and

attendance is expected.

According to the study of Tams (2021), helping people feel less stressed.

In fact, music therapy can also help people heal and feel better emotionally all

around. As it demonstrates that using music in addition to traditional therapeutic

methods delivers significant restorative benefits for people with depression and

anxiety, as opposed to those who just got treatment without the use of music. In

addition to promoting happiness and physical health, listening to music has been

related to improving human wellness. There is reason to believe that when music
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therapy is used as a deliberate strategy to improve health and wellbeing rather

than as a hobby, even more benefits can be realized.

This study found that anxiety and overthinking had a favorable correlation

with stress. Overthinking and anxiousness were also positively associated. These

results imply that anxiety and stress may contribute to the emergence of

overthinking (Bhullar, 2019).

Social anxiety has an impact on how students behave in class because they

stutter out of fear of being judged or criticized and worry about how other people

perceive them. According to the research study by Gross (2022), those who stutter

may experience social anxiety and fear of speaking in front of an audience. As

their nervous system alerts them that speaking in front of people does not feel

comfortable, those who are apprehensive begin to stutter. Considering that the

brain associates stuttering with unpleasant memories and brings back unpleasant

situations. Many people worry that their stuttering will make it difficult for them to

socialize and advance in their careers.

When meeting new individuals, it claims that you could experience feelings

of loneliness and alienation from social situations. People were more likely to feel

these unpleasant feelings intensely if they were already suffering loneliness or

social exclusion. They also found that meeting new people could cause social

networks to change (Gervais et al., 2017).

According to the study of Flournoy and Vazire (2016), people with social

anxiety were more likely to collaborate and contribute their ideas when they felt

that others would value them. This held true particularly for those who
 22
demonstrated a high social value orientation, a personality trait that denotes care

for the well-being of others. Social anxiety may encourage people to collaborate

and express their ideas in order to win over others' acceptance and prevent

rejection. They also imply that social value orientation may intensify this effect

because those who have high levels of it are more inclined to value other people's

perspectives and want to contribute effectively to the group.

The importance of family in helping with stress management was discussed.

A person’s family makes you feel happier and more satisfied, which has been

found to help reduce feelings of tension and worry. Additionally, it talks on how our

families shape who we are and can improve our mental health in general

(Thatcher, 2020).

Moreover, social anxiety tends to affect one’s life by producing low self-

esteem and negative thoughts. It can also increase sensitivity to criticism and

escalate the likelihood that poor social skills cannot be improved (Khatri, 2021).

According to Clark, et al. (2021), adolescents that have a higher level of

social anxiety experience difficulties in concentrating during class, which results in

poorer academic outcomes. They scrutinize how adolescents with social anxiety

are linked to poor educational achievement as social anxiety symptoms are

associated with reduced concentration in class, including lower self-reported

grades, lower objective examination results, and difficulty completing assignments.

Some studies have conveyed that concentration is related and relevant to anxiety

disorders. As experimental studies demonstrated the detrimental effect of anxiety

on concentration. Besides, they found that social anxiety symptoms were

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associated with lower peer support, which led to lower social engagement and then

lower grades. It is also said that socially anxious individuals prevent themselves

from engaging in classroom learning activities and peer learning opportunities,

which hinders them more in their educational achievement. Several studies have

shown that socially anxious individuals turn their attention inwards in difficult social

situations, concentrating more on how they think they are coming across to others.

Due to their social anxiety and feelings of public disgrace while delivering

written and performance outputs, students tend to procrastinate. Academic

procrastination occurs when anxiety and perfectionism overcome students' self-

control and motivation, this is according to the findings of the study by Shatz

(2023). This is why students frequently start academic projects only quickly before

the deadline, when mounting pressure eventually forces them to complete their

obligations. Though, procrastination can occasionally result from a lack of

knowledge. A student may procrastinate if they are apprehensive about upcoming

assignments or exams in that subject if they consistently fail performance tasks

and written assignments. However, a study from Maeda (2017) asserted that when

pupils make mistakes, they feel humiliated. Other students frequently responded

by laughing, even if it wasn't vicious laughter. Students avoided social interaction

with their classmates, kept their thoughts to themselves, and reduced their

expressiveness as a result of the combination of embarrassment and dread.

Based on the study of Buthman (2017), the phenomenon of crying is

unmistakably connected to our evolutionary history as social beings in history.

However, there are significant individual variations in adult crying propensities that
 24
seem motivated not merely by environmental context as well as psychosocial

aspects. It demonstrates the significance of such circumstances in understanding

the relationship between a key a psychological element with origins in childhood

and the outward emotional expression adults' tears expressed in different ways.

As stated in Nemours Kids Health (2020), various anxiety disorders can

affect kids and teens such as generalized anxiety disorder, separation anxiety

disorder, social anxiety disorder, panic disorder, selective mutism, and specific

phobias. These anxiety disorders have an impact on students' life in school which

affects their academic performance. They also stated some kids worry over lots of

things, like homework, tests, or making mistakes. Which makes it hard for students

to focus in school. Students who are experiencing social anxiety disorder are

always afraid they might do or say something embarrassing that might sound or

look weird to others. This leads them to fear and results in sidestepping from being

called in class or participating during a class.

Furthermore, having an anxiety disorder makes it hard for a person to relax

and have fun, eat well, or even fall asleep at night and miss many days of school,

refuse to go to sleepovers, or playdates, avoid friends, or do other activities without

their parents or a special person. Also, they may feel sick or tired before or during

school. It can affect their body too, like feeling their heart racing or shortness of

breath, jumpy, can’t sit still, clammy hands, dry mouth, butterflies in their stomach,

face getting hot or blushing, and shaky or lightheaded. These signs and symptoms

of anxiety are the result of the “fight or flight” response or a response of the body

to danger.
 25
Cognitive factors in social anxiety and its treatment. As indicated by

Stjerneklar, et al. (2019), utilizing safety practices is essential to the people who

prefer to employ greater caution and have a history of maintaining an anxiety

disorder. Behaviors at the start of the CBT treatment will probably do better, rather

of receiving treatment that ignores these behaviors, make an effort to this feature

of the illness. But there is a glaring absence of research. It is more important to

look into these theory-derived moderators. It is customary to select potential

moderators from the set of were a part of the initial efficacy trial.

The study of Simplilearn (2023) states that students who properly manage

their time and prioritizes their works develop greater confidence, organization, and

learning capacity. Utilizing time management strategies can help students stay on

task and manage the stress of new activities.

Cognitive behavioral therapy (CBT) is the treatment of choice. Long-lasting

outcomes can be attained by combining psychoeducation and exposure-based

therapy, which can increase patients' mobility and lessen their total panic attacks.

There have only been a few investigations on the neurological impacts of treatment

on neuro-functional modifications, and the results have been unconvincing

(Wittman et al., 2020).

The study of resting-state brain changes in individuals with social anxiety

disorder is gaining popularity. The data has been conflicted and inconclusive, but

a deeper comprehension of the neuroscience underlying this condition may help

guide efforts to improve diagnostic precision and therapeutic goals. In order to

better understand the neurobiology of the disorder, we sought to synthesize

 26
findings from the neuroimaging literature on resting-state functional activity and

connectivity in social anxiety disorder as well as associations between brain and

symptomatology. Seven databases were thoroughly explored for empirical

research papers (Heinrichs et al.,2021).

Individuals with social anxiety disorder and depressive patients, fidgeting

may be a physiological indication reflecting self-regulation processes. This raises

the question of whether fidgeting is a phenomenon that is disorder-unspecific or a

specific and thus diagnostically significant indicator of depression given that it co-

occurs with comorbid depression. Compared to individuals without depression,

patients with comorbid depression showed noticeably more (number/minute)

irregular movements but fewer (number/minute) repetitive motions. Unusual

motions, which represent less regulated motor behavior, are linked to coexisting

social anxiety and depression. In contrast, more structured repetitive movements

were more noticeable in social anxiety without depression. As a result, patients

who have concurrent depression may exhibit erratic movements as a behavior that

is diagnostically relevant (Dvoretska et al., 2020).

Furthermore, Society of Clinical Psychology Organization (2019) supported

his claim, a CBT treatment implicates the patient learning in different ways to

respond to thoughts and behaviors, which can aid in diminishing fear in various

social situations or interactions. This antidote helps people learn social skills by

involving active treatment and behavioral homework assignments. Generally, skills

that they learn in therapy. As a result, CBT treatment for SAD commonly lasts

sixteen sessions.
 27
Treatment for social anxiety disorder utilizes CBT as it involves the

subsequent interventions: assessment, cognitive restructuring is learning to

determine thoughts, apply scientific approaches to examine one’s veracity, and

take rigorous tests of logic. Also, mindfulness training requires one to attend to the

present rather than one’s negative interpretations, systematic exposure cultivates

the ability to ease anxiety by applying increased mindfulness and cognitive skills.

As one master these circumstances, anxiety-provoking situations improve.

Eventually, one moves on at your own pace until this feeling is void.

According to cognitive-behavioural models of social anxiety, processing

may be a factor. While there is a significant body of empirical research examining

the traits, causes, and future research that tackles the methodological aspects of

post-event processing's effects on social anxiety. Limitations of earlier research

should improve the understanding of crucial findings and produce more precise

outcomes. in a more comprehensive way. A number of cognitively unsuitable

activities contribute to the detrimental effects of unfavorable self-imagery, negative

self-appraisals, and greater self-focused attention are all examples of post-event

processing (Rapee & Heimberg, 2017).

There have been an enormous number of studies that emphasized how

cognitive-behavioral components are advantageous for those who suffer from a

social anxiety disorder. In addition, CBT is an adequate treatment model for those

who encounter social anxiety disorder. As CBT is acknowledged as one of the best

options for treating social anxiety disorder (Strauss, et al., 2017).

 28
The study found that social anxiety and mild emotional eating were common

among teenagers. Social anxiety and emotional eating both rise. School

personnel, parents, and healthcare professionals need knowledge about

adolescent eating disorders and social anxiety in order to spot early indicators and

take action to effectively help adolescents living with social anxiety (Erdem et

al., 2023).

Selective Mutism. It is an anxiety disorder in which a person finds it difficult

to communicate in particular social contexts, such as in front of classmates at

school or distant relatives. If left untreated, it typically begins in childhood and can

last into adulthood. The inability to talk prevents a child or adult with selective

mutism from refusing or choosing not to speak at particular moments. Talking

becomes impossible when you anticipate to chat to specific people because you

have a freeze response that makes you feel anxious and panicky. The person may

eventually develop the ability to recognize the conditions that bring on this

upsetting response and take all reasonable precautions to prevent them.

According to the article that was published by Mirror Review (2023), socially

anxious children experience a number of difficulties that can make it difficult for

them to learn in a conventional classroom setting. Students frequently have trouble

understanding the material and conversing, and because of their self-

consciousness, they may even be reluctant to do well in school.

As stated by the study of Brennan (2021), you know how powerful music

can be if you've ever let your tension out by bopping around your room to your

favorite tunes or had a good weep when listening to a tender love ballad. It can
 29
help you feel better when you're depressed or stressed. Music is a powerful

instrument for controlling stress and mood. The best feature is that anyone in need

can always obtain it. If you're feeling stressed or anxious, relaxing music can help

you unwind. The study has shown that patients having surgery who listen to

calming music have lower blood pressure and use less pain medication. With the

help of music therapists, you can use music to enhance your mental health. This

kind of therapist examines how to help patients understand and control their

emotions through musical composition and listening. Similar to traditional mental

health counseling, music therapy is individualized to meet the needs of the patient.

According to an article of the NHS (2019), selective mutism is a severe

anxiety disease in which a person is unable to communicate in particular social

contexts, such as with schoolmates or distant relatives. A person who is selectively

mute, whether they are a kid or an adult, does not choose not to speak at particular

times, they are physically unable to do so. The anticipation of conversing with

particular individuals causes a freeze response and feelings of terror, much like a

severe case of stage fright, making conversation impossible. With practice, the

individual will come to recognize the circumstances that bring on this upsetting

response and will learn to take all reasonable precautions to prevent them. In

contrast, when no one else is around to cause the freeze response, people with

selective mutism can communicate freely to certain individuals, such as close

family and friends.

Selective mutism is a chronic and crippling mental illness in which a

youngster refuses to speak when speech is anticipated. Selective mutism is

 30
classified as an anxiety condition, but given its complexity and heterogeneity, it

may perhaps be more appropriately understood as a neurodevelopmental

disorder. It provides as a primer on the intricacy of selective mutism, including

historical and clinical manifestations, empirical clinical profiles, clinical distinctions,

assessment, and treatment. The essay briefly discusses selective mutism from the

perspective of developmental psychopathology with an eye toward updated

preventive, assessment, and treatment strategies for this population (World Health

Organization, 2020).

A study conducted by Chen (2019), explores how well board games could

improve the communication skills of primary school students who were selectively

mute. The subject, a female first-grader in an elementary school, is generally

reticent to speak. Data was gathered and evaluated using the visual inspection

approach throughout the course of three test periods, including baseline,

intervention, and maintenance, in order to determine the effects of the intervention.

The following were the study's main findings: Board games have the power

to help the subject quickly integrate into the peer group and then progressively

enjoy themselves, playing board games might boost the subject's eye contact ratio,

playing board games can boost a subject's body language and response rate, and

playing board games can improve a person's ability to respond and express

themselves nonverbally. In this study, the subject is required to retain the effect of

maintaining eye contact; nevertheless, the response and expression of any portion

of the body have no effect on maintaining the goal behavior, which vanishes after

intervention. On the basis of the aforementioned findings, certain

 31
recommendations for further study are given; references to related studies are

provided, and the subject matter of subsequent course design is well explored.

Related Studies.

The following studies are the studies conducted by other researchers which

are related to the effects of social anxiety to the academic performance of the junior

high school in the University of Batangas. Nowadays, it is natural to feel nervous

in some social situations. All interactions cause significant anxiety, self-

consciousness, and humiliation because you of being judged or assessed

negatively by others. Thus, social anxiety disorder can be a persistent mental

health problem, but gaining confidence and improving your capacity to

communicate with others can be helped by learning coping techniques in

psychotherapy and using drugs.

In the study of Ungar (2020) levels of social anxiety mostly rise among

young people, especially students who are eighteen to twenty-four years of age

are most at risk. According to their study, individuals who have fear in social

situations anticipate negative evaluations by others or perceive that their presence

will make others feel uncomfortable, It said that social anxiety includes fears of

shaking, blushing, sweating, appearing anxious, boring, or incompetent. They

show fewer facial expressions and express greater difficulty initiating and

maintaining conversations, compared to individuals who don’t experience social

anxiety. In addition, recognizing difficulties can lead to dread of everyday activities

such as meeting new people or speaking on the phone. Which can lead to
 32
individuals that avoid or reduce interactions with others. Individuals who

experience social anxiety are at greater risk of leaving school early and poorer

qualifications. They also tend to have fewer friends. Moreover, a greater social

media usage tends to increase the digital connectivity and visibility, and more

options for non-face-to-face communication are associated with higher levels of

social anxiety. However, some have said that distanced interactions such as via

social media may displace some face-to-face relationships and individuals may

experience greater control and enjoyment online leading to social isolation.

