More Than Just Shyness: Perceptions of Senior High School Students towards

Social Anxiety

_________________________
A Research Paper
Presented to the Faculty of Senior High School
_________________________

In Partial Fulfillment
of the Requirements for Practical Research 1
_________________________

Angga, Carl Joseph O.

Castor, April Joy S.
Frani, Arl Dominyq A.
Magallanes, Aito Raphael H.
Misoles, Stephen James
Pascua, Symon Isaac Fernan C.
Celdran, Rani M.
Salinas, Cj Babao
Saucelo, Rey Jastin I.

March 2023
 Table of Contents

Title Page i

Table of Contents v

Chapter

1 The Problem and Its Scope 1

Purpose of the Study 6

Research Objectives 8

Literature Review 8

Theoretical Lens 15

Chapter

2 Methodology 20
Research Design 20

Participants of the Study 21

Research Instrument 22

Role of the Researcher 23

Ethical Consideration 24

Data Collection 28

Data Analysis 29

Trustworthiness of the Study 30

Chapter

3 Result and Discussion 34

Chapter

4 SUMMARY, CONCLUSION, AND RECOMMENDATION 45

Summary 45

Conclusion 46

Recommendation 48

References 50

Appendices 63

Appendix A 63

Appendix B 67

Appendix C 68

Appendix D 116

Appendix E 120

Appendix F 128
 CHAPTER 1

Introduction

The social competence of the learners has been a crucial difficulty among

students. Due to social anxiety, learners cannot improve their social skills at a

proficient level. Students with social anxiety experience fear and uneasiness in

social performance and interactional situations, which have a significant negative

impact on the various aspects of their life. Fear of negative evaluation has been

found to be positively correlated to social anxiety among students. They are

extremely self-conscious and worry about embarrassing themselves, messing

up, or coming off as foolish. Therefore, an individual who has social anxiety tends

to worry that they will be judged negatively by others in social situations.

As a result, they may not ask for help from teachers or professors when

they don’t understand something, they may avoid asking someone to proofread

their work, they may avoid sharing ideas in group projects or works, and they

may not contribute to class discussions and thus miss out on participation marks.

Shyness often gets mixed up with social anxiety. Social anxiety disorder is a

mental illness whereas shyness is a personality trait. Students who experienced

teasing, bullying, rejection, ridicule or humiliation are more likely to have social

anxiety disorder. In addition, other negative events in life, such as family conflict,

trauma or abuse, may be associated with this disorder.

 2

According to a study conducted by Leigh & Clark (2015), social anxiety

disorder is a condition characterized by a marked and persistent fear of being

humiliated or scrutinized by others. Age-of-onset data point to adolescence as a

developmentally sensitive period for the emergence of the condition, at a time

when the peer group becomes increasingly important.

Social anxiety in adolescence is associated with considerable impairment

that persists through to adulthood. Ajmal & Ahmad (2018) reported that social

anxiety is a basic human emotion that consists of fear and uncertainty and

usually it occurs when an individual believes that the event is a threat to self or

self-esteem. Social anxiety can also be a state or trait depending on its duration.

Social anxiety blocks the normal thought processes. It favors a passive approach

to material rather than interaction with it.

Social anxiety is the human emotion that everyone experiences. Students

experience problems during their studies, and feel anxious when taking exams or

making significant life decisions. There is evidence in the literature that there is a

negative correlation between social anxiety and student achievement, and the

realization of important cognitive and emotional outcomes in distance learning

education. Grupe & Nitschke (2016) also stated that one of the most important

features of social anxiety disorder is their cognitive component. This component

is exhibited in the form of biased information processing of novel social situations

as well as specific and general threats. For instance, the exposure of people with

social anxiety to ordinary social settings induces selective retrieval of past

negative social memories. This leads to negative interpretation and response to

 3

current events. Furthermore, Thompson, Zalk, Marshall, Sergeant & Stubbs

(2019) emphasize that social anxiety is linked to reduced quality of life,

occupational underachievement and poor psychological well-being, and is highly

comorbid with other disorders. Mounting evidence suggests that social anxiety

exists on a severity continuum, and that social anxiety that is not severe enough

to warrant a diagnosis of SAD may still produce significant individual burden.

There is little evidence to suggest that social anxiety may negatively affect

others’ perceptions of agreeableness or warmth. However, if social anxiety

impairs an individual’s ability to function effectively in common performance

situations such as school performance and other social challenges, this could

cause or maintain feelings of failure and inadequacy and even affect academic

success.

Jefferies & Ungar (2020) reported that social anxiety is a fast-growing

phenomenon which is thought to disproportionately affect young people. A large

number of young people may be experiencing substantial disruptions in

functioning and well-being which may be ameliorable with appropriate education

and intervention. In addition, Pilkionienė, Širvinskienė, Žemaitienė & Jonynienė

(2021) said that a poorer mental health can be frequently associated with one’s

physical health. Having migraines, body pain, low quality of sleep, and body fats

are common to children and adolescents. Suggesting that the young person with

anxiety disorder is associated with physical health is being affected as well.

According to Malolos et al. (2021), efforts are needed to identify these issues

in advance to prevent the negative effects for the children or adolescents.

