The Effects of Social Anxiety Towards the

Behavior of Senior High School Students of

Calinan National High School.

Rubin, Mikko Homer

Pepito, Gerald
Villanueva, Clariz Gen
Musa, Arben
Baliling, Raven
Dagon, Richell
Teves, Melbea
Pradilla, Kelly
ABSTRACT
Table of Contents
 CHAPTER 1

INTRODUCTION

BACKGROUND OF THE STUDY

There are different types of anxiety and one of them is social anxiety. Teenagers claim that they
have social anxiety, and it affects their actions and health. According to (Mekuria et al., 2017) Social anxiety
is the most prevalent and chronic type of anxiety disorder worldwide and it affects occupational, educational,
and social affairs of the individual. Social anxiety is also associated with depression, mental behavioral and
mental issues, and substance use.

We aim to address the effects of social anxiety towards the behavior of senior high school
students in Calinan National High School. Social anxiety refers to intense fear of being watched or judged by
others. It is characterized by an intense fear of social situations and a persistent avoidance of such encounters.
For students, academics requires participation in social activities, group discussions, and social interactions.
Therefore, understanding the effects of social anxiety on the behavior of students is of great importance, as it
can affect their overall well-being and their academic success.

Few studies have found out that social anxiety has a great impact on a person’s well-being.
A study by Stein and Kean (2000) found that individuals with social anxiety disorder have a higher prevalence
of comorbid major depressive disorder. Individuals with social anxiety are at an increased risk of developing
depression due to the chronic stress and isolation associated with their condition. Another study by Buckner et
al. (2008) showed a strong association between social anxiety and substance use, suggesting that it can
contribute to substance abuse problems. Social anxiety may lead individuals to use substances such as alcohol
or drugs as a way to self-medicate and cope with their anxiety.

STATEMENT OF THE PROBLEM

The study aims to find out the significant relationship between social anxiety and its effects on
behavior among the senior high school students in Calinan National High School.

RESEARCH QUESTIONS

Specifically, it answered the following questions:

1. What is the level of social anxiety of the senior high school students in Calinan National High School?

2. What is the level of behavior of the senior high school students in Calinan National High School?

3. Is there a significant relationship between the social anxiety and behavior of senior high school
students of Calinan National High School?
RESEARCH HYPOTHESIS

HO = There is no significant relationship between social anxiety and behavior of senior high school
students in Calinan National High School.

HA = There is a significant relationship between social anxiety and behavior of senior high school
students in Calinan National High School.

SIGNIFICANCE OF THE STUDY

The researchers chose to conduct this study to identify, study, and learn the relationship of
social anxiety to the behavior of students especially senior high school students in CNHS. Furthermore, this
study would benefit the following:

Students – it informs them of the effects of having social phobia or social anxiety and serves as reference for
them, as a way of identifying if they have SAD (Social Anxiety Disorder)

Teachers – will be informed of the situation of the student’s situation, helping them identify if a student has a
social anxiety allowing them to think of a way to help students that are socially anxious.

Future Researchers – this study can be beneficial for them as it serves as their reference for their future study
allowing them to expand their scope sregarding social anxiety.

SCOPE AND DELIMITATION

This study focuses on social anxiety among senior high school students enrolled at Calinan
National High School, aiming to understand the implications of social anxiety on their behavior. Data
collection will involve surveys and interviews.

However, this study is limited to senior high school students of Calinan National High School
and does not include students from other institutions or educational levels. The amount of data collection and
analysis may be limited by resource and time restrictions, and the quality of data obtained may be impacted by
participants' willingness to share their experiences and potential self-reporting biases. The study presupposes
participant honesty, and the findings will be limited to the senior high school student population at Calinan
National High School, with potential for generalizability to other student groups or institutions.

DEFINITION OF TERMS

The following are the used by the researchers in the study to have a parallel understanding with the
readers.

Behavior - An observable act or characteristic of a person or animal, including thoughts, emotions, and
actions.

Calinan National High School - A public high school located in the outskirts of Davao City, Philippines, and
is one of the largest and most populous high schools in the city.
Effects - The influence or impact of something on the quality, performance, or outcome of something else.

Senior High School Students - Students who are studying in their fourth and/or final year of secondary
school, typically ages 16-18.