A study has been conveyed that a high level of social anxiety increased the

risk of exam failure. The findings showed that social anxiety negatively contributed

to the prediction of grade point average in the first semester, but it did not remain

consequential over two years. In addition, empirical studies reveal that frequent

and intense levels of social anxiety convey failure in academic achievement. The

findings of the present study of Sultana, et al. (2021) insinuate that academic

achievement varies with various levels of social anxiety. Furthermore, the

academic achievement of the low social anxiety group is higher than those of the

high and medium groups and the academic achievement of the medium group is

higher than the high social anxiety group. Therefore, it can be argued that social

anxiety is inversely associated with children’s academic achievement. Individuals

with social anxiety express fear, and embarrassment, avoiding participating in new

activities. They are unable to obtain their own favorable academic achievement

and particular interpersonal goals through group study or discussion in class. This

results in poorer social and leadership skills and complications in learning

 33
problems in the classroom. Students with social anxiety also tend to attend school

regularly and have inattentiveness to their studies. This aims to reflect on the

opportunities to develop higher academic achievement by reducing social anxiety.

According to the study by Tus (2021) states that mental health and

academic achievement have been undertaken. Thus, they aimed is to measure

students' mental health in the context of the new normal of education by using the

Depression, Anxiety, and Stress Scale, or DASS-21, in relation to their academic

performance. In fact, students who experience extreme degrees of negative

mental health can nonetheless attain great academic accomplishment. However,

students' mental health should constantly be addressed and assisted in coping

with life challenges, particularly during the current pandemic crisis.

The application of the MHL measure was supported by the results from the

American high school pupils. MHL was linked to signs of mental illness and tended

to be higher in girls than in boys. As was established in a previous study, age and

level of education in their grade and were not substantially related to MHL. This,

however, might be a result of our narrow age range. It examined the potential

influence peer pressure might have on teenagers' substance use in an effort to

deepen our understanding of the relationship between social anxiety and

substance use in adolescents. Some of these young people experience extreme

anxiety and, most likely in their adolescent years, acquire significant levels of social

anxiety or perhaps a social anxiety disorder. The relationship between adolescent

substance use and social anxiety may be partially explained by a person's

vulnerability to peer pressure. To map the causal pathways from teenagers' social
 34
anxiety to adults' substance use issues or, ultimately, substance abuse disorders,

further longitudinal research will be required (Blöte et al., 2016).

In the statement of Ramos (2018), selective mutism is more common in the

school environment, especially when students first enroll. There is currently a gap

in the literature regarding teachers' experiences because a large portion of the

research on selective mutism in the school setting is focused on evaluating

interventions. Therefore, her study aimed to give the instructors a voice and shed

more light on the ways in which educational psychologists can assist teachers

when dealing with selectively mute students in the classroom.

Semi-structured interviews with five teachers were utilized to get their

viewpoints, and Interpretative Phenomenological Analysis was employed to

analyze the data. Attempting to create an inclusive environment; taking

responsibility for assisting the child to speak; using others as a source of support;

a challenging experience for the teacher; the frustration of teaching a Selective

Mute; and needing support and training from other professionals were the six

overarching themes that were identified across the entire sample. The results have

been discussed in light of the body of knowledge and theory. In order to provide

training and supervision to support teachers more effectively, implications for

teachers, the Educational Psychology service, and the local authorities were taken

into consideration (Kearney et al., 2019).

As stated by Stephenson-Huxford (2018), one of the most demoralizing

sensations to ever plague the human condition is the phenomenon of panic. It is a

widely acknowledged issue that is frequently seen in psychotherapy. Although it is

 35
hypothesized that uncomfortable psychological and social (or "psychosocial")

issues may contribute to this experience. For instance, despite evidence

suggesting that stress related to a person's family and professional life, marital

situation, age, and gender appear linked with initial episodes of panic, these and

many other associated stresses people experience continue to be relatively under-

researched. His research provides insight into his first panic attack experience in

line with an inquiry goal that acknowledges the social construction of reality.

The goal was to find an "invisible cord"—for example, a string of stressful

life experiences connected in some way—that was connected to his panic. These

occurrences are often believed to have occurred in the year preceding the first

onset and can provide crucial information on how to help someone recover.

Following is a summary that "pulls together" elements of his project and offers

practice-related conclusions. For instance, He proposed that such tools might

frequently assist other panic patients in retracing their past because he has only

been able to make certain components of his stressful cord visible through the

analytical approaches at my disposal, such as usage of collage and timelines.

In the summary of the research of Drenckan, et al. (2020), it is stated that

the three dimensions of respiratory, cardiac, and vestibular/mixed somatic

symptoms that patients diagnosed with panic disorder typically feel during a panic

episode are the best way to describe these symptoms. Specific fear cognitions,

anxiety sensitivity, and suffocation fear are all differently correlated with these

three characteristics.
 36
In the objective of Brook and Willoughby’s (2015) study entitled "The Social

Ties That Bind: Social Anxiety and Academic Achievement Across the University

Years" was to examine the explicit effects of social anxiety on academic

achievement as well as analyze the indirect mechanism through which social

anxiety might influence academic achievement, namely, the formation of new

social ties in university. The participants completed annual assessments of social

anxiety, social ties, and academic achievement for three consecutive years. The

outcomes from an autoregressive cross-lag path analysis demonstrated that social

anxiety had a significant and negative direct relationship with academic

achievement. Moreover, the negative indirect effect of social anxiety on academic

achievement through social ties was substantial, as was the opposing direction of

effects in the indirect effect of academic achievement on social anxiety through

social relations. These findings highlight the important role that social relationships

appear to play in achieving successful academic outcomes and reducing the

effects of social anxiety during university or college.

On the other hand, in the study conducted by Shibli et. al. (2015) it was

entitled, “The Effects of Anxiety on Achievement and Performance: A College

Study”, they interviewed 150 students and selected on the bases of low

performance and high performance during the current year and were asked to

express their personal experiences before and during the recent examinations to

evaluate the relationship of anxiety connected to academic achievements and how

anxiety does relate with academic achievements. According to the results of their
 37
study, it was revealed that there is no significant relationship with anxiety and

achievement.

Anxiety and depression play a significant part in academic achievement.

The Beck Anxiety Inventory and The Beck Depression Inventory were the two

instruments we utilized to collect the data. Additionally, there was a significantly

negative association between anxiety and depression as well as academic

achievement. A large depression level of respondents who are 18 and 19 years

old was considerably different from other ages, although there was no statistically

significant difference in the mean of anxiety and age between teenagers. Along

with academic achievement, it is advised that mental health be improved in

educational settings through support techniques such as educational advice and

counselling, imparting life skills, and psychotherapy. It was determined that there

is an urgent need to focus more emphasis on adolescent depression and anxiety

in Iran. The study's conclusions will help psychologists, counsellors, and educators

create plans to improve students' psychological well-being (Khesht-Masjedi et al.,

2019).

The research by Carcel et al., (2016) aims to investigate how social anxiety

affects first-year students' self-efficacy throughout the academic year 2015–2016

at Cebu Doctors' University. They conducted a study titled "The Influence of Social

Fear on the Level of Self-Efficacy Among First-Year Students of Cebu Doctors'

University" with the aim of examining how social anxiety affects first-year students

at Cebu Doctors' University's self-efficacy during the academic year 2015–2016.

542 first-year students that participated in the study at Cebu Doctors' University
 38
provided the data. The study used a descriptive correlational survey research

methodology to evaluate the variable's impact, and a stratified random sample

approach was used to collect the data.

According to a study conducted by McVey, et al. (2016) found out that social

skills, empathy, loneliness, and social anxiety are challenges for young adults with

ASD. A promising intervention to address these issues is peers for young adults.

By enlisting a larger sample, using a gold standard ASD diagnostic tool, and

analyzing changes in social anxiety using a randomized controlled trial design, the

current study replicated and extended the original study. The results showed

increases in social responsiveness peers’ knowledge, empathy, empathy for

others, direct interactions, and social anxiety. Findings provide additional empirical

evidence in favor of the ASD intervention.

The study of La Greca, et al. (2016) discussed about the open trial

evaluated the viability, acceptability, and potential benefits of the modified program

and known as UTalk, for adolescents who also reported peer victimization and

were at risk for SAD or depression. Adolescents were recruited, and they

completed pre- and post-intervention assessments of peer victimization, social

anxiety, and depression as well as ratings of treatment satisfaction. Clinical

severity for youths was graded by independent evaluators (IEs). Weekly at school,

three individual sessions and ten group sessions were held as part of the

intervention. Regarding viability, majority of the teenagers finished the intervention.

Ratings of customer satisfaction were all high. Significant decreases in peer

victimization reports as well as social anxiety and depression as measured by

 39
adolescents and IE were found in intention-to-treat analyses. Additional incidental

advantages were noted.

Furthermore, Alibudbud (2021) found out about the relationship between

adverse academic experiences, anxiety, and depression among Filipino college

students, with a total of 232 individuals who participated in the study. The

researcher employed descriptive statistics and logistic regression in a randomized

cross-sectional study. The college students' rates of depression and anxiety have

risen in recent years. They are also two to three times more likely to suffer from

depression and anxiety issues than the average population. Students who are

having difficulty coping with their coursework are up to five times more likely to

develop sadness and anxiety. Implementing mental health promotion in schools

can reduce these rates by up to 18.6%. As a result, mental health education should

be incorporated into the school system.

Previous studies and reports found that college students were at risk for

depressive and anxiety disorders. Having difficulty dealing with studies was

associated to substantial depressive symptoms and anxiety issues.

Additionally, in the study of Pecson (2017) students have moderately

experienced social phobias in the community and at school, as attested to by

students and instructors. Meanwhile, the solutions to social phobia are moderately

applied or applicable as perceived by students and teachers, with self-driven

solutions being especially preferred due to the fact that students are sociophobic

to low or moderate extents only, negating the need for a professional/medical

solution that cannot be provided by teachers, guidance officers, staff, and officers
 40
of the school. Also, the students seemed to have a low level of generalized social

phobia.

The study by Ajmal and Ahmad (2019) found that students experience

greater anxiety while enrolled in distance learning since they are unable to

converse or exchange ideas. On a regular basis, It has been concluded that the

majority of the students felt anxious as a result of challenges encountered during

admission, while obtaining a prospectus for admittance, finding a bank to deposit

fees, receiving books, and a lack of time to prepare homework, bad book quality,

a lack of connection with instructors, and inadequate feedback instructors, a lack

of contact with regional offices, and missed deadlines assignments, assignment

comprehension, evaluation, tutor remarks, and their worry the level was high,

performing a job alongside schooling, exam center location, and there were

complications with the assignment schedule. Lack of engagement with

classmates, Inadequate knowledge, and grasp of the paper format, exam

timetable, and exam center location. Invigilator behavior at the test center,

including paper marking, detail marks sheets, and degree equivalency and scope.

All of these elements contribute to students' anxiety and academic success in

distant learning.

As stated by Al-Johani, et al. (2022), their current study on social anxiety

disorder was quite prevalent among the investigated medical students in Saudi

Arabia. On the other hand, being female, studying in private universities or using

non-problem-based learning techniques, and having a history of past failure in

medical school or a lower GPA were found as risk factors for social anxiety
 41
disorder. These results emphasize the great influence of university instructors,

counselors, and mentors in supporting and encouraging these students to

participate in curricular and extracurricular activities. Furthermore, evaluation of

the educational environment and the types of teaching curriculum in Saudi Medical

schools is essential to improve students' learning experiences while maintaining

their psychological well-being. together with enhancing the primary care providers

and mental health care experts to accomplish their role of early detection and

management of these cases.

The educational environment and social anxiety is linked to a variety of

detrimental student outcomes, such as physical anxiety symptoms, impaired

cognitive function, and inferior academic achievement. The mechanisms that

might underlie connections between social anxiety and results in the setting of

higher education are not well understood, despite the fact that social anxiety is

very common. In order to examine a conceptual model that links social anxiety,

communication with peers and instructors, student experiences (i.e., engagement,

connectivity, and satisfaction), and indicators of socio-emotional functioning at

university. It is showed that social anxiety was adversely correlated with

interactions with teachers, socio-emotional functioning, and student experiences.

Significant variation in these relationships was attributed to academic

communication. Additionally, there was at least some indication that the

relationship between social anxiety and socio-emotional functioning was partially

mediated by student experiences. According to gender impacts, social anxiety is

associated with decreased engagement and satisfaction, less communication with

 42
teachers, and worse socio-emotional functioning in females as opposed to boys.

The results are positioned within the context of recent research on social anxiety

in the classroom. The discussion offers specific recommendations for educational

professionals on how to improve support for kids who struggle with social anxiety

(Archbell & Coplan, 2022).

Researchers examined how individual Cognitive Behavior Therapy (iCBT),

which uses the empty chair technique to update a particular memory of ENLE and

related imagery, affected university students' social anxiety in this study. The

effects of iCBT implementation on students' general self-efficacy and

psychological health are also examined. The current study involved eight university

students in total, six females and two males. Participants went to iCBT sessions

for 12 weeks. Utilizing the Liebowitz Social Anxiety Scale (LSAS), General Self-

Efficacy Scale (GSES), and Flourishing Scale (FS), participants' changes were

evaluated prior to the iCBT as well as one week, three months, and six months

following its conclusion. The findings show that, both clinically and statistically, the

individuals' social anxiety decreased.

In the study of Bianchi, et al. (2020) peer communication is negatively

correlated with social anxiety during adolescence, which has poor effects on social

functioning. It investigated how peer communication quality among adolescent

boys and girls was impacted by social anxiety and empathy dimensions. It was

proposed that perspective-taking, empathic concern, and social avoidance interact

in these three different ways. School-administered self-report questionnaires

evaluated peer communication effectiveness, general social avoidance, avoidance

 43
of novel social circumstances, empathy, care for others, and perspective taking.

Peer communication quality among girls was substantially correlated with

empathic concern and overall social avoidance. For males, however, we

discovered a three-way interaction between general social avoidance, empathic

concern, and perspective taking as well as substantial connections for avoidance

of novel settings, perspective taking, and general social avoidance. Social

avoidance in boys was adversely correlated with the effectiveness of peer

communication in the presence of low perspective taking and strong empathetic

concern. The negative connection between social avoidance and peer

communication quality in boys was considerably strengthened by a particular

dysfunctional type of empathy—low perspective taking and strong empathic

concern—suggesting that these adolescents are at risk for social functioning. On

the other hand, the same link was not significant for high vs low levels of

perspective taking and empathetic concern.

As mentioned by Koszycki, et al. (2016) a 12 week group mindfulness-

based intervention designed for people with social anxiety disorder was assessed

for its feasibility and initial efficacy (MBI-SAD). The intervention contains

components of the typical mindfulness-based stress reduction program, explicit

self-compassion training intended to foster a more accepting and kinder attitude

toward oneself, and the use of exposure procedures to assist participants in

practicing responding mindfully to internal experiences evoked by feared social

situations.
 44
A waitlist (WL) control group or the MBI-SAD group was chosen at random

for each participant. outcomes included self-rated depression, social adjustment,

mindfulness, and self-compassion, as well as clinician assessments of the severity

of the condition. It demonstrates the acceptability and viability of the MBI-SAD. In

terms of reducing the severity of social anxiety symptoms, depression, and social

adjustment, the MBI-SAD performed better than WL, respectively. The intervention

also improved aspects of mindfulness, such as being alert and observant, as well

as self-compassion. Gains from MBI-SAD treatment were still present after three

months.