 4

Additionally, the World Health Organization (WHO) you have been attempted

suicide once a year. A study by Cedurland (2015) discovered that social anxiety

disorder is prevalent in kids and teenagers and can cause distress. Social

anxiety can have a negative impact on student learning and well-being in higher

education. The prevalence of social anxiety and stigma among adolescents with

mild intellectual disabilities, finding that they were more likely to experience social

anxiety than their peers without disabilities. Finally, a study by Paningbatan

(2020) explored the extent to which social phobia has been experienced by

Filipino adolescents, finding that it is a disabling anxiety disorder characterized

by an excessive fear of negative evaluation in social situations. The study also

suggested that cultural beliefs may contribute to the prevalence of this disorder in

the Philippines, as Filipinos often believe depression, anxiety and other mental

disorders are non-existent.

Furthermore, in Davao City, social anxiety is seen as a roadblock to students'

success in their academic performance according to Garcia (2016). The study of

Sannadan entitled “The Social Anxiety of Tausug” (2015) aimed to identify the

level of fear of negative evaluation by other people among the University of

Mindanao students to help personnel in the academe to come up with effective

programs for empowering the indigenous group of students. The Fear of

Negative Evaluations (FNE) Scale and the Manchester Personality Questionnaire

(MPQ) were used as the data gathering instruments. As a minority group, their

fear of negative evaluations from other people may be due to stereotypes known

about them which eventually result in them becoming shy and nervous, and that
 5

lead them to perform less in school than they should. Also, Ballado (2015) in his

study, found out the correlation of the level of social anxiety to the academic

achievement of junior Bachelor of Elementary Education students in the

University of Mindanao Philippines. It also tried to determine the difference in the

level of social anxiety and academic achievement among the male and female

respondents. Using a 24-item Social Anxiety Inventory, the majority of the

respondents have Moderate to High anxiety levels. Females have a higher level

of social anxiety. There was a significant difference in the social anxiety levels of

male and female students. The respondents had the top five highest levels of

anxiety in items relating to group projects, class discussion and participation

marks. Locally, the majority of the students who have social anxiety are more

likely to be seen as a “shy” person, but in reality, it is more serious than that.

They have observed that these students who are suffering from social anxiety

disorder have a hard time adjusting and coping in social situations.

Moreover, most of these students are often overlooked and disregarded

due to social norms in the Philippines where mental illness remains a taboo topic.

As a result, they will have a hard time connecting and building a relationship with

other students and teachers. They are also prone to poor academic performance

and reduced educational achievement due to different factors such as lack of

interest in learning, poor concentration in class, avoiding social activities or

school events, hesitation to ask questions, canceling schedules and plans and

many more.
 6

More specifically, this impression has compelled the researchers to discover

and explore the experiences of Senior High School students with social anxiety

disorder. This study will provide students with an understanding into what it is like

to have a Social Anxiety Disorder. They will also benefit from formulating possible

coping mechanisms and to reduce the stigma associated with social anxiety due

to the reason for the topic not being talked about enough in the academic setting.

Purpose of the study

The purpose of this phenomenological study is to describe the socio-phobic

experiences of Senior High School students. At this stage in the research, social

anxiety will be generally defined as an intense anxiety or fear of being judged,

negatively evaluated, or rejected in a social or performance situation. Socially

anxious students miss out on learning opportunities by avoiding interaction,

physically or psychologically. Attention to academic information may be distracted

by an excessive focus on their anxieties

The researchers considered that this study will be beneficial to the teachers,

parents, students, and future researchers.

Teachers. This study will help educate teachers about the symptoms of

social anxiety disorder. They can help students who suffer from social anxiety in

a study by being aware of symptoms such as physiological and social anxiety,

 7

separation anxiety, and high overall anxiety; teaching with sensitivity; improving

pedagogic support for those who are experiencing social anxiety; comprehending

the connection between anxiety, teacher-student interaction, self-esteem, and

language values; and organizing classroom activities and small groups in such

a way that anxious students are not forced to interact with one another.

Parents. This study will assist the parents in understanding what their child is

experiencing and it will also provide significant knowledge about this mental

illness so they will be able to support their children emotionally and mentally. In

addition to that, it will also help them nurture their child's mental health by

building a close relationship with them, providing structure and boundaries,

fostering independence, encouraging social connections, and teaching them

healthy coping strategies.

Students. This study will benefit the students because it brings awareness to

help them understand if they might be struggling with this condition and reduce

the misconceptions and stigma, and also encourage those who are suffering to

seek help and find a support network. Lastly, this study will raise their ability to

open up and speak about the challenges they encounter in their daily lives. For

students without social anxiety, this study will help us understand their

experiences, vulnerabilities, and shared concerns about social anxiety disorder.

Future Researchers. Lastly, future researchers can benefit from studying

social anxiety by gaining an understanding of its prevalence in different countries,

the role of negative imagery in social anxiety, and its impact on student learning

and well-being. Additionally, research has shown that increased social anxiety is
 8

associated with lower social functioning and diminished positive affect and

elevated anger

Research Objectives

This study aims to explore and understand the perception of senior high

school students regarding social anxiety. It has the following specific objectives:

● To investigate the impact of social anxiety on the academic performance

of senior high school students;

● To examine the academic difficulties caused by social anxiety experienced

by senior high school students.

Literature Review

Social anxiety is a common and debilitating mental health condition that

affects individuals across the lifespan. The year 2015 saw significant progress in

understanding the causes and consequences of social anxiety, as well as the

development and evaluation of effective treatments. One area of research that

received significant attention in 2015 was the role of cognitive biases in social

anxiety. Several studies suggested that individuals with social anxiety have a
 9

heightened attentional bias toward threatening social stimuli, such as negative

facial expressions or critical feedback (Amir et al., 2015; Cao et al., 2015).