Social Anxiety - A chronic and excessive fear of social situations that involves intense feelings of
embarrassment, fear, or anxiety.

REVIEW OF RELATED LITERATURE

This part represents the related literature and studies of the present study after the thorough search
done by the researchers.

The generalized subtype of social anxiety disorder has many features in common with avoidant
personality disorder (APD). In the current diagnostic system, APD is characterized by a long-standing pattern
"of social inhibition, feelings of inadequacy, and hypersensitivity to negative evaluation" (American
Psychiatric Association, 1994, p. 664). Given the similarity between the descriptions of the two disorders, it is
not surprising that many individuals who meet criteria for generalized social anxiety disorder also meet
criteria for APD.

However, there is little scientific evidence to suggest that individuals meet criteria for APD without
also meeting criteria for social anxiety disorder (Widiger, 1992). The most parsimonious description of the
relationship between social anxiety disorder and APD is that they are not different disorders and that
individuals meeting criteria for both disorders are simply the most severely impaired persons. with social
anxiety disorder (Heimberg, Holt,Schneier, Spitzer, & Liebowitz, 1993). With regard to treatment outcome,
some studies have found that clients with and without comorbid APD make similar gains (Brown et al., 1995;
Hofmann, Newman, Becker, Taylor, & Roth,1995; Hope, Herbert, & White, 1995), although others have
found that comorbid APD is associated with a poorer treatment response (Chambless, Tran, & Glass, 1997;
Feske, Perry, Chambless, Renneberg, & Goldstein, 1996). As with individuals meeting criteria for generalized
social anxiety disorder, clients with APD may require a longer course of treatment to achieve an optimal
outcome.

Here is a study of (Antony & Swinson, 2017). Perhaps, most of us are engaged in many social
activities not only inside the classroom but in our school as well such as speaking, role-playing, reporting,
certain group activities, and a lot of interpersonal contact with everyone. Certain individuals may feel at ease
and self-assured while conversing and interacting with people of all backgrounds. However, a large number of
people lack the capacity and aptitude to engage with a crowd. The person fears that they will behave badly or
that others will see their physiological signs of social anxiety, such sweating or palpitations, which would
cause them to feel even more ashamed and vulnerable to criticism. (Antony & Swinson, 2017)

In certain social settings, it's acceptable to feel anxious. For instance, making a presentation or going
on a date might make you feel butterflies in your stomach. However, ordinary encounters create major worry,
self-consciousness, and shame when you have social anxiety disorder, also known as social phobia, since you
dread being scrutinized or adversely assessed by others. Fear and worry cause avoidance in social anxiety
disorder, which can negatively impact your life. Extreme stress can interfere with relationships, daily
activities, employment, education, and other pursuits. While social anxiety disorder can be a long-term mental
health issue, taking medication and learning coping mechanisms in psychotherapy can boost your self-esteem
and enhance your social skills. (Mayo Clinic Staff, 2021)
 Social anxiety, also known as social anxiety disorder (SAD), is a common mental health disease that
has a significant impact on both behavior and mental well-being (Stein & Stein, 2008). The purpose of this
review is to examine the many implications of social anxiety on people's lives. It explains how social anxiety
leads to the development of distinct behavioral patterns and mental health difficulties by combining results
from a variety of scientific sources. Recognizing and grasping these consequences is critical for dealing with
and controlling this widespread illness. Individuals suffering from social anxiety frequently engage in
avoidance behavior, such as avoiding social settings that cause discomfort (Kashdan & Roberts, 2006).
Avoidance can severely restrict prospects for personal and professional development. People who suffer from
social anxiety usually engage in excessive self-monitoring, continually examining and scrutinizing their social
conduct (Alden & Taylor, 2004). This self-focus might make it difficult for them to interact naturally with
others. Because they are afraid of being judged or rejected, socially anxious people may find it difficult to
form and sustain meaningful interpersonal interactions (Schneier et al., 2011). This might lead to feelings of
loneliness and isolation. Other mental health problems, such as depression and generalized anxiety disorder,
frequently co-occur with social anxiety (Hofmann et al., 2014). These comorbidities have the potential to
increase the overall impact on mental health. Chronic social anxiety can have a negative impact on an
individual's quality of life, resulting in lower overall life satisfaction and pleasure (Cramer & Torgersen,
2002). It can also impair academic and vocational performance. Failure to treat social anxiety can have long-
term effects, such as an increased risk of drug misuse and, in extreme cases, suicide (Schneier et al., 2011).
This highlights the need of early intervention and therapy.