Therefore, it implies that an MBI for social anxiety disorder that incorporates

explicit self-compassion training and mindful exposure is a workable and promising

intervention. The next stage is to assess the MBI-equivalence SAD's or

noninferiority to the gold standard of cognitive-behavioral therapy and to

investigate mediators and modifiers of treatment outcome.

In the study by Soul, et al. (2021) he concluded that children with and

without anxiety disorders, stimulant treatment for 12 weeks led to a significant

improvement in overall SCARED scores. SCARED subscales measuring

generalized anxiety, separation anxiety, and school avoidance all showed

significant declines, but those measuring panic and social anxiety did not. Both

children with anxiety comorbidities and those without saw a significant

improvement in their ADHD symptoms.

The effect of stimulants on anxiety domains has not been systematically

studied. The evaluations involved parental questionnaires (such as the ADHD

 45
rating scale and the Screen for Child Anxiety Related Disorders [SCARED]) and

side effect questionnaires that were filled out by a child psychiatrist at four different

time points (Child Adolesc Psychopharmacol, 2021). Stimulants have distinct

effects on anxiety domains, as we discovered. Treatment with stimulants is

generally safe in terms of the risk of anxiety exacerbation, even for ADHD kids who

have been diagnosed with comorbid anxiety disorders. Additionally, the existence

of anxiety symptoms or disorders has little impact on the positive effects of

stimulants on the primary symptoms of ADHD.

Furthermore, according to Yu (2022) social media are essential routes for

disseminating COVID-19 information. They have, however, hardly ever been

researched. The aim of he’s study was to analyze the links between three forms

of social media use (SMU): SM usage time, passive social media use (PSMU), and

active social media use (ASMU). It was shown that only ASMU could significantly

predict anxiety; PSMU and SM usage time did not predict anxiety, despite previous

research revealing that ASMU is connected with well-being and PSMU is

associated with negative emotions. The explanation could be that people who have

unfulfilled fundamental requirements may rely on ASMU to satiate their

relatedness, competence, and autonomy demands. However, due of its ongoing

exposure to COVID-19 news, ASMU is more prone than PSMU to be consumed

by anxiety. It addresses the pathways between SMU and coping methods were

comparable. In order to cope with stress, decrease worry, and downplay the

seriousness of problems, people may post items that suggest the pandemic is

slowing down or is not particularly frightening.

 46
Based on the study conducted by Foroughi (2022), social networking sites

(SNSs) are being used more and more often. It examined the relationship between

students' demands and Instagram addiction. Additionally, connections between

Instagram addiction and life happiness, academic success, depression, and social

anxiety were looked into. In the findings, Instagram addiction was fueled by needs

for amusement, social requirements, and recognition.

Information requirements, however, did not significantly predict Instagram

addiction. The results also showed that exercise has a moderating influence on

the relationship between social and entertainment demands and Instagram

addiction. The data also show that Instagram addiction has a favorable impact on

social anxiety and sadness while having a detrimental impact on academic

achievement. While social anxiety and depression had a detrimental impact on

students' life happiness, academic success was a favorable predictor of life

satisfaction. By examining the potential causes and effects of Instagram addiction,

the findings add to the body of existing literature.

According to Perez, et al. (2020), people with SAD were less likely to pass

every subject in their final year of obligatory schooling, be qualified for a vocational

or academic program in upper secondary education, and complete upper

secondary education. The results in adjusted sibling comparison models were

diminished but remained statistically significant.

 47
Synthesis

This section analyzed and highlighted the contrasts and similarities

between the current study and the researchers' compilation of numerous studies

and pieces of literature.

According to CUCARD (2019) and Clark, et al. (2021), they both stated that

social anxiety disorder could already impact children and adolescents because it

typically first manifests in adolescence, and these situations can start to manifest

as early as preschool. They examine how adolescents with social anxiety were

linked to poor educational achievement as social anxiety symptoms were

associated with a reduced concentration in class, including lower self-reported

grades, lower objective examination results, and difficulty completing assignments.

They found that adolescents with higher levels of social anxiety have difficulties

concentrating during class, which led to poorer academic outcomes. Ho &

Moscovitch (2022), on the other hand, adopted a different approach because the

retrospective reports of pre-pandemic social anxiety symptoms were predicted to

be present in an existing coronavirus. These symptoms included loneliness, fears

of negative evaluation, use of preventive measures, and affiliative outcomes. It

was also unclear whether these relationships were moderated by pre-pandemic

functional impairment and recent COVID-19-related stressors.

Furthermore, Lim, et al. (2016) claimed that social anxiety and paranoia

played a role in the relationship between loneliness and the symptoms of social

anxiety, paranoia, and depression in the general population. Similarly, the PsycInfo
 48
Database Record (2022) noted that social anxiety may be a potential precursor to

emerging mental health symptoms, just as it was the single predictor of future

loneliness. Even though these two applications were distinct, they both emphasize

that loneliness was known to be linked to a number of harmful physical effects,

including an increased risk of death and morbidity. Additionally, recognizing and

treating co-occurring social anxiety symptoms might lessen how severe loneliness

was.

Academic workload and a lack of social engagement, particularly around

exam time, were risk factors for stress and anxiety, as mentioned by Ishii, et al.,

(2018) Scholz, et al., (2016) & Schweizer, et al. (2018) agreed that spending a

significant portion of students' time on their academic activities and unpleasant

academic outcomes could affect their mental health. Additionally, having poor

marks can have a detrimental effect on a student's mental health, led to the

emergence of a social anxiety condition. Moreover, the researchers stated that

depression and related issues, including short-term memory loss and lack of

attention, were among the potential causes of low academic performance, which

made students anxious about performing poorly on examinations or in class.

Wittman, et al. (2020) noted that cognitive behavioral therapy (CBT) was

currently the preferred form of treatment. Psychoeducation and exposure-based

therapy can be combined to achieve long-lasting results, which can improve

patients' mobility and reduce their overall panic attacks. While, Cognitive Therapy

(2019), a CBT treatment, also claimed that patients learn different ways to react to
 49
thoughts and behaviors, which can help to lessen fear in various social situations

or interactions. In addition, the study of Strauss, et al. (2017) was also similar as it

highlighted a huge number of studies that underlined how cognitive-behavioral

components were helpful for people with social anxiety disorder.

The NHS (2019) and Nemours Kids Health (2020) both claimed that a

variety of anxiety disorders, including generalized anxiety disorder, separation

anxiety disorder, social anxiety disorder, panic disorder, selective mutism, and

particular phobias, can affect children and teenagers. The effects of these anxiety

disorders on children's school lives have an effect on how well they function

academically. In addition to selective mutism, a person who suffered from severe

anxiety disorder found it difficult to speak in specific social settings, such as among

classmates or distant relatives. A person who was physically incapable of speaking

at specific times, whether they were a child or an adult, was said to be selectively

silent.
 50
CHAPTER III

METHODOLOGY

This chapter presents the research procedures used in the study. It includes

the research design, subject of the study, sampling technique, data gathering

procedure and the statistical treatment of data.

Research Design

This part provides an overview of qualitative descriptive research. It aids in

answering the what, when, where, and how questions about rather than the why

of the research topic. The primary reasons for this design offered information about

a population's traits or phenomenon. Also, it familiarizes the reader with its

distinctive features and underlying philosophical presumptions, and discusses the

implications for mental health, in particular the social anxiety of University of

Batangas Grade 10 students.

There are two methods of qualitative analysis, thematic analysis and

content analysis and to examine their use in a mental health context. In the present

study, descriptive method is used. In which, according to Crowe (2015), Qualitative

techniques like thematic and content analysis are used for various types of

research. While content analysis is a direct portrayal of participants' responses,

thematic analysis offers an interpretation of participants' ideas. These methods

offer two ways of comprehending meanings and experiences and offer vital

information in the context of mental health.

Therefore, this methodology paper's goal is to introduce the qualitative

descriptive approach, which is a good fit for junior high school health sciences
 51
researchers because it can be used to a wide range of theoretical frameworks,

sampling methods, and data collection strategies (Colorafi, 2016).

Subject of The Study

This research study involved the participation of grade 10 students from the

University of Batangas. The researcher collected information from the subject head

in order to determine the overall number of possible respondents. This total

number was considered as the primary respondents. In addition, the researchers

will use the simple random sampling to ensure accurate findings and to eliminate

unconscious bias in the data that the researchers collect. The University of

Batangas of grade 10 students were chosen as the study's major respondents

because they would help in assessing the effects of social anxiety on the academic

performance of Junior High School students at the University of Batangas.

Data Gathering Instrument

As the primary method for acquiring data, the researcher mostly employed

interviews with the assistance of document analysis. This was the primary tool

used to produce the data required for this research investigation.

Interview. The researchers conducted a number of interviews with

students who had first-hand knowledge of the subject of our research in order to

collect data. The data was thoroughly evaluated to find important themes and

patterns after the interviews were conducted and transcribed. As a result of this

procedure, we were better able to comprehend the viewpoints and experiences of

 52
our interview subjects, which aided us in formulating conclusions and suggestions

based on the results of our research.

Construction of Interview. The researchers aim to utilize an interview. As

it has been established to be considerably more effective for the type of study we

are conducting. This approach to data collection was also selected by the

researcher because it is recognized for having fewer biases and being the least

expensive. Additionally, it encourages the open-minded choices that were made

available to take into account choices that were open-minded in relation to our

study and avoid bias in the data collection process. The fact that it is considerably

more comfortable to answer and open to possibilities while still being relevant to

and unique to the type of research the researcher is undertaking encourages the

respondents to be more cooperative.

Validation of Interview. The research evaluator was given access to the

built draft of the interview and asked to make any necessary changes. After a

preliminary review by the research evaluator, changes and comments will be

implemented. For additional review and confirmation, the amended manuscript

was distributed to a few specialists. For the purpose of improving the goods, the

comments and recommendations were also taken into account.

Administration of Interview. The target respondents received copies of

the research instruments once they had been finalized, after the school head of

the UBJHS department's clearance to conduct the study. The researcher has

chosen a time and location for the actual interview after receiving permission.

Students at UBJHS's grade 10 were the study subjects for the interview, which
 53
aimed to determine how adopting differentiated instruction would affect the

students who were struggling with social anxiety. Each participant had the

opportunity to talk and share their expertise and experiences about the use of the

aforementioned teaching methodology on campus. The researcher made notes on

the information obtained and prepared it for transcription and analysis.

Data Gathering Procedure

The researchers personally distribute the research instruments to the

respondents. The researcher used unstructured interview questions to obtain the

participants' emotions, feelings, and perspectives on the situation. Interviews can

be used to investigate specific experiences, points of view, opinions, or beliefs. As

the interview is a product of interaction between the researcher and the

interviewee, the settings and skills of the researcher are important to build a sense

of trust. The research protocol was followed to conduct the proper review before

data gathering. The respondents' identities and real names are not identified. The

purpose of the interview will be fully explained, and the interviewee will be assured

of the confidentiality of their responses. Interview guide questions will be given to

the participants, in order to give ample time for the interviewee to think and answer

the questions. Additionally, the researchers spent time and effort developing

questions with appropriate words and important details in order to serve the

intended respondents.
 54
CHAPTER IV

RESULTS AND DISCUSSION

In this chapter, the researchers' survey questionnaire data are presented,

evaluated, and analyzed. To facilitate comprehension, the data obtained were

presented in the order of the research objectives stated in the study. The findings

will be presented in connection to the study's purpose. The approach used to

analyze the data is previously discussed in the methodology chapter.

I. Common Social Anxiety Experienced by the Students

The table below shows the common social anxiety experienced by the

students.

Table 1
Common social anxiety experienced by the students

Statements Frequency Percentage

1. Shaky voice/hands/feet 8 80
2. Shortness of breath 6 60
3. Sweats easily 4 40
4. Nausea and vomiting 2 20
5. Disorientation 3 30
6. Cognitive impairment 3 30
7. Being stressed 10 100
8. Lacks critical thinking 6 60
9. Low self-esteem 7 70
10. Memory problems 6 60
11. Self-isolation 5 50
12. Fear of social situations 8 80
13. Fear of judgement 9 90
14. Fear of being humiliated 10 100
15. Burdened 3 30
 55
Most of the respondents said that they are stressed and fear of being

humiliated, tied as the most common social anxiety experienced by the students.

This is in accordance with the study of Scholz, et al. (2016) academic

responsibilities and a lack of social involvement, particularly during test period, are

risk factors of stress and anxiety. However, depression and associated issues such

as momentary memory loss and lack of attention are probable causes of low

academic performance, leading to students feeling stressed about their poor

performance in examinations or lectures. Moreover, the present study that

sultana, et al. (2021) insinuates that individuals with social anxiety experience fear

and humiliation, and avoid participation in new activities and even socialization

with other students or people. As a result, pupils are unable to attain their own

favorable academic performance. This results in poorer social and leadership skills

and complications in learning problems in the classroom and being unable to

overcome social anxiety. This might lead to a continuous effect of social anxiety

not just in their academic performance but also in their social life as it affects their

future decisions and behavior. Students might also experience loneliness and

other factors that contribute to social anxiety that make their social behavior worse.

The table below shows the kinds of panic attacks that the respondents feel

every time they experience social anxiety.

 56
Table 2
Kinds of panic attacks that students feel experiencing social anxiety

Participants Responses

Student 1 I have trouble breathing, concentrating, and remembering details.

Student 2 Negative thinking

crying…wanting to go home or seek help from the guidance
Student 3
councilors or friends.
Student 4 I do not experience panic attacks when experiencing anxiety.

Student 5 sweating, shaky voice, at sobrang bilis na tibok na puso.

fear of judgement, self-isolation, few or social situations,
Student 6
disorientation
I have a hard time breathing and i feel like the world is spinning
Student 7
around me.
The kind of panic attacks i feel when experiencing social anxiety
Student 8
are the feeling of Disincomfort
Student 9 Shaking and heart beating fast
I feel small infront of strangers and I start to doubt myself which
Student 10
leads to ignoring and trying to feel invisible in front of others

Social phobias are a mildly prevalent problem among students in both the

neighborhood and at school. With regard to the social phobia symptoms presented

by students, teachers are more likely to notice the physical and behavioral signs

of social anxiety than students. Since students only experience mild to moderate

social anxiety, there is no need for a professional or medical solution that teachers,

guidance counselors, staff, or other school officials cannot provide. The teachers

thought their pupils had a moderate level of this type of social anxiety, despite the

fact that the children appeared to have a low level of generalized social phobia.

The pupils have mildly encountered this type of anxiety with reference to a
 57
particular social phobia. This is in line with how the professors see things. This is

relevant to the response of Student 6, “fear of judgement, self-isolation, few or

social situations, disorientation” (Pecson, 2017).