Other studies suggested that cognitive biases related to self-evaluation and

social comparison may also contribute to the development and maintenance of

social anxiety (Alden and Trew, 2015; Weeks et al., 2015).

In terms of treatment, 2015 saw the development and evaluation of several

promising interventions for social anxiety. One study examined the use of a

virtual reality exposure therapy program to treat social anxiety, with promising

results (Gonzalez-Robles et al., 2015). Other studies evaluated the effectiveness

of transcranial direct current stimulation (tDCS) as an adjunct to

cognitive-behavioral therapy (CBT) for social anxiety, with mixed results (Fregni

et al., 2015; Palm et al., 2015). Finally, a meta-analysis of the effectiveness of

internet-based CBT for social anxiety found that this approach is a promising and

effective treatment option (Olthuis et al., 2015).

While significant progress was made in understanding and treating social

anxiety in 2015, several gaps in the literature remain. For example, more

research is needed to identify effective treatments for social anxiety that are

accessible to diverse populations, including individuals with limited resources or

who live in rural areas. Additionally, more research is needed to understand the

long-term outcomes of treatments for social anxiety and to identify effective

prevention strategies."

Physiological Arousal and Perception

 10

The relationship between physiological arousal and perception has been a

longstanding topic of interest in psychology and neuroscience. In 2015, several

studies were published that shed new light on this relationship, particularly in the

context of emotion and social perception.

One area of research that received significant attention in 2015 was the

role of physiological arousal in emotion perception. Several studies suggested

that physiological arousal, particularly in the form of increased heart rate or skin

conductance, can influence how individuals perceive emotional stimuli, such as

facial expressions or emotional words (Kreibig, 2015; Soutschek et al., 2015).

For example, one study found that individuals with higher heart rates were more

likely to perceive ambiguous faces as threatening, suggesting that physiological

arousal may bias emotional perception (Kreibig et al., 2015).

Another area of research that received attention in 2015 was the

relationship between physiological arousal and social perception. One study

found that individuals who experienced higher levels of physiological arousal

when viewing faces of different races were more likely to exhibit implicit racial

bias, suggesting that physiological arousal may play a role in shaping social

perceptions (Richeson et al., 2015). Other studies suggested that physiological

arousal may influence the perception of social threat, particularly in the context of

social anxiety (Amir et al., 2015; Cao et al., 2015).

 11

While significant progress was made in understanding the relationship

between physiological arousal and perception in 2015, there are still several

gaps in the literature. For example, more research is needed to identify the

neural mechanisms underlying the relationship between physiological arousal

and perception, as well as to develop more targeted interventions for individuals

who experience atypical patterns of physiological arousal and perception.

Additionally, research is needed to understand how individual differences in

physiological arousal and perception may contribute to the development and

maintenance of mental health conditions, such as anxiety or depression.

Social Phobia

Social phobia, also known as social anxiety disorder, is a debilitating

mental health condition characterized by intense fear or anxiety in social

situations. The year 2015 saw significant progress in the understanding and

treatment of social phobia, with several important studies published in this area.

One area of research that received significant attention in 2015 was the

role of cognitive biases in social phobia. Several studies suggested that

individuals with social phobia have a tendency to interpret ambiguous social

stimuli in a negative way, which can contribute to the development and

maintenance of the disorder (Rodebaugh et al., 2015; Wieser et al., 2015). Other

studies suggested that attentional biases toward negative social stimuli may also

play a role in social phobia (Amir et al., 2015; Cao et al., 2015).
 12

In terms of treatment, 2015 saw the development and evaluation of

several promising interventions for social phobia. One study examined the use of

virtual reality exposure therapy to treat social phobia, with positive results

(Gonalez-Robles et al., 2015). Another study found that a novel intervention

combining cognitive training and mindfulness was effective in reducing symptoms

of social phobia (Morrison et al., 2015). Additionally, a meta-analysis of the

effectiveness of internet-based cognitive behavioral therapy for social phobia

found that this approach is a promising and effective treatment option (Olthuis et

al., 2015).

While significant progress was made in understanding and treating social

phobia in 2015, there are still several gaps in the literature. For example, more

research is needed to understand the long-term outcomes of treatments for

social phobia and to identify effective prevention strategies. Additionally, research

is needed to better understand the neural mechanisms underlying social phobia

and to develop more targeted and personalized treatments.

Social Anxiety's Impact on Student Learning and Self-esteem

The effects of social anxiety on a student's ability to learn and their sense

of self-worth can be significant. It is frequently maintained through a negative

feedback loop that consists of having low self-expectations and having difficulty

comprehending the material being presented.

 13

Students who fear failing their classes and who feel they cannot keep up

with the demands of school have been found to suffer from a condition known as

anticipatory anxiety, which is a key mediating factor in academic engagement.

Due to the symptoms of social anxiety disorder (SAD), college students who

suffer from SAD have limited access to objective information about themselves

and report having low levels of self-esteem. Given the known association

between social anxiety and comorbidity for mental health problems students

were asked if they had experienced common forms of emotional distress in the 6

months preceding the survey.

Synthesis

Social anxiety affects the student's ability to learn and their sense of

self-worth can be significant. People who suffer from social anxiety have a

tendency to exaggerate their own levels of arousal and believe that they are

more noticeable to others than they actually are, both of which are important

aspects of the disorder known as physiologic arousal. This could result in

increased anxiety as well as poor performance in social settings. Research has

also shown that there is an inverse relationship between social anxiety and

self-esteem. This means that people who experience higher levels of social

anxiety typically experience lower levels of self-esteem.