Social anxiety is a prevalent mental health issue that exists on a scale of suffering and disability. It can
manifest as fleeting social anxiety in its mildest form reaction to frequent social-evaluative circumstances,
although its more severe variant is distinguished by via incapacitating anxiety and avoidance (Crozier, 2001;
Liebowitz, 2003; Veale, 2003). According to the presentation model, social anxiety emerges when a person
want to make a public appearance portray a positive public image but is skeptical of his or her abilities to do
so (Schlenker & Leary, 1982). Low self-esteem and internalized shame may exacerbate such skepticism.
Gilbert and Procter (2006). These can have a significant negative impact when combined. The impact of social
anxiety on personal identity, social interactions, mental health, and academic performance (Ameringen et al.,
2003; Fehm et al., 2005; Keller, 2003; Stein et al., 1999; Turner et al., 1986). Bernstein et al. (2007)
discovered that the degree of social anxiety was connected to deficiencies in social skills, concentration issues,
and learning challenges in school settings. According to Ameringen et al. (2003), a considerable number of
patients with social problems. Anxiety caused pupils to leave school early, and Wetterberg (2004) discovered
that 21% of 17-year-old Swedish school students reported reduced functioning owing to social anxiety.
Further research has found that social anxiety has a major impact on school completion, test failure, and
graduation (Stein & Kean, 2000). Wittchen and colleagues (1999). Social anxiety is relatively prevalent, with
lifetime prevalence rates ranging from 7 to 13%. Adults and adolescents (Furmark, 2002) Furthermore, the
earliest onset occurs in the mid-to-late adolescence is a time when many young people are enrolled in full- or
part-time school. Recent study has indicated that Russell and have equal incidence percentages in higher
education. Tillfors and Furmark (2007) and Shaw (2009) both found clinically significant amounts of In the
United Kingdom and Sweden, social anxiety ranges from 10% to 16%. Despite these findings, little is known
about the consequences of social anxiety on higher education students. Two complimentary surveys were
undertaken to investigate how university students feel and handle social anxiety engaged in learning activities.
 THEORETICAL FRAMEWORK

This study anchored on Cognitive – Behavioral Theory by Aaron Beck (1960) which explains that
people's emotions, thoughts, behaviour and body sensations, are linked to each other and that whatever people
do and whatever they think, affects how they feel. Also, changes in one of these will cause changes in the
others.

CONCEPTUAL FRAMEWORK

INDEPENDENT VARIABLE DEPENDENT VARIABLE

SOCIAL ANXIETY BEHAVIOR

Figure 1. Conceptual Framework

 CHAPTER 2

METHODOLOGY

RESEARCH DESIGN

DESCRIPTIVE - CORRELATIONAL
We chose to use descriptive correlational as we aim to discover the relationship of Social Anxiety and
Behavior of students. Descriptive correlational research is a type of study that explores relationships between
variables without manipulating them. Its focus is to describe and to identify the relationship and observe how
one variable influences the other variable. Finding a correlation between two or more variables does not mean
that that’s what causes it. This type of research design is commonly used social sciences, and researchers use
statistical techniques to analyze data and measure the strength and direction of relationships.

SAMPLING PROCEDURE AND SAMPLE

The researcher employed random sampling technique to reduce the total number of respondents in the
study. According to Dr. Lohr (2009), random sampling is a foundational principle that ensures each unit or
element in the population has an equal chance of being included in the sample. This unbiased selection
process is crucial for making valid statistical inferences about the entire population based on observed
characteristics in the sample. First, the researchers randomly choose the respondents from senior high school
students in Calinan National High School. Then, using RaoSoft Sample Size Calculator, the researchers
obtained a sample size of three hundred forty-one (341) students from the estimated population of three
thousand (3000) students from senior high school students.

RESPONDENTS OF THE STUDY

The research respondents of the study were twenty (20) students from HUMSS 8 for pilot testing and
three hundred forty-one (341) senior high school students at Calinan National High School who were
officially enrolled in academic year 2023-2024. They were randomly selected and regarded as the
representatives of the whole senior high school population at Calinan National High School.