According to the response of Student 10, “I feel small in front of strangers

and I start to doubt myself which leads to ignoring and trying to feel invisible in

front of others”. In the study of Ungar (2020) young individuals are most at risk for

social anxiety levels to rise. People who experience social anxiety anticipate

unfavorable judgments from others or believe their presence would make others

uncomfortable. Recognizing problems can also cause dread of routine tasks like

making phone calls or meeting new individuals. This may cause people to avoid or

limit their social connections. Students with social anxiety typically have fewer

friends as well. In order to assess whether rates of social anxiety are rising or

falling, the supported study looked at the prevalence of social anxiety among

young people from various nations.

In accordance to the response of Student 1, “I have trouble breathing,

concentrating, and remembering details.” Additionally, Student 7 has responded,

“I have a hard time breathing and i feel like the world is spinning around me.” Based

on the summary of the research of Drenckan, et al. (2020), the best approach to

characterize these symptoms is the three dimensions of respiratory, cardiac, and

vestibular/mixed somatic symptoms that patients diagnosed with panic disorder

commonly feel during a panic episode. Suffocation dread, anxiety sensitivity, and

specific fear cognitions are all variously associated with these three traits.
 58
Based on the response of Student 8, “The kind of panic attacks i feel when

experiencing social anxiety are the feeling of Discomfort.” In the summary of the

research of Longhurst (2019), the presence of overlapping sensations of dread,

joy, and anxiety. Your hands may begin to sweat, your heart rate may elevate, and

you may feel sick or disturbed in your stomach. Anything that causes you feel

discomfort or uneasy might make you nervous. They may be triggered by both

positive and negative situations, such as going on a first date, witnessing a funeral,

or attending a job interview.

On the other hand, Student 5 has mentioned, “sweating, shaky voice, at

sobrang bilis na tibok na puso.” In addition to what Student 9 has responded,

“shaking and heart beating fast.” This is also supported by the study of Ungar

(2020), which revealed people who experience social anxiety anticipate

unfavorable judgments from others or believe their presence would make others

uncomfortable. This may cause people to avoid or limit their social connections.

Socially anxious people are more likely to drop out of school early and earn less-

than-average degrees. They typically have fewer friends as well. More social

media use tends to increase digital visibility and connectivity, and more alternatives

for non-face-to-face communication are linked to higher levels of social anxiety.

A significant body of empirical research examines the traits, causes, and

future research that tackles the methodological aspects of post-event processing's

effects on social anxiety. In fact, a number of cognitively unsuitable activities

contribute to the detrimental effects of unfavorable self-imagery, negative self-

appraisals, and greater self-focused attention are all examples of post-event

 59
processing. This is similar to the response of Student 2, “Negative thinking”

(Heimberg et al., 2017)

According to Student 3, “crying…wanting to go home or seek help from the

guidance councilors or friends.” Based on the study of Buthman (2017), the

phenomena of crying are unmistakably connected to our evolutionary history as

social beings in history. Despite the fact that newborn crying is a global

phenomenon. It demonstrates the significance of such circumstances in

understanding the relationship between a key a psychological element with origins

in childhood and the outward emotional expression adults' tears expressed in

different ways.

Table 3
Students Experiences of being a Left-out Person
Participants Responses

Student 1 Yes, in fear of not being as good as others

No, because I choose my circle wisely and I make sure that they truly
Student 2
love and appreciate me.
Yes, I don’t know why I experience being left-out. It’s them who made
Student 3
me feel like I don’t belong in their group. It’s their choice no mine
Yes, when I don’t understand the current trends that others are talking
Student 4
about, I feel left out.
Yes, but not always. siguro na f-feel ko na lang sya napag hindi ako
Student 5
makasabay sa pinag-uusapan nila.
Yes, sometimes? maybe the reason is you are not on you own circle or
Student 6
people or not close enough to interact with other people?
Student 7 No, I don’t feel like i’m being left-out

Student 8 No.

Student 9 Yes, because I feel uncomfortable sometimes.

Yes, its something normal and cannot be avoided at times but I feel
Student 10
this mostly when I a with my friends or new people
 60
Initially 7 out of 10 respondents answered yes to experiencing the feeling of

being left-out. As mentioned by Student 1, “Yes, in fear of not being as good as

others.” Can be backed by the study of Ho & Moscovitch (2022) where it states

that people who struggle with social anxiety worry about others' opinions of them

and about exposing perceived defects in themselves. These people are said to be

more isolated and afraid of criticism, and they make more of an effort to form social

connections.

The response of Student 4, “Yes, when I don’t understand the current trends

that others are talking about, I feel left out.” Also, Student 5 has mentioned, “Yes,

but not always. siguro na f-feel ko na lang sya napag hindi ako makasabay sa

pinag-uusapan nila.” Both of these statements can be supported by the study of

Carpentire et al., (2016) people who were seen as less trendy were more likely to

be shunned from social situations. Additionally, they were more likely to mention

feeling isolated and lonely. The study also discovered that participants were more

likely to get unfavorable social judgments when they were viewed as being less

trendy. They were more likely to be viewed as uninteresting, uncool, and awkward

in social situations.

The responses above have some relation with the response of Student 3

which states, “Yes, I don’t know why I experience being left-out. It’s them who

made me feel like I don’t belong in their group. It’s their choice no mine.” This can

be supported by the study of Heatherton et al., (2016) where they examined the

social psychology of feeling left out. The tendency to focus on the negative aspects

of oneself and other people, the conviction that one is not loved or accepted, and
 61
the idea that one is being excluded from social groups. The review concludes by

discussing the behavioral effects of feeling excluded, such as the propensity to

avoid social engagement, the propensity to participate in dangerous or destructive

behaviors, and the tendency to become more violent.

The responses of Student 10, “Yes, its something normal and cannot be

avoided at times but I feel this mostly when I am with my friends or new people,”

and Student 6 responded, “yes, sometimes? maybe the reason is you are not on

you own circle or people or not close enough to interact with other people?” can

both be supported by the study of Gervais et al., (2017) where it is discovered that

meeting new people can result in emotions of social exclusion and loneliness.

People who were already experiencing loneliness or social exclusion were more

likely to experience these unpleasant emotions strongly. Additionally, they

discovered that social networks might shift as a result of meeting new people.

As stated by Student 9, “Yes, because I feel uncomfortable sometimes.”,

can also be supported by Gervais et al., (2017) showed that people who felt

uncomfortable in social situations more often were more likely to report feeling

lonely and socially excluded. These negative feelings were particularly strong for

people who were already feeling lonely or socially excluded. Gervais also found

that people who felt uncomfortable in social situations were more likely to report

having new friends and less likely to report having close friends.

Contrary to all previous response of Student 8, “No,” Likewise, to the

response of Student 7, “No, I don’t feel like i’m being left-out,” and Student 2, “No,

because I choose my circle wisely and I make sure that they truly love and
 62
appreciate me.” The responses above shows that they didn’t experience the

feeling of being left out because they have their own friend circle they are

comfortable with. This can further be supported by Gervais et al., (2017) whose

findings demonstrated that individuals with a large network of close friends were

less likely to experience social isolation. These results imply that buddy networks

can significantly contribute to lowering sentiments of social exclusion.

The table below shows the perception of students when they speak in the

presence of other people.

Table 4
Perception of students when they speak in the presence of other people

Participants Responses

Student 1 Scared at their judgement.

I am scared and shy when I speak to them. I don’t really know
Student 2
what to do.
I felt excited when it is with my friends, but with “other” people, I
Student 3 feel shy to make conversation with them because I often think
that I might offend them with what will I say.
As someone who is shy meeting other people, I feel anxious
Student 4
whenever I try to talk to new people.
Nervous, syempre. To the the point na parang wala ng words na
Student 5
lumalabas sa bibig ko.
Student 6 Maybe depends in situation but most of the times its okay?

Student 7 I sometimes feel shy.

If I feel comfortable with them I feel free and can be loud as I
Student 8
want.
I stutter most of the time because I feel like I’m trying hard to fit
Student 9
in.
I can’t help but feel shy, even when reciting at ass I get a mental
Student 10
block immediately and for some reason I can’t think straight.
 63
The overall findings of the transcription above show that most students felt

shy in the presence of other people. According to the response of Student 3, “I felt

excited when it is with my friends, but with “other” people, I feel shy to make

conversation with them because I often think that I might offend them with what

will I say”. Same as the response of Student 4, “As someone who is shy meeting

other people, I feel anxious whenever I try to talk to new people”. Student 2

response also added that “I am scared and shy when I speak to them. I don’t really

know what to do”. It is also affiliated with the response of Student 7, as she has

mentioned that “I sometimes feel shy”. The responses of the participants also have

relation to what Student 1 has answered, “Scared at their judgement”. The result

of the transcription found a connection from the study of Sherman (2020), being

shy might make a person more sensitive to the sentiments and emotions of others.

Many shy people are unusually sympathetic toward others and concerned about

how others feel, which is likely due to their sensitivity and listening abilities. In fact,

they're frequently regarded as the best finest friends. Moreover, individuals are

also scared to be judged by other people when they speak in the presence of

others.

On the other hand, Student 10 has answered that "I can’t help but feel shy,

even when reciting at class I get a mental block immediately and for some reason

I can’t think straight". Likewise, to what Student 5 has experienced, as the

respondent states, "Nervous, syempre. To the point na parang wala ng words na

lumalabas sa bibig ko". The study of Sherman (2020), connects to the responses

of the participants. As it is also stated that even the first day of school, meeting a
 64
new person, or speaking in front of a group for the first time are examples of new

and unexpected events that might make someone feel nervous. Furthermore, this

is also the reason why other people get nervous or shy towards a new group of

individuals.

The response of Student 9, “I stutter most of the time because I feel like I’m

trying hard to fit in” is an indication that people suffering from social anxiety disorder

(SAD), may stammer in social circumstances which makes them feel uneasy.

Additionally, stuttering can also happen when a person is under a lot of emotional

stress. This includes situations in which people believe they must fit in. If

individuals simply feel anxious they start to stutter. (Cuncic, 2020).

Other respondents contradicted the idea of Sherman (2020). As Student 8

believed that "If I feel comfortable with them I feel free and can be loud as I want."

The study of Hutchings (2017), revealed that some people immediately felt

comfortable towards the presence of others when communicating because being

a nice person and gracious to everyone you meet makes a person effortlessly

comfortable. The response of Student 8 is related to what Student 6 has answered,

“Maybe depends in situation but most of the times its okay?”. BBC (2023), agreed

with the participants as the researchers of this study have discovered that people

often feel more comfortable being honest and open about their inner selves with

strangers than with their friends and families. Particularly in situations where they

know they will never see the person again. In fact, it can be simpler to open up to

them and feel convenient towards their companionship. For the reason that those

interactions are brief and have no long-term impacts.

 65
II. Effects of Social Anxiety to Student’s Academic Performance.

The table below shows the effects of social anxiety to students’ academic

performance.

Table 5
The Effects of Social Anxiety in the Interest and motivation to learn

Statements Frequency Percentage

1. Cramming 7 70
2. Seeks attention 4 40
3. Frustration 8 80
4. Struggling 9 90
5. Difficulty in concentration 7 70
6. Substance misuse 0 0
7. Fear of being unsuccessful 8 80

Based on the interview questionnaire with a total of 90%, students were

struggling when they experience social anxiety, which affects their interest and

motivation to learn and influences the student's academic performance. According

to the article that was published by Mirror Review (2023), students who suffer from

social anxiety face several challenges that might hinder students’ ability to study

in a traditional educational environment. Students frequently struggle to

comprehend the subject and engage in conversations, and they may even be

hesitant to succeed in school due to their self-consciousness.

2.1 Interest and motivation to learn.

The table below shows how social anxiety affects students’ way of learning

in school.
 66
Table 6
Social Anxiety Affecting Students Way of Learning

Participants Responses

Student 1 I have trouble presenting in the class.

Student 2 It makes me unable to ask for help when its needed

I tend to listen to the discussion but when the teacher asks
question, even though I know the answer, I feel like I don’t know
Student 3
the answer and I don’t want to answer, because of the takot rin
to make mistake.
Student 4 It makes me hesitant to try things and prevents me from learning.
Siguro ano… ‘yung time na dapat nagle-learn ako ay ang
Student 5
ginagawa ko ay mag-overthink because of that social anxiety.
Student 6 Cramming, seeks attention, frustration, struggling
It prevents me from asking questions about the things I don’t
Student 7
know.
Student 8 It can be a little distracting sometimes

Student 9 I don’t have motivation in doing my assignments

It holds me back in terms of participating for programs with a lot
Student 10
of people, it limits my opportunities for extracurricular

From the table above, all 10 respondents claimed that most students think

social anxiety negatively affects their way of learning. According to Student 2

response, "It makes me unable to ask for help when its needed." Identical to the

response of Student 3, "I tend to listen to the discussion but when the teacher asks

question, even though I know the answer, I feel like I don’t know the answer and I

don’t want to answer, because of the takot rin to make mistake." These responses

are also related to Student 4 response "It makes me hesitant to try things and

prevents me from learning." Also, to the response of Student 7, "It prevents me

 67
from asking questions about the things I don’t know." This shows how students

build up low self-esteem and confidence in answering or reciting around other

people. This can be implied from the study of Ratanasiripong, China, & Toyama

(2018), who emphasized that self-esteem, self-confidence, personality types, and

loneliness are the potential psychological factors that are associated with social

anxiety disorder among university students. Students who have a lower level of

self-esteem are more susceptible to developing anxiety and depression.

In regards to these responses, the similarity of Student 1 response,” I have

trouble presenting in the class.” Likewise, Student 8 has responded, “It can be a

little distracting sometimes”, as it is also related to the response of Student 10, “It

holds me back in terms of participating for programs with a lot of people, it limits

my opportunities for extracurricular”. With this judgment, it can be applied to the

study of Clark, et al. (2021), anxiety has a negative impact on focus. Additionally,

it was discovered that social anxiety symptoms were linked to less peer support,

which in turn resulted in less social engagement and eventually lower grades. In

fact, people with social anxiety avoid participating in classroom and peer learning

activities, which makes it harder for them to succeed in school. Also, people with

social anxiety tend to focus more on how others see them when they are in

challenging social circumstances.

In accordance with the same claim of Student 5 has responded, "Siguro

ano… ‘yung time na dapat nagle-learn ako ay ang ginagawa ko ay mag-overthink

because of that social anxiety." Identical to the response of Student 6, "Cramming,

seeks attention, frustration, struggling" which relates to the response of Student 9,

 68
"I don’t have motivation in doing my assignments". These kinds of behavior or

actions by most of the students can be supported and solved by the study of

Cognitive Therapy (2019), as CBT treatment implicates the patient learning

different ways to respond to thoughts and behaviors, which can aid in diminishing

fear in various social situations or interactions. This antidote helps people learn

social skills by involving active treatment and behavioral homework assignments.

The table below shows the different coping mechanism of students when

they experience mental block in school or other places.

Table 7
Different Coping Mechanism When Experiencing Mental Block

Participants Responses

Student 1 I try to breathe slowly and focus.