Individuals who suffer from social anxiety tend to have a more

self-referential perception of gaze direction than those who do not suffer from

social anxiety. This is one of the ways in which gaze perception is impacted by
 14

social anxiety. When this occurs, a person may experience feelings of unease

and discomfort when they are the focus of attention. In conclusion, research has

shown that perceived physiological arousal acts as a mediator in the relationship

between social anxiety and post-task appraisals of coping efficiency. This finding

suggests that people who have higher levels of social anxiety may be less likely

to experience feelings of success after completing a task. When taken together,

these findings suggest that social anxiety can have a significant impact on both a

student's ability to learn and their own sense of self-worth. A number of studies

lend preliminary support to the role of internal cues in social anxiety. Recent

research suggests that compared to non-clinical controls, people with social

phobia are more likely to interpret physical symptoms, such as blushing,

sweating or trembling, as evidencing something negative, such as intense

anxiety or a psychiatric condition (e.g., Roth, Antony, & Swinson, 2001). In

addition, their fear of exhibiting these symptoms is more likely to heighten their

awareness of them. For example, Mulkens, De Jong, Dobbelaar, and Boegels

(1999) required high and low fear of blushing individuals to engage in two social

tasks which varied in levels of embarrassment. Objective measures of facial

coloration and skin temperature indicated that the more embarrassing task

produced more coloration for both groups. However, it was just the high fear of

blushing individuals who reported greater blushing intensity, indicating a

relationship between feared physical symptoms of anxiety and heightened

awareness of this symptom.

 15

Theoretical Lens

This study is anchored on Vygotsky’s Theory of Sociocultural Cognitive as

cited by Vygotsky, L. (1962). This theory suggests that a child's cognitive

development and learning ability is guided and mediated by their social

interactions through the assistance provided by more experienced people in the

social environment, like parents and teachers. The theory also states that

children embody and learn from the beliefs and attitudes that they experienced

or witnessed around them. Vygotsky believed that culture plays an important role

in shaping cognitive development and that this development varies across

different cultures. This theory is best fitting for our study since it states that

without social interaction, children will be deprived from growing and developing

further, And this lack of cognitive development from the early stages will directly

affect the ability of children to positively and naturally interact with others. The

mind forms and develops from a young age through being part of and

contributing to social interactions, which is a process charged by emotions.

Growing up within a family contributes to the early development of the child's

brain and ability to interact.

 16

This study will anchor on Cognitive Theory of Social anxiety as cited by

Huppert, J.D., Roth, D.A., & Foa, E.B. (2003). Cognition is defined as our

conscious interpretation, procedural knowledge, and emotional reactions.This

theory presents that Individuals with social anxiety disorder, will more often than

not, Overestimate the negative aspects of social interactions, and underestimate

the positive aspects. The theory suggests that individuals suffering from social

anxiety tend to overestimate the threats of social interaction, the likelihood of

negative outcomes, and the consequences suffered from failed social

interactions. To expand on this point, Social Anxiety disorder pushes the

individual to overthink and exaggerate the negative results of an interaction in

any way or manner. Specific beliefs and Reasoning refrain them from socializing,

and even less human interaction only aggravates the condition. It is also stated

that specific patterns of thoughts and beliefs play an important role in Social

Anxiety, And recognizing and targeting these patterns help with treating the

disorder.

The Cognitive Theory of Social anxiety puts us at a different perspective of

thinking. It explores the mind and point of view of the individual suffering the

disorder. According to the Cognitive behavioral treatment of social phobia, a

study by Huppert and Roth, (2003), Individuals with social anxiety use strategies

to avoid negative outcomes, but strategies in preventing bad outcomes often get

in the way of having good outcomes from an interaction. An example would be

when an individual chooses not to speak at all in order to avoid saying something

uninteresting or anything that can be deemed stupid or dumb. By doing this, that
 17

Individual has succeeded in not saying what is perceived by others negatively,

But would also miss an opportunity to have a positive interaction with others. A

person suffering from the disorder would focus on Social self performance, which

can be very distracting. The attention to self performance can lead to the

individual only paying attention to the negative aspects of how they are

interacting with others. Because of this, Individuals with Social Anxiety tend to

remember past interactions worse than they really were. This pattern or Cycle of

thinking would only lead to more Avoidance to social interactions.

The theory also presents Cognitive Behavioral Treatments for Social Anxiety

(CBT), which allows individuals to evaluate and modify their own negative beliefs

and expectations about social interactions.This type of therapy can be helpful in

treating social anxiety. However, there are many different types of treatment, and

one approach may fit some individuals better than others. With the concepts and

insights the Cognitive theory of Social Anxiety offered, It would be best Fitting

with our Study, Since it also tackles factors that can be correlated with having

Social Anxiety, and viable information recognized in this study will be beneficial in

observing the characteristics of social anxiety among students, and in a school

setting where Social interactions are unavoidable

This study will anchor on theories of social anxiety (Leary & Kowalski, 1995),

This theory suggests that people feel socially anxious when they wish to make a

good impression on others but doubt their ability to do so. People with excessive
 18

social anxiety are likely to view themselves as having more flaws or deficits,

compared to those who rarely feel social anxiety. Thus, for those that suffer from

Social anxiety disorder, social interactions may seem like dangerous places

where flaws can be observed and scrutinized. At first, researchers believed that

the core feature of SAD was a fear of negative evaluation or being preoccupied

with the possibility of being unfavorably judged or rejected by others (Watson &

Friend, 1969). Recent evidence has suggested that people with SAD are actually

concerned with both positive and negative evaluation. Fear of positive evaluation

is the dread associated with success and public favorable evaluation, raising the

expectations for subsequent social interactions.