RESEARCH INSTRUMENT
The researchers used a self-made questionnaire as an instrument for the data gathering. The
researchers modified the test by dividing in into two parts: social anxiety and behavior. To assess the level of
social anxiety of the respondents, the first part of the social anxiety questionnaire has ten (10) statements.
Meanwhile, the second part of the questionnaire is on the behavior of students and has also ten (10)
statements. The respondents responded to each item using the Likert scale, such as level of social anxiety: 1-
Never; 2-Rarely; 3-Sometimes; 4-Often; 5-Always. Behavior of students: 1-Never; 2-Rarely; 3-Sometimes; 4-
Often; 5-Always.
The 5-Likert Scale Used for Measuring Social Anxiety and Behavior of Students
Scale Range of Descriptive Verbal Interpretation
Mean Equivalents

This indicates that the social anxiety and

behavior of students as embodied in the item
5 4.21-5.00 Very High
are always manifested/observed.

This indicates that the social anxiety and

behavior of students as embodied in the item
4 3.41-4.20 High
are often manifested/observed.

This indicates that the social anxiety and

behavior of students as embodied in the item
3 2.61-3.40 Moderate
are sometimes manifested/observed.

This indicates that the social anxiety and

behavior of students as embodied in the item
2 1.81-2.60 Low
are rarely manifested/observed.

This indicates that the social anxiety and

behavior of students as embodied in the item
1 1.00-1.80 Very Low are never manifested/observed.

DATA GATHERING PROCEDURE

The teacher in charge of this research assisted the researchers in obtaining authorization from the
administration of Calinan National High School to distribute survey questionnaires to the respondents.
After gaining permission from the principal to conduct the study, the researchers handed the survey
questionnaires together with the letter to the respondents to collect the necessary data and let them respond
willingly in the study.
The researchers personally carried out the distribution and retrieval, adhering to the health policy and
ensuring the safety of the researchers and respondents.
In Chapter 3 of this study, the collected survey questionnaires were thoroughly examined, tallied,
presented, analyzed, and interpreted.

DATA ANALYSIS
Several statistical tools were used in the data analysis. The instrument's data was tallied, tabulated,
analyzed, and interpreted. The data were handled as follows:

1. Mean. This is used to determine the level of social anxiety and behavior of students.
 ∑ Fx
Formula: x=
x
Where: X = Mean
∑ = Summation Symbol
F = Frequency
X = the Weight of each item
N = the number of cases

2. Standard Deviation. This is used to measure the dispersion of the data from the
mean.

Formula: 𝑠

Where: S = the standard deviation of the sample

∑ = Summation Symbol
𝑋𝑖 = each value in the data set
= the mean of all values in a data set
N = the number of values in a data set

3. Pearson Product-Moment Correlation. This statistical tool was used to determine the significance of the
relationship between social anxiety and behavior of students.

Formula: 𝑟
Where: r = correlation coefficient
𝑋𝑖 = values of the x-variable in a sample

𝑥 = mean of the values of the x-variable

𝑦𝑖 = values of the y-variable in a sample

𝑦 = mean of the values of the y-variable

In this study, the researchers used JASP Software to analyze the data gathered. This program for
statistical analysis was used to identify the mean, standard deviation, and Pearson product-moment
correlation.

Interpretation of Correlation Coefficient (r)

 Interval Correlation Level of
Correlation

0.80 - 1.00 Very High Correlation

0.60 - 0.799 High Correlation

0.40 – 0.599 Moderate Correlation

0.20 – 0.399 Low Correlation

0.00 – 0.199 Very Low Correlation

Source: Sugiyono (2015)

Ethical Considerations
The researchers showed respect for the responses of the respondents. The researchers used a survey
questionnaire. The respondents were not forced to do anything they did not wish to do. Their names were not
mentioned in any part of this research. As a result, it was guaranteed that they were not harmed emotionally
and physically as a respondent of the study.
The researchers also assured that the content of the questionnaire will not harm any individual or
organization and that their responses were only used for research purposes.
To avoid copyright infringement or plagiarism, proper and accurate document sourcing of the dates
and materials that were used in the study were performed.