Student 2 I try to relax my self by slowly breathing

Student 3 Nervousness

Student 4 I listen to music which calms me down.

ikakalma ko yung sarili ko, pikit sandali then kapag ayos na,
Student 5
unti-unti ko uling ibabalik yung dapat kong gawin or sabihin.
Student 6 pause for a while or rest

Student 7 Stop what im doing and calming myself down.

Student 8 I usually think of my happy place

Student 9 I rest my mind for a few minutes and then try again

Student 10 It’s something I still cant figure out an how to handle

In regards to Student 1 response, “I try to breathe slowly and focus.” Related

towards the response of Student 2, “I try to relax my self by slowly breathing”. The
 69
responses have a connection to the study of Drenckan, et al. (2020), the most

common way to characterize these symptoms is the three dimensions of

respiratory, cardiac, and vestibular/mixed somatic sensations that people

diagnosed with panic disorder commonly experience during a panic attack.

Suffocation dread, anxiety sensitivity, and specific fear cognitions are all variously

associated with these three traits. Also, according to the study of Heatherton, et

al., (2016), A focus on social psychology, the cognitive, emotional, and behavioral

implications of feeling excluded from a group.

As mentioned by Student 5, “ikakalma ko yung sarili ko, pikit sandali then

kapag ayos na, unti-unti ko uling ibabalik yung dapat kong gawin or sabihin.” this

has similarity to the response of Student 7, “Stop what im doing and calming myself

down.” The responses above are relevant to the study of NHS (2019), a person

with selective mutism, whether they are a child or an adult, does not choose not to

speak at particular times; they are physically unable to do so. When one

anticipates communicating with a certain individual, they feel a freeze response

and panic-like sensations, similar to a severe case of stage fright. With time, the

individual will be able to identify the situations that cause this distressing reaction

and develop the skills needed to avoid them. Persons with selective mutism, on

the other hand, can speak freely to specific persons, such as close family and

friends, when there are no other people nearby to trigger the freeze response.

In regards to what Student 3 has mentioned “Nervousness”. Based on the

study conducted by Longhurst (2019), everyone feels nervous. It has an

overlapping sense of fear, exhilaration, and anxiety. Your pulse rate can rise, your
 70
hands might start to perspire, and you might get that queasy, uneasy feeling in

your stomach. Nervousness can result from anything that makes you feel uneasy

or afraid. They can be triggered by both positive and negative experiences, such

as going on a first date, going on a job interview, or going to a funeral.

According to the study of Brennan (2021) a powerful music can let your

tension out by bopping around your room to your favorite tunes or had a good

weep when listening to a tender love ballad. If people feel sad or anxious, music

can make people feel better. A strong tool for managing stress and mood is music.

Listening to peaceful music can help people relax if they’re tense or anxious. You

can utilize music to improve your mental health with the assistance of music

therapists. This kind of therapist studies how to employ musical composition and

listening to assist patients in comprehending and regulating their emotions. Music

therapy is tailored to the needs of the individual, much like conventional mental

health counseling. Related to the response of Student 4, “I listen to music which

calms me down.”

In regards to Student 6 response, “pause for a while or rest”. Related

towards the response of Student 9, “I rest my mind for a few minutes and then try

again”. The responses have a connection to the study of Heinrichs et al., (2021),

resting-state brain changes in individuals with social anxiety disorder helps to calm

their nerves. The data that has been collected by the said author has been

conflicted and inconclusive, but a deeper comprehension of the neuroscience

underlying this condition may help guide efforts to improve diagnostic precision
 71
and therapeutic goals. Resting-state functional activity and connectivity in social

anxiety disorder as well as associations between brain and symptomatology.

According to Student 8, “I usually think of my happy place”. The response

above is relevant to the study of Bhullar & Hafeez (2016), the review claims that

feeling excluded is a complex emotion influenced by a variety of factors, including

individual preferences, social context, and life events. Furthermore, According to

Burn (2022), it's beneficial to consider what your favorite place(s) can reveal about

your psychological needs and ideals. They might serve as a reminder of the

advantages of a location, encouraging you to visit there again, or it can act as

motivation for people to look for a nearby location that can satisfy your

requirements. When you use your "happy place" as part of the meditation

technique called guided imagery, which can reduce stress-related thoughts and

feelings.

In addition, according to the study of Abraham (2020) anxiety is more often

a chronic illness that you live with every day, there are instances when it can get

so bad that it interferes with your ability to concentrate, lead to muddled thinking,

and more. Sometimes delirium is used to describe each of these signs. However,

it's unclear if that is the accurate prognosis. A strong panic attack may cause a

person to feel as though they have briefly lost contact with reality and find it difficult

to concentrate on anything outside their fear. Furthermore, according to the study

of Folk (2021), mental confusion might occur infrequently, frequently, or

continuously throughout the day. Generalized anxiety disorder are frequently

accompanied with perplexity, mental confusion, and bewilderment. This is related

 72
to the response of Student 10, “It’s something I still cant figure out an how to

handle”.

The table below shows the different challenges experience by the students

when learning or studying.

Table 8
Various Challenges Students Face When Learning or Studying

Participants Responses

Student 1 Low self-esteem about scores and grades

I usually feel tired and mental block hits me often. I sometimes
Student 2
don’t have the strength to start anything
Student 3 I sometimes forget them
It is a challenge for me to study if many things such as chores
Student 4
and activities keep me from learning
Student 5 Failure sa pagba-balance ng time ko, cramming

Student 6 Cramming or procastination

Student 7 I procrastinate a lot

Student 8 A lot of stress

Student 9 Having a hard time concentrating

Missing out academic opportunities and failing to meet/make
Student 10
new friends

Above the table, all 10 students are likely to be struggling when handling

the challenges of learning or studying. Student 1 responded, "Low self-esteem

about scores and grades", related to Student 2 response, "I usually feel tired and

mental block hits me often. I sometimes don’t have the strength to start anything"

also the response of Student 3, "I sometimes forget them". The similarity of the 3
 73
responses connects to the response of Student 8, "A lot of stress" and to the

response of Student 9, "Having a hard time concentrating". Half of the respondents

claimed that the reason they are struggling when learning or studying is because

of the stress they are experiencing, which leads to mental blocking and a lack of

motivation or exhaustion. This kind of situation is supported by the study of Clark,

et al. (2021), with social anxiety are linked to poor educational achievement as

social anxiety symptoms are associated with reduced concentration in class,

including lower self-reported grades, lower objective examination results, and

difficulty completing assignments. It demonstrated the detrimental effect of anxiety

on concentration. Besides, they found that social anxiety symptoms were

associated with lower peer support, which led to lower social engagement and then

lower grades.

However, the other half of the respondents claimed about the struggle of

procrastination and the busyness of an individual which leads to cramming the

activities and studies. According to Student 5 response, “Failure sa pagba-balance

ng time ko, cramming” and the response of Student 6, “Cramming or

procrastination”, These relate to the response of Student 7, “I procrastinate a lot”.

With these 3 responses, they connect to the response of Student 4, “It is a

challenge for me to study if many things such as chores and activities keep me

from learning” and the response of Student 10, “Missing out academic

opportunities and failing to meet/make new friends”. These situations can be

supported by the study of Ishii, et al. (2018), spending a significant portion of

students' time on their academic activities, and unpleasant academic outcomes

 74
can affect their mental health. Also, receiving lower grades can negatively

influence students’ mental health, inducing them to develop a social anxiety

disorder. Academic workload and lack of engagement in social activities,

especially during exam time, are risk factors for stress and anxiety. However,

depression and associated problems such as temporary memory loss and lack of

concentration are the possible reasons for poor academic grades, leading to

students feeling stressed about their poor performance in their exams or classes.

2.2 Submission of written and performance outputs

The table below shows how social anxiety affects students’ submission of

written and performance outputs.

Table 9
The Effects of Social Anxiety in the Submission of written and
performance outputs

Statements Frequency Percentage

1. Procrastination 9 90
2. Intense fear of interacting 8 80
3. Public embarrassment 9 90
4. Poor social skills 7 70
5. Lack of creativity 7 70
6. Time pressured 4 40
7. Not doing heavy requirements 6 60

Most of the students experience procrastination because of social anxiety

and felt public embarrassment in submitting their written and performance outputs.

This is based on the computed tallied scores with a total of 9 responses. The

results are supported by the study of Shatz (2023), academic procrastination

 75
arises when anxiety and perfectionism overwhelm pupils' self-control and

motivation. However, this is not always the case, a lack of expertise can sometimes

lead to procrastination. Also, if a student fails a lot of performance tasks and written

work, they may get anxious about future tasks or examinations in that subject,

causing them to procrastinate. On the other hand, Maeda (2017), claimed that the

mix of humiliation and dread resulted in students keeping their thoughts to

themselves, minimizing students’ expressiveness, and avoiding social connection

with their classmates.

Table 10
Perception on the Factors that Affects Students in Accomplishing Written
and Performance Outputs

Participants Responses

Student 1 Fear of not getting a good score, and disappointing classmates.

The noisy and unpleasant sound and happenings around me
Student 2
affects me much.
Student 3 Lack of time management, lack of motivation, uninterested
Factors such as unexpected family events affect accomplishing
Student 4
written outputs while anxiety affects performance outputs.
Dahill nga sa poor time management ko, procrastination is one
Student 5
factor.
Student 6 Procrastination

Student 7 I can’t think straight so I can’t start doing the tasks.

Student 8 All of the distractions at home

Student 9 Procrastination
Anxiety affects me more on performance outputs since I have a
Student 10
hard time socializing & is very shy about what others think of me
 76
While many kids find inspiration and opportunities for personal growth at

school, the pressures of the classroom can often cause stress and mental health

problems. On the other hand, mental health issues might make schoolwork

difficult. For instance, Student 6 has responded, “Procrastination” and Student 9,

“Procrastination”. Spending a significant portion of students' time on their

academic activities, and unpleasant academic outcomes can affect their mental

health. Also, receiving lower grades can negatively influence students’ mental

health, inducing them to develop a social anxiety disorder (Ishii, et al., 2018).

As explained by Ahmadi, (2017) time management training is of great value

in relieving negative emotions and improving subjective well-being. However,

Student 3 responded, “Lack of time management, lack of motivation, uninterested”.

Similar to this is as stated by Student 5 with, “Dahil nga sa poor time management

ko, procrastination is one factor.” As explained by a student's ability to manage

their time effectively is one of the factors that contribute to their academic

achievement; their desire to succeed is known as academic motivation. One

strategy that might have a significant impact on students' anxiety and academic

motivation is time management. On the contrary, Student 4 has said that, “Factors

such as unexpected family events affect accomplishing written outputs while

anxiety affects performance outputs.” The concept of time is described as a

challenge in students' socio-academic lives. Calendars full of schedules and

deadlines while also trying to manage social life is a difficult task for a graduating

student.
 77
In addition to this, Student 1 stated, “Fear of not getting a good score, and

disappointing classmates.” Which can be associated with the study of Khatri (2021)

which claims that social anxiety tends to affect one’s life by producing low self-

esteem and negative thoughts. It can also increase sensitivity to criticism and

escalate the likelihood that poor social skills cannot be improved.

As we all know Covid-19 has affected us throughout our life especially in

work or in this case in school. We were forced to continue studying online or

modular which has a positive but also a negative effect in both academic and

mental stability of students. Like what Student 8 has stated, “All of the distractions

at home”, students are more anxious in distance learning, considering that people

are unable to talk or share their ideas. On a regular basis, it has been concluded

that the majority of the students felt anxious as a result of challenges encountered

during admission including a lack of connection with instructors. All of these

elements contribute to students' anxiety and academic success in distant learning.

(Ajmal and Ahmad, 2019)

In accordance to what Student 7 has stated, “I can’t think straight so I can’t

start doing the tasks.” There is a possibility that they are experiencing a freeze

response which is the feeling of terror when conversing with particular individuals,

much like a severe case of stage fright. The person will learn to recognize the

conditions that cause this distressing reaction and will learn to take all necessary

efforts to avoid them. In contrast, when no one else is around to cause the freeze

response, people can communicate freely to certain individuals, such as close

family and friends (NHS, 2019).

 78
On the other hand, Student 2 encounter different factors such as, “The noisy

and unpleasant sound and happenings around me affects me much.” The most in

demand quality in students is focus. The inability to shift from being a passive

listener to an active participant is largely caused by the abundance of distractions.

There is a clear negative impact on children and teenagers from their frequent use

of computers and phones. This problem is even worse when pupils are enrolled in

totally online courses where independence and accountability are key success

factors (Gillick and Magoulias, 2020).

Table 11
Factors of Social Anxiety that Affects Students submission of written works
on the given set of deadlines

Participants Responses
I have trouble passing on time in fear of not doing well enough
Student 1
and getting judged.
It sometimes makes me hesitate to pass activities cause of the
Student 2
thought that it might be wrong
Student 3 Having trouble passing activities/requirements on time.

Student 4 It makes me feel that what I did is not good enough or wrong
Haha! Madalas ako mag-break down (effect of anxiety) kaya it
Student 5
affects din sa pagsu-submit ko.
Student 6 It affects my submission and I fall a lot behind

Student 7 It doesn’t really affect my submission.

Makes the submission of written works difficult to other student’
Student 8
s due to pressure
Student 9 The thought of getting a low grade

Student 10 I overthink about getting a low grade or failing the subject

 79
From the transcription above are the results how social anxiety affects

students in submitting their written works on the given set of deadlines. According

to Student 1 response, “I have trouble passing on time in fear of not doing well

enough and getting judged” which has connection to Student 2 response “It

sometimes makes me hesitate to pass activities cause of the thought that it might

be wrong” Also, Student 3 added that “Having trouble passing

activities/requirements on time”. The thought of getting judged or doing something

wrong makes it difficult for them to complete their activities or requirements on

time. This can be supported by the study of Ho & Moscovitch (2022), people who

struggle with social anxiety worry about receiving criticism negatively and showing

others their perceived imperfections. As stated by Khatri (2021), low self-esteem

and negative thinking are typical effects of social anxiety. It may also raise

sensitivity to criticism and increase the risk that weak social skills will remain

unimproved.

Related with the response of Student 4, “It makes me feel that what I did is

not good enough or wrong”. This can be supported by Hasan (2020), the effects of

these anxiety disorders on students' school lives have an effect on how well they

function academically. They stated that some students worry about a variety of

issues, including homework, exams, and making mistakes. It makes it challenging

for kids to concentrate in class. Students who have social anxiety disorder

constantly fear that they may say or do something wrong that would sound or

appear unusual to others.

 80
The response of Student 9, “The thought of getting a low grade” and Student

10 has responded, “I overthink about getting a low grade or failing the subject” are

linked to the study of Scholz et al. (2016), stress and anxiety are risk factors for

academic stress and a lack of social interaction. Anxiety and its related issues,

such as momentary memory loss and lack of focus, are thought to be the possible

causes of low grades, which makes students anxious about how they perform on

examinations or in class. Furthermore, in the study of Ishii, et al. (2018), the

amount of time students devote to their studies and poor grades might have an

impact on their mental health. Additionally, getting poor grades might harm kids'

mental health and cause them to have social anxiety disorder.