The fear of being positively evaluated is particularly relevant when a social

comparison occurs, such as when a person gets a promotion at work (Weeks,

Heimberg, Rodebaugh, & Norton, 2008; Weeks, Heimberg, & Rodebaugh, 2008).

Both of these fears of evaluation contribute to social anxiety (Weeks, Heimberg,

Rodebaugh, Goldin, & Gross, 2012). Why might socially anxious people dread

being praised? Gilbert’s (2001) evolutionary theory suggests that social anxiety is

a mechanism that evolved to facilitate group cohesion. When in society there are

people of different social ranks, a person lower on the social hierarchy (e.g., an

entry-level employee) would experience anxiety when interacting with

higher-ranking group members (e.g., bosses). Such anxiety would lead a person

to display submissive behavior (e.g., avoiding eye contact) and prompt them to

avoid doing anything that could cause conflict. Anything that increases social

status—such as receiving a promotion or dating an attractive romantic

 19

partner—can cause tension and conflict with others of higher status. Whereas

fear of negative evaluation is relevant to other psychological conditions, such as

depression and eating disorders, fear of positive evaluation is unique to SAD

(Fergus et al., 2009; Weeks, Heimberg, Rodebaugh, et al., 2008). Furthermore,

when people are successfully treated for SAD, this fear of positive evaluation

declines (Weeks et al., 2012).

 20

CHAPTER 2

Methods

This chapter presents the research design, participants of the study,

Research Instrument, ethical consideration, the role of the researcher, data

collection, data analysis, and trustworthiness of the study.

Research Design

This study will use qualitative design and a phenomenological approach.

Qualitative research can help in conducting studies on a phenomenon, and it is

useful for exploring phenomena compared to quantitative research (Kalu, 2017).

Phenomenological studies are important to have a better understanding and

explore the experiences, culture and beliefs, situation, and values of individuals

on a certain topic (Kalu, 2017).

This research, using the phenomenological approach will be able to help

on knowing the perceptions of senior high school students with social anxiety. In

addition to giving information of the experiences and challenges of the students

 21

that they have encountered and how it affects their academic studies. And also

provide more information on the coping strategies of students on facing the

challenges that they had encountered.

Participants of the study

To identify the participants of the study, the researchers will utilize

purposive sampling. As indicated by Foley (2018), purposive sampling technique

is when the researcher relies on their discretion to choose variables for the

sample population. In other words, researchers go to this community on purpose

because they think that these individuals fit the profile of the people they need to

reach. This approach is used to reduce sampling error and increase the precision

of estimates by ensuring that the sample reflects the diversity of the population in

terms of the key characteristics being considered. In addition to that, Pior &

Campbell (2020) implies that purposive sampling selects particular participants

because they, through lived experience, have specific information that will

answer the research question. Purposive sampling that matches the sample of

respondents to the aims and objectives creates greater rigor for the study

resulting in trustworthy results. Purposive sampling strategies seek a

well-informed selection of interviewees that allows targeted ways of observing

the phenomena being researched.

 22

Moreover, the participants of this study will consist of eleventh-grade

students currently enrolled in the STEM strand at Davao Doctors College Inc.

who meet the eligibility criteria. Ten students will be sharing their thoughts about

social anxiety and difficulties of socializing among their peers and other students

will be selected using purposive sampling. The ten participants will be invited to

participate in in-depth interviews.

Research Instrument

For data gathering in this research, The researchers will be using a

semi-structured interview guide. This type of interview, often used in healthcare

research with a phenomenology approach, consists of predetermined

open-ended questions. These questions are flexible and can be modified based

on the situation and response. It ensures that participants respond to questions

relevant to the research topic and allows them to express their opinions,

agreement, and disagreement (Tanwir et al., 2021). The purpose of conducting

semi-structured interviews for this research is to gain a deeper understanding of

senior high school students' experiences, including how social anxiety affects

their daily lives, and how they feel, think, and behave in social situations.

Moreover, a semi-structured interview guide is suitable for collecting data

on our research topic because it allows participants to freely express their

experiences in their own words, while also enabling the researcher to ask
 23

follow-up questions for clarification or to explore interesting avenues that may

arise during the interview. Additionally, experts will assess the interview guide we

have developed to ensure that the questions are appropriate and accurate for

data collection. This validation process will help us to ensure that our questions

are not biased against any aspect that may cause harm to our research

participants.

Providing the questions in advance ensures that the participants know

what to expect during the interview. This transparency can help build trust

between the researcher and the participant and increase the likelihood that the

participant will be open and honest in their responses and for the participants

who may have communication difficulties or anxiety, having the questions in

advance can help reduce stress and ensure that they are better able to express

themselves during the interview.

Role of the researcher

In this study, the researchers will conduct interviews with senior high

school students at Davao Doctors College for this study. The study's target

population consists of 10 Senior High School students from Davao Doctors

College, Inc. sharing their thoughts about social anxiety. Those who fit the

description of the target population will be asked to participate in an interview

discussion. And It is the responsibility of the researchers to compile, arrange, and

 24

verify the information needed for a particular subject. The researchers will

ensure that each participant's personal data is used safely and confidentially.To

achieve this, it was necessary to strike a balance between the need to support

and the need to move the process along while making sure that the project was

managed (Hauge, 2021). In order to collect data for a qualitative study, an

interview guide is the best tool to employ after that.