The response of Student 5, “Haha! Madalas ako mag-break down (effect of

anxiety) kaya it affects din sa pagsu-submit ko.” This is similar to the replies of

Student 6, “It affects my submission and I fall a lot behind” and Student 8, “Makes

the submission of written works difficult to other student’s due to pressure”. The

participants' responses are connected to the study of Clark, et al. (2021) social

anxiety among adolescents make it harder for them to concentrate in class and

complete activities, which has a negative impact on their academic performance.

As social anxiety symptoms are linked to decreased concentration in class, lower

reported grades, lower objective examination scores, and trouble completing

assignments, they examine how adolescents with social anxiety are linked to poor

educational accomplishment.

On the other hand, Student 7 has responded “It doesn’t really affect my

submission.” which supported the study of Tus (2021), there have been studies on
 81
both academic success and mental health. The results of the study showed

that more than half of the participants experienced moderate to serious degrees of

sadness, stress, and anxiety. The relationship between severe negative mental

health symptoms and academic achievement was therefore not statistically

significant. Even experiencing significant levels of mental illness, students can still

achieve excellent academic success. However, it is important to regularly address

students' mental health and offer them support in dealing with difficulties in life.

Table 12
Social Anxiety Affecting Students Cooperation and Socialization with other
People, Especially During Group Activities

Participants Responses

Student 1 I have trouble communicating with my groupmates.

By suggesting ideas and following the orders of the others or the
Student 2
leader
Student 3 Sharing suggestions and ideas
I try to come up ideas if it is something I know and I obediently
Student 4
follow if it is not
It’s hard actually, pero lagi kong pina-prioritize ay matapos na
Student 5 agad yung specific activity. Kaya madali din akong maki-
cooperate
Student 6 I have a lot of hard time

Student 7 I try talking to people in the group who I am comfortable with

I socialize with other people especially during group activities I
Student 8
talk to them till I can be comfortable with them
Student 9 I fear with communicating with other people

Student 10 I try to communicate when it is needed

 82
According to the response of Student 2, “By suggesting ideas and following

the orders of the others or the leader” which is identical to the response of Student

3, “Sharing suggestions and ideas” also the response of Student 4, “I try to come

up ideas if it is something I know and I obediently follow if it is not” creating an idea

and suggesting it to others is their method of cooperating and socializing with other

students. These responses has a connection with the study of Flournoy and Vazire

(2016), people with social anxiety were more likely to collaborate and contribute

their ideas when they felt that others would value them. This held true particularly

for those who demonstrated a high social value orientation, a personality trait that

denotes care for the well-being of others. In fact, social anxiety may encourage

people to collaborate and express their ideas in order to win over others'

acceptance and prevent rejection. Also, social value orientation may intensify this

effect because those who have high levels of it are more inclined to value other

people's perspectives and want to contribute effectively to the group.

However, other respondents stated that it is a struggle to communicate with

other people. According to Student 1 response, “I have trouble communicating with

my groupmates.” has a correlation with the answer of Student 9, “I fear with

communicating with other people”. The participant’s responses are related to the

study of Sultana, et al. (2021), people who have social anxiety show fear and

humiliation, avoiding group activities and being unable to accomplish their own

desired levels of academic success and specific interpersonal objectives. As a

result, students develop worse social and communication skills and experience

more challenging learning issues in the classroom.

 83
Based from the response of Student 6, “I have a lot of hard time” Likewise,

to the statement given by Student 5, “It’s hard actually”. Clark, et al. (2021) states

that people with social anxiety refuse to engage in classroom and peer learning

activities, which makes it harder for them to thrive in school.

A study stated by Simplilearn (2023), students who properly manage their

time and prioritizes their works develop greater confidence, organization, and

learning capacity. Utilizing time management strategies can help students stay on

task and manage the stress of new activities. This is proven by the response of

Student 5, “pero lagi kong pina-prioritize ay matapos na agad yung specific activity.

Kaya madali din akong maki-cooperate”.

The response of Student 7, “I try talking to people in the group who I am

comfortable with” is Identical to the response of Student 8, “I socialize with other

people especially during group activities I talk to them till I can be comfortable with

them” has a correlation with the study of Beitra (2023), people who struggle with

social anxiety may usually engage easily with family, a few close friends, or those

with whom they are already comfortable. Meeting new people, conversing in a

group, or speaking in public may all become terrifying experiences for people who

are extremely timid.

2.3 Results of the quarterly assessment

The table below shows the effects of social anxiety in the results of the

quarterly assessment
 84
Table 13
The Effects of Social Anxiety in the Results of the quarterly
assessment

Statements Frequency Percentage

1. Self-conscious 7 70
2. Depression 6 60
3. Fear of failure 10 100
4. Negative evaluation 7 70
5. Worries about others getting higher grades 7 70

The researchers of this study discovered that with 10 respondents, the data

gathered resulted in a total of 10 tallied scores in “fear of failure”. This means that

students who are socially anxious feel frightened about failing their quarterly

assessments. It is said by Chandrashekar (2023), students spend their school and

college years fearing examinations, and as a result, they suffer from long-term

anxiety as they deal with challenging situations. Also, assessments cause people

to have restless nights and days filled with stress and anxiety. In fact, the fear of

failing examinations occurs for a variety of reasons. Difficulty in studying, fear of

particular courses of study, parental and teacher expectations, lack of confidence,

and difficulty to focus are all factors that contribute to students' feelings of anxiety

and depression.

The table below shows the perspective of students towards overthinking

about something like exams, things, etc.

 85
Table 14
Perspective of Students towards Overthinking about something like
Exams, Things, etc.

Participants Responses
I feel worried that I might disappoint other people with my
Student 1
performance and get judged.
Student 2 I calm my self as much as possible. I pray to help me survive.

Student 3 Feeling or wanting to have motivation but kind of don’t want.

It makes me mental block during the said exams which lowers my
Student 4
scores and grades.
Student 5 nakaka-iyak talaga sya! Feel ko tinatalikuran na ako ng universe.

Student 6 i feel depressed or sad

Student 7 I feel thrilled

Student 8 I feel stress when i overthink of something

Student 9 I’m scared to disappoint my family

Student 10 I feel helpless and stupid and also very overwhelmed

The response of Student 1 was, " I feel worried that I might disappoint other

people with my performance and get judged.” Has some resemblance with what

Student 9 has mentioned, “I’m scared to disappoint my family”. Which can then be

related to the study of Ungar (2020), where according to them people who

experience social anxiety anticipate unfavorable judgments from others or believe

their presence would make others uncomfortable or be disappointed.

The response of Student 5, “nakaka-iyak talaga sya! Feel ko tinatalikuran

na ako ng universe,” which can be interpreted as lack of self-esteem or

disheartened, has some connection with the response of Student 6, “I feel

 86
depressed or sad”. Both of which can be related to the study of Ratanasiripong,

China, & Toyama (2018), states that students who are less confident in themselves

are more prone to experience social anxiety and depression.

On the other hand, bases from the response of Student 4, “It makes me

mental block during the said exams which lowers my scores and grades.” This

supports the study of Sultana, et al., (2021), which aims to vary degrees of social

anxiety that have an impact on academic ability. Additionally, the medium group

outperformed the high social anxiety group in terms of academic achievement,

while the low social anxiety group outperformed both the high and medium groups.

It could be argued that social anxiety is inversely related to kids' academic success.

People who have social anxiety disorder exhibit dread and shame and refrain from

engaging in novel activities. Through group work or in-class discussion, they are

unable to attain their own desirable academic success and unique interpersonal

goals. This leads to worsened social and leadership abilities and makes it more

difficult for students to study in the classroom.

As stated by Student 8, “I feel stress when i overthink of something”, This

can be supported by the idea of Bhullar (2019), found that anxiety and overthinking

had a favorable correlation with stress. Overthinking and anxiousness were also

positively associated. These results imply that anxiety and stress may contribute

to the emergence of overthinking.

According to the study of Couto, et al., (2016), the participants described a

range of positive experiences associated with overthinking, including feeling

 87
excited and engaged when faced with new challenges. Corresponded to what

Student 7 has mentioned, “I feel thrilled”.

The feedback of Student 2, “calm my self as much as possible. I pray to

help me survive.” Can be supported by the study of Brown et al., (2016), where the

study’s findings revealed that overthinking and anxiety can be effectively managed

with mindfulness meditation.

And finally, the response of Student 3 states, “Feeling or wanting to have

motivation but kind of don’t want.” Can be interpreted as laziness or procrastination

and can be backed by the study of Bruny, et al., (2016) where they found a link

between overthinking and higher degrees of procrastination. Increased levels of

negative emotions, such as anxiety and guilt, were also linked to overthinking.

Also, procrastination can result from overthinking due to a process called self-

regulation depletion. Overthinking depletes a person's capacity for self-regulation.

Students may find it challenging to concentrate and avoid being distracted as a

result.

The table below shows the comfort of the students with their family, friends,

and strangers.
 88
Table 15
The Comfort of the students with their Family, Friends, and Strangers

Participants Responses
Family: Fairly comfortable Friends: comfortable but self-
Student 1
conscious Strangers: Uncomfortable/Awkward
I am myself when I am with my friends and family. I am
Student 2
somehow shy and quiet when I’m with strangers.
In my family, I’m very comfortable with them but not with my
feelings. Unlike with my friends whom I always talk to when I’m
Student 3
feeling down. And I’m not very comfortable with strangers. Who
would be?
When I am with my family and friends, I feel very comfortable.
Student 4 With strangers, I can’t talk to them unless they take the initiative
first
Super comfy! To the point na nalilimutan ko lahat ng problems
Student 5
ko.
On family not that much. On friend maybe to some I am close
Student 6
and to strangers I am not.
I feel very comfortable with my family and friends. I don’t feel
Student 7
comfortable when it comes to strangers.
Student 8 Family: Normal Friends: So free Strangers: Quiet
I feel comfortable with my family and friends but with strangers
Student 9
I’m not.
I have a very good relationship with my family & friends but
Student 10 when it comes to strangers, just ignore them and avoid having
an interaction.

Originally 8 out of 10 respondents agreed that they are comfortable with

their family and friends, Student 1 response “Family: Fairly comfortable Friends:

comfortable but self-conscious Strangers: Uncomfortable/Awkward” In addition,

Student 2 response “I am myself when I am with my friends and family. I am

somehow shy and quiet when I’m with strangers.” Furthermore, Student 3

response “In my family, I’m very comfortable with them but not with my feelings.

Unlike with my friends whom I always talk to when I’m feeling down. And I’m not

very comfortable with strangers. Who would be?”. Moreover, Student 4 mentioned,
 89
“When I am with my family and friends, I feel very comfortable. With strangers, I

can’t talk to them unless they take the initiative first”. Student 8 also responded

“Family: Normal Friends: So free Strangers: Quiet.” Additionally, the response of

Student 9 mentioned, “I feel comfortable with my family and friends but with

strangers I’m not”. Student 10 also responded “I have a very good relationship with

my family & friends but when it comes to strangers, just ignore them and avoid

having an interaction”. This is identical from the statement of Student 6, “On friend

maybe to some I am close and to strangers I am not.” Lastly, According to Student

5, “Super comfy! To the point na nalilimutan ko lahat ng problems ko.”

All these responses can be supported by the study of Akün et al., (2017),

lower levels of social anxiety have been linked to higher levels of parental social

acceptance and support. Moreover, according to Van Zalk (2015), adolescents

who had a strong bond with their moms and fathers had reduced levels of social

anxiety. Encouragement to pursue ambitions and being there when needed are a

couple of instances of parent connectivity. According to Graham and Weems

(2015), parents with high anxiety sensitivity might help their kids become less

sensitive to anxiety by fostering open communication, including them in personal

activities, and rewarding positive conduct. According to Oppenheimer et al. (2016),

throughout the transition from middle childhood to teenager, positive parenting

actions serve as a buffer against unfavorable peer experiences. Although it would

seem obvious that a parent's warmth and expressiveness would help a child feel

less anxious about social situations, studies have shown that protecting kids from
 90
uncertain or fear-inducing situations can actually hinder their ability to develop

social skills and increase their level of anxiety (Su et al., 2016).

However, The phrase “On family not that much.” From the response of

Student 6, implies that not all students agree that they are comfortable with their

parents. This might be caused by a harsh parenting by either parent, including

physical punishment and verbal violence such as harsh criticism or humiliation,

has been linked to insecure attachment and an increased likelihood of social

anxiety. Furthermore, it was discovered that severe parenting by one parent was

likely to induce attachment instability in another parent, probably because the other

parent expected the same disciplinary measures. Due to this, some individuals

might have poor connection or relationships with their parents resulting to a social

anxiety to some. (Wang et al., 2019)

The table below shows the students being extremely conscious with their

actions when in social settings.

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Table 16
Students extremely Conscious of students’ actions when in social settings

Participants Responses

Student 1 Yes, because I don’t want to be thought of negatively.

Student 2 Yes, cause I wouldn’t wanna embarrass myself

Yes, because sometimes when I’m stating my own opinion or like
Student 3
joking, I might offend them. I am scared to offend people.
Student 4 Yes, because I feel conscious of myself and overthink my actions.

Student 5 Not really, since I can control naman.

Student 6 Yes, I know there is consequences.

Student 7 Yes, because I might look like an attention seeker.

Student 8 No.

Student 9 Yes, I feel like everyone is judging me.

Yes, I feel like everyone I make contact with or even with just a
Student 10 glance I am being judged and I feel embarrassed about my
appearance.

Initially, 8 out of 10 respondents agreed that most students are extremely

conscious of their actions when they are in a social setting. According to Student

1 "Yes, because I don’t want to be thought of negatively." Identical to Student 4

responded, "Yes, because I feel conscious of myself and overthink my actions”.

These are also related to the response of Student 9, "Yes, I feel like everyone is

judging me". These imply that students avoid social interaction because of fear of

judgment and anxious around people. This can be supported by the study of Bailey

(2019), the idea that people who avoid situations that require social engagement

have extreme social discomfort, trouble maintaining discussions, and difficulties

 92
developing or maintaining friendships. It may occur with social anxiety for those

who experience it.

These responses was in accordance with what Student 10 had agreed “Yes,

I feel like everyone I make contact with or even with just a glance I am being judged

and I feel embarrassed about my appearance”. This is identical to what Student 2

has mentioned that “Yes, cause I wouldn’t wanna embarrass myself”. This result

found a connection from the study of Ho & Moscovitch (2022), that individuals with

social anxiety have fears of being negatively evaluated and exposing self-

perceived flaws to others. Likewise, to what Student 3 has agreed that “Yes,

because sometimes when I’m stating my own opinion or like joking, I might offend

them. I am scared to offend people”. Nemours Kids Health (2020), also states that

students who have social anxiety disorder are constantly worried that they may

say or do something unpleasant that would sound or appear strange to others. On

the other hand, Student 7 has mentioned that “Yes, because I might look like an

attention seeker.” Which includes to the study of NKH (2020), as it is noted that

students don't want to be the center of attention or to draw other people's attention.

The approach of Student 6 said that “Yes, I know there is consequences”.

It is in accordance with the study of Gray (2017), consequences are the points at

which our thoughts and actions collide with reality. Also, people ingrained in their

minds that everything we think, say, and do has an impact on ourselves and others.

If people concede the consequences of their actions, it may cause people to

reevaluate their choices and decide to avoid similar behavior in the future. It may

also lead to avoiding social interactions.