Ethical Consideration

The ethical considerations are of great importance for the research. It is a

global standard because it ensures that the rights of each and every respondent

is respected. Furthermore, it also guarantees that the researchers will be

transparent, fair and trustworthy. Lasty, this section will expand on how the

results of this study will be valuable for the national needs, industry and

stakeholders.

Social value. This study may be relevant to the Department of Education,

For the Officials and heads of the department may utilize our study by using it as

the basis for implementing updated curriculums that could cater and

accommodate the needs of students that suffer from Social anxiety disorder. This

could also be beneficial for the parents, in a way where they can form better

connections, and gain understanding of what could possibly be happening to

their children. This will give them more insights about the condition and gather

observations to judge whether or not their kids have Social Anxiety. Most
 25

importantly, This study is relevant to the students, for they are the main concern

of the subject matter. By accessing viable information compiled from our

research, a better understanding of the condition is achieved, and students will

be able to compare their experiences with the Participants of the study. Through

this, it is possible to compare and contrast the thought process, habits, and

mannerisms of individuals that are affected by social anxiety to form a sense of

belonging and formulate personalized coping methods.

Informed consent. This study will utilize informed consent and assent

forms as the documents that ensure the transparency and security of the

guidelines to be followed before, during, and after the conduct of the survey

administration. The Semi-structured interview will be held online via zoom

meetings due to covid restrictions, and that the researchers are online class

modality learners. Informed consent forms will be given to the parents, to let

them know that their children were selected, and will participate in the

semi-structured interview. Assent forms will be provided for the students who are

below the age of 18, to inform them that they were selected to participate in the

interview. Before the conduct of the semi structured interview, the researchers

will ask the respondents to attach their signature into the informed assent forms,

to signify their approval in participating in the interview. Furthermore, during the

conduct of the interview, if the respondents feel any discomfort, they are free to

withdraw at any given moment, and for any valid reason. After the Interview, the

respondents will receive a personal message from the researchers, promising

that the information shared by the respondents will be kept safe and confidential.
 26

Risk, benefits, and safety. The researchers will keep information organized

and confidential. To avoid the leak of private data shared by the respondents

from the interview conducted, We will monitor and restrict who has access to

information gathered by keeping it only between the respondents and the

researchers. Furthermore, since the interview will be conducted via zoom

meeting rooms, both the respondents and the researchers are at risk for

unexpected internet connectivity problems. To prevent this, the researchers have

prepared the same open ended questions( semi-structured interview guide)

through Google forms, where the respondents are able to fill up the questionnaire

with less required signal connectivity. When the researchers are to present their

findings and interpretations to a larger audience, We will send a direct message

to the respondents, notifying them regarding the conditions of the privacy of the

information.

Privacy and confidentiality of information – the fundamental values that

must be respected when handling data. Organizations need to understand the

importance of privacy and confidentiality, as well as how these values influence

their decisions. Privacy is a concept that relates to the protection of individuals’

personal information and their privacy in the use of personal information by

organizations. It is defined as “the right to maintain one’s own identity, including

one’s right not to disclose it; to be protected against interference, loss or

unauthorized access; and not to have the information disclosed without one’s

consent.
 27

Justice – The respondents/participants are expected to help provide

insights regarding public awareness. It is the general principle that all persons

should be treated equally and fairly. Justice is an impartiality, it seeks to treat all

equally without reference to any person's private interests or desires. Justice is

the principle or rule of government by which persons are judged in their rights,

privileges and duties as citizens.

Transparency – Conflict of interest is an issue that arises in many areas of

society. The degree to which it affects individuals and organizations is dependent

on the nature of the conflict, how severe it is and how it is managed. it should be

managed carefully so that it does not have an impact on the quality of decision

making. The best way to manage this is through clear policies and procedures,

as well as monitoring and feedback on performance. This issue should be

addressed at every meeting or meeting call where there is an opportunity for

input from all parties involved. If you are unsure about whether or not there is

potential for conflict of interest, it may be best to ask before sharing any

information with someone else (especially if it concerns confidential information).

Qualification of Researcher. The researchers are currently enrolled in

Practical Research 1. The researchers are qualified to conduct this study since

this is their starting exploration about research and where the researchers

receive proper training in writing researches by their research adviser/teacher.

Adequacy of Facilities.The researcher ensures that participants are ready

and well-oriented about gathering the data before, during, and after the data.

Data gathering will be happening through online semi-structured interviews. The

 28

said meeting will be recorded and noted for research purposes. The researcher

selected to conduct the interview online since COVID is still not yet fully lifted and

to prevent any health risks to the participants.

Community Involvement. The researcher will ensure that the content of

the research instruments is not biased in any way, whether in terms of race,

religion, or cultural background, and will be beneficial to the community and the

people that it is focusing on. And importantly also that it is not harmful to that

community. The researcher opts to involve a community, because by being

involved the research gets the benefit of the lived experiences of the people’s

issue that is being researched and it will result in a more impactful and

compelling result. Furthermore, after the research is completed, we intend to

share our findings to the community to assist in developing strategies and coping

mechanisms for people having difficulty communicating.

Data Collection

The researchers opted for a qualitative research method and employed a

phenomenological research design to elicit the participants' viewpoints on their

thoughts with social anxiety, as per (Bhandari ,2023). To select participants who

met the study's criteria, the researchers utilized purposive sampling, as

mentioned by (McCombes ,2022).The target population set for this study is 10

Senior High School students of Davao Doctors College, Inc. sharing their
 29

thoughts with social anxiety. The ones who fit the description of the target

population will be asked for their consent to be a part of an interview discussion.