 93
Contrary to the responses of Student 8, "No" and Student 5, "Not really,

since I can control naman" According to the National Library of Medicine (2022),

people with high neuroticism scores were more likely to feel anxious than people

with low scores, and introverted people experienced higher levels of state anxiety

than extroverted people. Since introverts frequently spend more time alone, there

is a greater probability that they lack self-control.

III. The Extent of Social Anxiety that Affects Student’s Behavior in School

The table below shows the extent of how social anxiety affect students’

behavior in school.

Table 17
The Extent of How Social Anxiety Affect Students’ Behavior in School

Statements Frequency Percentage

1. Stuttering 9 90
2. People Pleaser 5 50
3. Incompetency 6 60
4. Increased absenteeism or tardiness 2 20
5. Difficulty working in groups or with partners 4 40
6. Panic attack when speaking publicly 6 60
7. Decreased participation in extracurricular 3
activities 30
8. Fear of being judged/criticized 9 90
9. Avoidance of eye contact 7 70
10. Indignation 2 20
11. Being shy when eating or drinking near 3
others 30
12. No self-assertion 4 40
13. Conscious with how others see them 9 90
14. Worries one’s self of being
8 80
humiliated/embarrassed
 94
Students' behaviour in school is affected by social anxiety because they

stutter since they are terrified of being evaluated or criticized and they feel anxious

about how others see them. This is in accordance with the results of the interview

questionnaire as it ranks first with a total of 9 tallied scores. This is supported by

the study of Gross (2022), individuals who stutter may experience social anxiety

and dread of speaking in public. When people get anxious, they start to stutter, as

their nervous system is telling them that speaking in front of people does not feel

at ease. Since the brain recalls unfavorable events and correlates stuttering with

painful memories.

Table 18
Different Doings when Students are in Trouble of showing signs of Social
Anxiety

Participants Responses

Student 1 I try to regulate my breathing.

Student 2 I isolate myself then I try to calm down

In school, I go to the bathroom and cry there alone. At home, I
Student 3 look myself inside my room and cry. When I feel less stress, I
watch my favorite stream videos.
Student 4 I try to smile and think that “everything will be okay”.

Student 5 As much as possible, I try to be calm

Student 6 Self-isolation

Student 7 I let it pass and relax myself.

Student 8 I calm myself because I don’t want to screw things up

Student 9 I fidget a lot

Student 10 I play with my bracelet or pick on my nails or fingers

 95
Based on the interview questionnaire conducted by the researchers,

Student 1 stated, “I try to regulate my breathing.” Likewise, to what Student 7 has

quoted, “I let it pass and relax myself”. As stated in NKH (2020), having an anxiety

disorder makes it hard for a person to relax and have fun. This can also affect them

like feeling their heart racing or shortness of breath, etc. These signs and

symptoms of anxiety are the result of a response of the body to danger. Students

who are experiencing social anxiety disorder are always afraid they might do or

say something embarrassing that might sound or look weird to others.

Corresponding to Student 8, “I calm myself because I don’t want to screw things

up”.

In accordance to what Student 6 has responded, “Self-isolation”, this

supports the study by Ratanasiripong, et al. (2018) claiming that challenges in

adjustments to university life, past negative family experiences, social isolation,

not having many friends, final-year student report, and being uncertain about their

future are the major risk factors for developing social anxiety disorder. Identical to

what Student 2 has stated, “I isolate myself then I try to calm down”.

However, Student 9 has responded with, “I fidget a lot” similar to what

Student 10 added, “I play with my bracelet or pick on my nails or fingers”. Fidgeting

may be a symptom of social anxiety or even depression, supporting this claim by

the study of Dvoretska, et al. (2020) individuals with social anxiety disorder and

depressive patients showed noticeably more irregular movements but fewer

repetitive motions. Unusual motions, which represent less regulated motor

behavior, are linked to coexisting social anxiety and depression. In contrast, more
 96
structured repetitive movements were more noticeable in social anxiety without

depression. As a result, people who have concurrent depression may exhibit

erratic movements as a behavior that is diagnostically relevant.

In addition to this, teenagers who experienced high levels of anxiety

experienced more threats and acted in more rumination, behavioral

disengagement, and distraction. In person-centred analysis, teenagers were

classified as active copers, suppressors, or expressive. Anxious teenagers were

more likely to actively complete tasks, yet their less anxious peers were more

inclined to repress or express their feelings to complete the tasks (Gembeck et al.,

2023).

In line with what Student 3 presume, “In school, I go to the bathroom and

cry there alone. At home, I look myself inside my room and cry. When I feel less

stress, I watch my favorite stream videos.” Distractions can be one of the coping

mechanisms used to escape reality.

The study of Asbrand et al., (2016) proved that maintaining anxiety factors

are primarily cognitive. In addition to cognitive concerns, deficits in emotion control

have also been linked to social anxiety. Emotional regulation includes internal and

external processes aimed to maintain or modulate the occurrence of emotion, for

example by increasing or decreasing the experienced intensity of an

emotion. According to the response of Student 5, “As much as possible, I try to be

calm.” Identical to the response of Student 4, “I try to smile and think that

“everything will be okay”. Students try to be calm as much as possible, smile and
 97
think that everything will be okay, resulting to heightened intensity of negative

emotions as well as impairments in emotional regulation.

Symptoms of mental illnesses often overlap. While there are distinct criteria

for the symptoms of every mental disorder. What anxiety is like for one person is

a bit different for another. Based on the conducted questionnaire by the

researchers of this study, Student 1 stated, “I try to regulate my breathing.”

Likewise, to what Student 7 has quoted, “I let it pass and relax myself”. The

responses are supported by NKH (2020), anxiety disorders make it difficult to relax

and enjoy oneself. Students who are experiencing social anxiety disorder are

always afraid they might do or say something embarrassing that might sound or

look weird to others. As a result, students attempt to calm themselves and consider

their actions before reacting. Corresponding to the response of Student 8, “I calm

myself because I don’t want to screw things up”.

In accordance with the response of Student 6, “Self-isolation”, this can be

supported by the study of Ratanasiripong, et al. (2018), claiming that challenges

in adjustments to university life, past negative family experiences, social isolation,

not having many friends, final-year student report, and being uncertain about their

future are the major risk factors for developing social anxiety disorder. Identical to

what Student 2 has stated, “I isolate myself then I try to calm down”.

However, other participants have its own way in dealing with their anxiety.

According to the response of Student 9, “I fidget a lot” similar to what Student 10

added, “I play with my bracelet or pick on my nails or fingers”. In fact, fidgeting may

be a symptom of social anxiety or even depression, supporting this claim is the

 98
study of Dvoretska, et al. (2020), individuals with social anxiety disorder and

depressive patients, fidgeting may be a physiological indication reflecting self-

regulation processes. Unusual movements, which imply less controlled motor

activity, have been connected to the coexistence of social anxiety and depression.

In contrast, more structured repetitive movements were more noticeable in social

anxiety without depression. As a result, individuals with concomitant depression

may demonstrate erratic movements as a diagnostically significant trait.

In addition to this, teenagers who experienced high levels of anxiety

experienced more threats and acted in more rumination, behavioral

disengagement, and distraction. Threat appraisal dropped, perceived coping skills

increased, and problem-solving, distraction, behavioral disengagement, and

rumination decreased as teenagers advanced through activities. In person-

centered analysis, teenagers were classified as active copers, suppressors, or

expressive. Anxious teenagers were more likely to actively complete tasks, yet

their less anxious peers were more inclined to repress or express their feelings to

complete the tasks (Gembeck et al., 2023). Also, in line with what Student 3

presumes, “In school, I go to the bathroom and cry there alone. At home, I look

myself inside my room and cry. When I feel less stress, I watch my favorite stream

videos.” Distractions can be one of the coping mechanisms used to escape reality.

The table below shows various coping mechanisms of the students towards

their family problems.

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Table 19
Various Coping Mechanisms towards Family Problems

Participants Responses

Student 1 I result to self-isolation and stress-eating

Student 2 I think everything is ok, (spoilers! It actually is most of the time)

I think of a plan that I can help. But most important when having
Student 3 family problems is to trust them that we can overcome those
problems.
I try to help them in any way I can, or I obediently follow what my
Student 4
parents tell me to do.
Student 5 Iniiyak ko lang, kasi for me lilipas din naman agad yun

Student 6 I don’t know? Maybe self-isolation

Student 7 I try seeing the positive outcomes.

Student 8 I just built it up and push it down away

Student 9 I listen to music, scrolling through social media

I just take it in, I try to remind myself that having problems in life
Student 10
are normal

According to Student 1, “I result to self-isolation and stress-eating” this has

similarity to the response of Student 6, “I don’t know? Maybe self-isolation”. The

responses above are relevant to the study of Morrissette (2021), during the global

COVID-19 epidemic, children and teens may feel loneliness and social isolation.

Considering that schools are closed and students are not exposed to as many

anxiety-inducing situations in the classroom. Many young people's options for

social interaction have been severely constrained. As a result, persons with social

anxiety disorder are rewarded for avoiding situations that psychological therapy

would want them to be exposed to. Moreover, according to the study of Erdem et
 100
al. (2023), teenagers experienced mild emotional eating and social anxiety.

Emotional eating increases along with social anxiety.

In regards to Student 3 response, “I think of a plan that I can help. But most

important when having family problems is to trust them that we can overcome

those problems”. Related towards the response of Student 4, “I try to help them in

any way I can, or I obediently follow what my parents tell me to do.” The responses

have a connection to the study of Thatcher (2020), speaks on the value of family

in assisting with stress management. Their sense of contentment and satisfaction

is improved by their family, and this has been shown to help lessen emotions of

tension and anxiety. It is also discussed how family influences who we are and can

enhance our mental health in general.

Contrary to the response of Student 5, “Iniiyak ko lang, kasi for me lilipas

din naman agad yun”, Likewise, to what Student 7 has answered, “I try seeing the

positive outcomes.” Student 8 also mentioned that “I just built it up and push it

down away” ruminate on Student 10 “I just take it in, I try to remind myself that

having problems in life are normal”. The study of Stephenson-Huxford (2018), the

goal was to find an "invisible cord", for example, a string of stressful life

experiences connected in some way that was connected to a person’s panic.

These occurrences are often believed to have occurred in the year preceding the

first onset and can provide crucial information on how to help someone recover.

For instance, it was proposed that such tools might frequently assist other panic

people in retracing their past because he has only been able to make certain
 101
components of his stressful cord visible through the analytical approaches at my

disposal, such as usage of collage and timelines.

The responses above were opposed to what Student 2 has said “I think

everything is ok, (spoilers! It actually is most of the time)”. As stated by

Ratanasiripong, China, and Toyama (2018) emphasized that self-worth, self-

assurance, personality types, and loneliness are some of the possible

psychological causes of social anxiety disorder among college students. Students

who are less confident in themselves are more prone to experiencing anxiety and

despair. Additionally, moving away from home and starting an independent life can

be difficult for new students, who may experience loneliness until they get used to

university life.

In regards to what Student 9 has mentioned that “I listen to music, scrolling

through social media”. Based on the study conducted by Foroughi (2022) the social

expectations, recognition demands, and enjoyment needs all contributed to social

media addiction. It is also stated that social media addiction has a positive effect

on social anxiety and depression while having a negative effect on academic

success. Academic performance was a good predictor of life satisfaction, but social

anxiety and depression had a negative effect on students' level of life satisfaction.

On the other hand, music therapy helps people feel less stressed, heal and feel

better emotionally all around. Furthermore, it is shows that the use of music is

conventional therapeutic methods that offers additional restorative advantages for

those with depression and anxiety (Tams 2021).

 102
The table below shows the different approach in handling social anxiety in

school or public spaces.

Table 20
Different approach in handling social anxiety in school or public spaces

Participants Responses

Student 1 I talk to a close friend to calm down.

Student 2 I try to avoid people and only talk to people that I know.

Student 3 Going to a place with no people.

Student 4 I try to find someone I can talk and socialize with to avoid anxiety.
Ayun nga, I stay calm at siguro with the help na rin ng friends and
Student 5
family kaya ko nah-handle.
Student 6 Self-isolation.

Student 7 I try looking for people I’m comfortable with and staying with them.

Student 8 I just stay quiet in the corner of the room.

Student 9 Breathing exercise, although social anxiety is difficult to handle.

I avoid people by using my phone and I just hang out with my
Student 10
friends the people I’m comfortable with.

From the transcriptions above the majority of the response has insinuated

that people with selective mutism - an anxiety disorder, are able to speak freely

with some people, such as close family and friends, while no other people are

present to trigger the freeze response as stated by the study from NHS (2019).

The study is aligned with the responses of Student 1, "I talk to a close friend to

calm down". Also, to the response of Student 5, “Ayun nga, I stay calm at siguro

with the help na rin ng friends and family kaya ko nah-handle". Moreover, from the

response of Student 7, “I try looking for people I’m comfortable with and staying
 103
with them”. Identical to what Student 4 has responded, “I try to find someone I can

talk and socialize with to avoid anxiety”. This indicates that students were able to

manage or avoid their social anxiety in school or public places with the presence

of their close friends, family, or people that they are comfortable with as this makes

them calm, found comfort, and minimize their social anxiety.

However, according to the study from Jacobson (2022), if people

continuously avoid interacting with others and only surround themselves with a set

of people that they are comfortable with. This can result in being slightly more

anxious than normal when they engage with others. In the worst-case scenario,

social isolation and concerns will only intensify as a feedback loop, causing people

to grow more isolated and frightened as the feedback loop deepens. Related to

the response of Student 2, “I try to avoid people and only talk to people that I know”

and from Student 10 mentioned that “I avoid people by using my phone and I just

hang out with my friends the people I’m comfortable with”. It was also stated that

deeply socially anxious people frequently avoid social interactions to alleviate

anxiety. Similar to the response of Student 3 that “Going to a place with no people”

and from the response of Student 6 that “Self-isolation”. Likewise, from the

response of Student 8, “I just stay quiet in the corner of the room”. Nevertheless,

isolation can make a person depressed because it prevents them from having fun,

enjoying themselves, and feeling connected to others.

As a matter of fact, there are multiple ways on how to handle social anxiety

in school or public places and that includes breathing exercises. As stated by

Courtney (2023), that breathing is one of the most effective instruments for treating
 104
both acute and chronic anxiety. Since breathing is both automatic and self-

controlled, even though we breathe unconsciously, we can regulate or modify the

way we breathe. This makes breathing a special approach to anxiety alleviation.

Corresponded to what Student 9 has mentioned that “Breathing exercise, although

social anxiety is difficult to handle.”

Table 21
Proposed Activities on the Effects of Social Anxiety on the UB JHS Grade
10 Students

Persons
Activities Objectives Materials Indicator
Involved
1. Summer 1. Develop Art materials, Teachers, Summer camp
Camp relationships and PowerPoint students, enhance
practicing social presentation, camp staff students’
skills with their Computer/laptop socialization
peers face-to-face skills that can
in a community improve their
setting. academic
performance
2. Practice skills
that they fear, such
as speaking in front
of a group.
3. To gain and
enhance self-
regulation skills and
emotional maturity.