The researchers will assure the safety use and confidentiality of each

participants' personal information (Holland, 2019). After that, an interview guide

will be used to collect the data as it is the most ideal instrument for a qualitative

study. An in-depth interview and focus group discussion are to be conducted

online via Zoom or Google Meet, and the medium of the meeting must be

mutually agreed upon by both the interviewer and each participant. Raw data is

to be collected during the interview, and it will soon be transcribed for analysis.

Data Analysis

Thematic analysis will be used as a data analysis tool in this study. In

qualitative research, thematic analysis is common. This necessitated

transcription of interview recordings and subsequent coding stages. The authors

began by reading and rereading transcripts to identify potential themes, which

they then forwarded to the lead author. We gathered data by distributing a survey

through online platforms such as Gmail, Facebook, and Messenger. The survey

contains three types of data: data that categorizes and describes people, data

that categorizes people's behavior, and data that reveals perceptions, attitudes,

opinions, and beliefs. Knowledge, perceptions, behavior, attitude, and

demographics are common topics used to address this data. According to

Colaizzi (1978), the researcher should attempt to formulate more general

 30

restatements or meanings for each significant statement from the text. Meanings

were derived from the significant statements and discussed with a member of the

same peer group. According to Husserl (1960) ,3 bracketing is necessary

because it helps to avoid misinterpretation about the participant's views. These

formulated meanings were then coded and categorized before being given to

expert researchers to ensure the accuracy of these processes and the

consistency of the meanings.

Trustworthiness of the study

The quality of the researcher's data is that individuals with social anxiety

disorder (SAD) experience functional impairment in social, educational, and

occupational arenas, contributing to poor quality of life. Previous research using

the Quality of Life Inventory (QOLI) has identified four distinct domains of quality

of life among individuals with SAD: Achievement, Personal Growth, Social

Functioning, and Surroundings. The present study was designed to investigate

how fear of negative evaluation (FNE) and fear of positive evaluation (FPE)

relate to the four QOLI domains among individuals with SAD. We also examined

the relationships of FNE and FPE to Satisfaction and Importance ratings on the

QOLI. Individuals with SAD (N=129) completed a battery of questionnaires prior

to initiating treatment.
 31

Credibility. According to Nowell et al. (2017), the credibility of a study relies

on how accurately the researcher represents the experiences of the participants

and if other researchers or readers can confirm this representation. The degree

to which the research captures the views and experiences of the participants

determines the credibility.

To ensure the credibility of our research, we will request Senior High

School students at Davao Doctors College Inc. who will be interviewed to answer

the guide questions candidly and without hesitation. This approach will guarantee

that the research is reliable and convincing as it is.

Transferability. We as the researcher's have largely concluded that

individuals with social anxiety endorse lower levels of quality of life than do

individuals without social anxiety, expressing dissatisfaction in areas as

widespread to the Senior High School students of Davao Doctors College, Inc.

(Eng et al., 2005; Mendlowicz & Stein, 2000; Olatunji et al., 2007; Safren,

Heimberg, Brown, & Holle, 1996; Stein and Kean, 2000). In this study, We will

provide a rich account of data from the excerpts one on one interview, focused

group discussion, number of participants, interview procedures which can also be

varied to different in future researcher’s.

Dependability. The researcher's effort to better understand how quality of

life differs across different domains for individuals with social anxiety, Eng et al.

(2005) conducted an exploratory factor analysis of the Quality of Life Inventory

(QOLI; Frisch, 1994). They identified four distinct domains of quality of life among

individuals with social anxiety: Achievement, Social Functioning, Surroundings,

 32

and Personal Growth. Treatment-seeking individuals with social anxiety indicated

dissatisfaction in Achievement and Social Functioning but not Personal Growth

and Surroundings. Following treatment, quality of life in the Achievement and

Social Functioning domains improved significantly, whereas quality of life in the

Personal Growth domain improved marginally, and no improvement was seen in

the Surroundings domain. As in other treatment studies, post-treatment quality of

life remained low relative to normative samples (Eng et al., 2005). Nonetheless,

these findings highlight the importance of examining specific domains of quality

of life, as using a single global factor may obscure more nuanced distinctions in

quality of life for individuals with SAD.

Confirmability. Refers to the researcher's ability to establish that their

interpretations and findings are based solely on the data collected during the

research process. This requires the researcher to provide a clear demonstration

of how they reached their conclusions and interpretations. To achieve

confirmability, researchers must ensure that credibility, transferability, and

dependability are all achieved. They can do this by including markers such as the

reasons for theoretical, methodological, and analytical choices made throughout

the entire study. By doing this, others can understand how and why decisions

were made, and it can increase the research's transparency and trustworthiness

Nowell et al. (2017).

When conducting the research with the participants, it is crucial to

prioritize their comfort and safety. Researchers must ensure that participants are

fully informed about the study procedures, their rights, and provide voluntary
 33

consent. Ethical guidelines mandate that participants can withdraw from the

study at any time without facing any negative consequences. Researchers

should also take steps to minimize any potential harm to the participants and

ensure their privacy and confidentiality are protected. By following ethical

guidelines, researchers can ensure their research is confirmable while prioritizing

the participants' wellbeing.