2. 1. Opportunity for Art and writing Students The students

Traditional positive self-talk materials, paper are aware that
and Online and identifying or journal. through
Journal negative thoughts writing,
Writing it improves thei
2. Better self-
r creativity and
understanding
emotional
knowing what
intelligence.
makes oneself
happy and
confident.
 105
3. Enhance
students’ creativity
in art and writing.

3. Mental 1. Awareness of Computer/laptop, Teachers, This mental

Health students’ mental PowerPoint Students health
Enhancemen health and utilizing presentation, and enhancement
t Program the methods and Video Tutorials, Counsellor program aims
coping art materials, s to develop
mechanisms. instruments individual skills
and
2. Create an
psychological
environment that
strengths, as
fosters mental and
well as to
emotional well-
strengthen
being and
community
healthy interperson
assets in order
al connections.
to prevent
3. Provide mental
therapeutic outlets disorders and
(dancing, drawing, improve
music class) for people's well-
stress and anxiety being and
to contribute to quality of life.
overall mental
health.

4. 1. Nurture the Guidance Office, Counsellor Counselling

Counselling development of Paper, Writing s and can help
interpersonal skills Materials Students students to
of the students in overcome
order to establish social anxiety
positive relationship through
s with peers, adults, effective
and the community treatment to
around them. adolescent
students with
2. Assist students in
social anxiety.
prospering in a
secure learning
environment.
3. Students will
acquire the
necessary attitude,
knowledge, and
abilities to be
 106
excellent lifelong
learners. They will
develop an
understanding of
the relationship
between academics
to home and how to
overcome social
anxiety.

5. 5-minute 1. Increases the Computer/Lapto Students Meditation

Meditation students’ positive p, PowerPoint and supports
before class emotions while presentation, 5- Teachers students'
reducing stress and minute transitions
negative feelings. meditation from class to
videos class and
2. Helps the
fosters a
students to tune out
compassionate
distractions and
and respectful
improves
community.
attentiveness.
Students also
3. Increase get some time
student’s focus and to prepare for
learning a day with a
concentration. positive
attitude.

6. Study 1. Students can Google Meet, Students Since certain

Buddy meet other students Study Area, students are
or hang out with Library more
their friends that enthusiastic
can improve their about studying
social skills. with their
friends. This
2. Build a wider
helps students
group of friends
to improve
3. Enhance their their inner
academic abilities and
performance. academic
performance
by studying
together,
making
projects with
their comfort
persons.
 107
CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATION

This chapter presents the study's summary and findings based on the

obtained information by the researchers from the interview questionnaire, as well

as the conclusions drawn from the findings and recommendations derived from the

conclusion of the study.

Summary

This research aims to study the effects of social anxiety of the JHS students

in respect to their academic performance in University of Batangas. The purpose

of the researchers is to record the common reasons and effects of social anxiety

in their academic performance. Also, provide suggestions and solutions to help the

students of the University of Batangas.

Specifically, it seeks to answer the following question:

1. What are the common social anxiety experienced by the students?

2. How does social anxiety affect the students’ academic performance in terms

of:

2.1. Interest and motivation to learn?

2.2. Submission of written and performance outputs?

2.3. Results from quarterly assessment?

3. To what extent does social anxiety affect a student's behavior in school?

4. What plan of action is proposed to help students overcome their social

anxiety?
 108
The study utilized descriptive research design in order to collect the needed

data for this research. The researchers were able to gather the necessary data

and information for the study by using an interview questionnaire as the primary

data collection method. Meanwhile, the respondents of the study were ten (10)

randomly selected students from the Junior High School through the use of simple

random sampling.

Findings

The findings showed that the respondents experienced some of the

consequences of social anxiety at school. The findings of this research were based

on the data acquired after the distribution of the interview questionnaires.

1. Common Social Anxiety Experienced by the Students

Based on the data acquired, most of the respondents experienced stress

and fear or being humiliated as it is tied as the most common social anxiety

experienced by the students. Scholz et al. (2016) commented, depression and

related disorders such as temporary memory loss and lack of focus are likely

reasons of poor academic performance, leaving students anxious about their poor

performance in exams or lectures. As a result, students are unable to achieve their

desired academic performance and interpersonal goals through group study or

class discussion. This leads to worse social and interpersonal skills, as well as

challenges with academic concerns.

 109
2. Social Anxiety Affect the Students’ Academic Performance

After careful data collection, the researchers came to the following findings

on the effects of social anxiety on students' academic performance:

2.1 Interest and motivation to learn. According to the data acquired,

students suffer from social anxiety, reduces their enthusiasm and motivation to

learn and has an impact on their academic performance. According to an article

published by Mirror Review (2023), students who suffer from social anxiety deal

with a number of challenges that may impair their ability to learn in a regular school

environment. Students typically struggle to understand the material and engage in

conversations, and they may be hesitant to succeed in school as a result of their

self-consciousness.

2.2 Submission of written and performance output. Based on the data,

students' experience procrastination due to social anxiety and felt public shame

while presenting written and performance outputs. Also, when a student fails a lot,

it leads to them getting anxious about future tasks and assignments. This explains

the reason why students frequently postpone academic tasks even when they want

to complete them and why students usually begin just a few days before the

deadline. In addition, students feel embarrassed when they make mistakes. As

other students frequently responded with laughter, even if the laughter was not

hostile. Students kept their views to themselves, limiting their expressiveness, and

avoiding social engagement with their peers as a result of the combination of

embarrassment and dread.

 110
2.3 Results from quarterly assessment. In terms of the results from

quarterly assessment, students are concerned about failing their quarterly tests

resulting from being socially anxious. From the data acquired, it can be concluded

that students who experience difficulty in studying, fear of specific courses of study,

parental and teacher expectations, lack of confidence, and problems focusing are

all factors that contribute to students' emotions of anxiety and fear of failing their

examinations.

3. Extensive of social anxiety that affect student’s behavior in school

The data collected from the respondents showed that people who stutter may

develop social anxiety and fear of speaking in public. When people become

nervous, they begin to stutter as their nervous system warns them that speaking

in front of others is uncomfortable. Because the brain recalls negative occurrences

and associates stuttering with painful memories. This indicates that many people

may limit their ability to participate in social activities due to stuttering as one of the

factors of social anxiety that affects students’ behavior in school.

4. Plan of action that may be proposed

With the proposed plan of action by the researchers to help students

overcome their social anxiety, the following activities are composed: summer

camping, establishing traditional and online journal writing, promoting mental

health enhancement program, counselling, implementing 5-minute meditation

before class, having a study buddy.

 111
Conclusion

Based on the results given, the following conclusions were drawn:

1. It was perceived that social anxiety significantly impacts students' academic

performance. For example, students struggle to complete assignments and

requirements, they are uncooperative in extracurricular activities, and they

experience frustration.

2. The effect of social anxiety to the students with anxiety problems tend to

show lower levels of academic achievement, self-efficacy, and self-concept.

3. Students experienced difficulties in learning and academic performances

that requires socialization due to fear of humiliation or embarrassments that

can result in psychomotor agitation.

4. The action plan that was constructed by the researchers will help the

students to overcome their social anxiety and minimize the effects of social

anxiety on academic performance.

Recommendations

In light of the study’s findings and conclusions, the following

recommendations are hereby suggested:

1. Encourage students to discuss their social anxiety. Inform them that it's

natural to have anxiety from time to time and that there are steps they may

take to control their anxiety.

2. Students with significant social anxiety are advised to participate in

cognitive behavioral therapy (CBT). Many students who complete CBT for
 112
social anxiety report seeing a considerable reduction in their symptoms.

CBT is a very successful treatment for social anxiety.

3. It can be useful to lower anxiety levels to encourage students to practice

mindfulness and relaxation methods like deep breathing, yoga, or

meditation.

4. Creating a social network. Students who struggle with social anxiety may

benefit from having a strong social support system. Friends, family, and

classmates who can offer moral support and encouragement can fall under

this category.

5. Encourage students to engage in physical activity since it helps ease

anxiety and tension.

 113
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Appendix A

Letter for Administration

 121
Appendix B

Letter for Validation

March 10, 2023

MS. PACITA M. ACEDERA, MAEd

Assistant Principal for Academic Affairs (APAA)
JHS, University of Batangas

Dear Ms. Acedera:

Good day!
We, the student-researchers of the Junior High School, are conducting a research
study entitled “Effects of Social Anxiety to the Academic Performance of the Junior
High School Students in University of Batangas” for the school year 2022-2023.
In connection with this, may we humbly ask for your assistance in checking our
guide questions to be used for the interview. This will greatly help in gathering
accurate and reliable data needed for this research.
Attached here with is the questionnaire intended for this study.
Your favorable response to this request is highly appreciated.
Thank you and God bless!
Respectfully yours,
Mark Elaijah C. Aguilar Kenneth Martin U. Castillo
Lianna Jane D. Alegria Jazmine Lara M. Dela Cruz
Michael John M. Almendras
Mica Jean S. Barte
Krislea Ann Briseth D. Cabasal

Noted by:
Mrs. Ann Rovic P. Casao, LPT
Research in Science Adviser
 122
March 10, 2023

MS. JEDELYN C. MANGAMPO, LPT

JHS, University of Batangas

Dear Ms. Mangampo:

Good day!
We, the student-researchers of the Junior High School, are conducting a research
study entitled “Effects of Social Anxiety to the Academic Performance of the Junior
High School Students in University of Batangas” for the school year 2022-2023.
In connection with this, may we humbly ask for your assistance in checking our
guide questions to be used for the interview. This will greatly help in gathering
accurate and reliable data needed for this research.
Attached here with is the questionnaire intended for this study.
Your favorable response to this request is highly appreciated.

Thank you and God bless!

Respectfully yours,
Mark Elaijah C. Aguilar Kenneth Martin U. Castillo
Lianna Jane D. Alegria Jazmine Lara M. Dela Cruz
Michael John M. Almendras
Mica Jean S. Barte
Krislea Ann Briseth D. Cabasal

Noted by:
Mrs. Ann Rovic P. Casao, LPT
Research in Science Adviser
 123
March 10, 2023

Mr. Jeryll Nicko L. Mercado, MAEd

JHS, University of Batangas

Dear Mr. Mercado:

Good day!
We, the student-researchers of the Junior High School, are conducting a research
study entitled “Effects of Social Anxiety to the Academic Performance of the Junior
High School Students in university of Batangas” for the school year 2022-2023.
In connection with this, may we humbly ask for your assistance in checking our
guide questions to be used for the interview. This will greatly help in gathering
accurate and reliable data needed for this research.
Attached herewith is the questionnaire intended for this study.
Your favorable response to this request is highly appreciated.

Thank you and God bless!

Respectfully yours,
Mark Elaijah C. Aguilar Kenneth Martin U. Castillo
Lianna Jane D. Alegria Jazmine Lara M. Dela Cruz
Michael John M. Almendras
Mica Jean S. Barte
Krislea Ann Briseth D. Cabasal

Noted by:
Mrs. Ann Rovic P. Casao, LPT
Research in Science Adviser
 124
Appendix C

Questionnaire
125
126
127
 128
CURRICULUM VITAE

Name: Aguilar, Mark Elaijah C.

Address: 1815e National Highway, Kumintang Ibaba,
Batangas City, Batangas
Contact Number: 09391976554
Email Address: 1901044@ub.edu.ph

PERSONAL
Birth Date: January 31, 2007
Age: 16
Gender: Male
Nationality: Filipino
Religion: Born-Again Christian
Father’s Name: Moises C. Aguilar
Mother’s Name: Anchie C. Aguilar

EDUCATIONAL ATTAINMENT
Elementary Level: Jesus is Lord Christian School Batangas City
Junior High School: University of Batangas
 129
CURRICULUM VITAE

Name: Almendras, Michael John M.

Address: Legaspi St, Bolo, Bayan, Batangas
Contact Number: 09620450859
Email Address: 1900406@ub.edu.ph

PERSONAL
Birth Date: October 25, 2007
Age: 15
Gender: Male
Nationality: Filipino
Religion: Roman Catholic
Father’s Name: Melacio M. Almendras
Mother’s Name: Emily M. Almendras

EDUCATIONAL ATTAINMENT
Elementary Level: Faith Kingswood Academy
Junior High School: University of Batangas
 130
CURRICULUM VITAE

Name: Castillo, Kenneth Martin U.

Address: Ona Road Ferry, Kumintang Ibaba, Batangas City
Contact Number: 09991690402
Email Address: 1900361@ub.edu.ph

PERSONAL
Birth Date: August 3, 2007
Age: 15
Gender: Male
Nationality: Filipino
Religion: Catholic
Father’s Name: N/A
Mother’s Name: Babymelanie U. Castillo

EDUCATIONAL ATTAINMENT
Elementary Level: Casa Del Bambino Emmanuel Montessori
Junior High School: University of Batangas
 131
CURRICULUM VITAE

Name: Alegria, Lianna Jane D.

Address: Lawas Calicanto, Batangas City
Contact Number: 09284743986
Email Address: 1900975@ub.edu.ph

PERSONAL
Birth Date: September 17, 2007
Age: 15
Gender: Female
Nationality: Filipino
Religion: Born-Again Christian
Father’s Name: Julian D. Alegria
Mother’s Name: Melania D. Alegria

EDUCATIONAL ATTAINMENT
Elementary Level: Good Shepherd Christian Academy of Batangas, Jesus Is
Lord Christian School
Junior High School: University of Batangas
 132
CURRICULUM VITAE

Name: Barte, Mica Jean S.

Address: Soro-Soro Ilaya, Batangas City
Contact Number: 09167455181
Email Address: 1900092@ub.edu.ph

PERSONAL
Birth Date: September 24, 2007
Age: 15
Gender: Female
Nationality: Filipino
Religion: Roman Catholic
Father’s Name: Miguel C. Barte
Mother’s Name: Gina S. Barte

EDUCATIONAL ATTAINMENT
Elementary Level: Casa Del Bambino Emmanuel Montessori
Junior High School: University of Batangas
 133
CURRICULUM VITAE

Name: Cabasal, Krislea Ann Briseth D.

Address: Villa Celia Village, Kumintang Ilaya Batangas City
Contact Number: 09292611732
Email Address: 1900136@ub.edu.ph

PERSONAL
Birth Date: May 11, 2007
Age: 16
Gender: Female
Nationality: Filipino
Religion: Roman Catholic
Father’s Name: Kristopher C. Cabasal
Mother’s Name: Lea D. Cabasal

EDUCATIONAL ATTAINMENT
Elementary Level: Kumintang Elementary School
Junior High School: University of Batangas
 134
CURRICULUM VITAE

Name: Dela Cruz, Jazmine Lara M.

Address: Rimas Ilaya Bolbok, Batangas City,
Contact Number: 09353322507
Email Address: 1900232@ub.edu.ph

PERSONAL
Birth Date: May 01, 2007
Age: 16
Gender: Female
Nationality: Filipino
Religion: Roman Catholic
Father’s Name: Joji M. Dela Cruz
Mother’s Name: Lilia M. Dela Cruz

EDUCATIONAL ATTAINMENT
Elementary Level: Batangas City South Elementary School
Junior High School: University of Batangas