 34

Chapter 3

Results and Discussion

This Chapter presents the results, discussion, and personal insights that

the researchers have gathered through the process of conducting investigation of

the study on More than just shyness: Perceptions of Senior high school Students

towards Social Anxiety. The aim of the research was to gather perceptions and

insights from senior high school students towards Social Anxiety. The results

were viewed as a wide outline of points that covered inferences found in existing

research within the topic area. By gathering the perceptions of senior highschool

students, the researchers were able to identify the different understandings of

Students regarding the topic of Social Anxiety, and also sight similar and

potential cases to the Disorder.

The following is the list of Research results: The perceptions of senior high

school students towards the effects of Social anxiety to the academic

performance and overall experience of a student who may be suffering from

S.A.D. While it is notable that significant progress was made in treating and

understanding social anxiety, The overall understanding and perception of the

students lacks enough discussion. The goal of this study is to raise awareness,

formulate possible and updated coping strategies, and reduce the stigma

associated with Social anxiety in an academic setting. The findings of our study
 35

were grouped in 3 clusters: how senior high school students differentiate social

anxiety from Shyness, how they describe the effects of S.A.D in different

academic aspects , and their perspective on the possible coping strategies.

Fear of Evaluation

In this section, the researchers discussed the perceptions of grade-11

students on how the fear of evaluation influences students with social anxiety in

their academic performances. According to Bautista & Hope (2015) High social

anxiety is associated with negative interpretations of social feedback,

maladaptive attributions for success and failure, and excessive attention to

internal and external threat cues.

When asked about what academic difficulties caused by social anxiety do

senior high school students experience, respondent A provided the following

insights:

“Some of the academic difficulties that some – uhm mostly students

experience due to social anxiety includes difficulty in participating in class

discussion, fear of presenting in front of the class, and avoiding group

works or collaborative projects.” Respondent A stated (Appendix C: Line

34).
 36

The fear of being evaluated negatively is a common experience for many

people. It can cause anxiety, self-doubt, and even lead to social isolation.

Individuals who struggle with this fear may avoid situations where they feel they

might be judged or criticized such as in an academic setting.

“For me, I always seek help and I always overthink some questions like

What if they judge my appearance or Do they talk behind my back even

when I ask for help?” Respondent H stated. (Appendix C: Line 330).

By evaluating the answers of the respondents, the fear of being judged is

a complex psychological phenomenon that can have a profound impact on an

individual's self-esteem and well-being. Furthermore, This fear can have

far-reaching consequences, affecting not only one's personal life but also

professional success and opportunities for growth.

Loss of focus, Motivation, Interest

In this section, the researcher explored the insights of students regarding

the impact of social anxiety on one's focus, motivation, and interest. According to

a study by Katriel (2019), individuals with social anxiety often experience feelings

of sadness, low motivation, low energy, and a general lack of interest in

accomplishing meaningful tasks.

 37

When asked about how social anxiety affects academic performance,

respondents provided the following insights:

“Social anxiety can have a negative impact on academic performance. A

student with social anxiety may experience difficulty participating in class

discussion and group activities which can lead to decreased motivation

and lack of engagement in the classroom. Additionally, social anxiety can

cause students to avoid social situations altogether, including school

events and extracurricular activities which can limit their opportunities for

learning and growth outside of the classroom. It may also lead to poor

performance on oral presentation, tests, and essays. Overall, social

anxiety can hinder a student's academic performance by limiting their

ability to engage with peers and teachers.” Respondent E stated

(Appendix C: Line 208).

Individuals with social anxiety tend to magnify their thoughts and fears

regarding others' opinions, often fixating on potential embarrassing outcomes

rather than positive ones. This fixation can contribute to a loss of focus and

interest. When Respondent C was also interviewed, he also stated losing focus

and interest is due to social anxiety.

“He/she will be out of focus. As I said earlier, A person wants to do

something but the mind is stopping him/her from doing it. The person will
 38

also lose focus and interest and this will result in bad grades.” Respondent

C stated (AAppendix C: Line 135).

By evaluating the response of the respondents, the detrimental effects of

social anxiety on a student's academic performance are evident in the areas of

motivation, interest and focus. Social anxiety creates significant barriers that

hinder a student's ability to focus on their studies, stay motivated to achieve their

academic goals, and maintain a genuine interest in their educational pursuits.

 39

Family History

Family history plays a significant role in the development of various

conditions, including social anxiety. While I don't have access to your specific

family history, I can provide some general information about how family history

can influence social anxiety. According to (Cuncic, 2021), If a family member has

experienced undiagnosed SAD for a prolonged period, it is likely to have strained

the family dynamics. You might have gone through months or even years without

understanding the root of the problem. While receiving a diagnosis is a positive

step towards healing familial relationships, the recovery process remains lengthy

and requires effort from everyone involved.

“It can be family because it’s external which means It’s not inside the

school.” Respondent B stated (Appendix C: Line 104).

It's important to note that having a family history of social anxiety or other

mental health conditions doesn't mean that an individual will definitely develop

the disorder. Many factors, including individual temperament, personal

experiences, and coping mechanisms, interact with genetic and environmental

influences. If you have concerns about your own social anxiety or that of a family

member, it's advisable to consult with a mental health professional who can

provide a comprehensive assessment and appropriate support or treatment.

 40

“There are lot of possible factors that cause social anxiety, first is like due

to family problems or bullying that’s why there are social anxiety due to the

fear of socializing to other people since you feel like you are not belong in

meant for that thing”. Respondent D stated (Appendix C: Line 180).

Pressure

This section sheds light on the respondents' insights on how they view

pressure as a contributor to social anxiety. In addition, the correlation between

pressure and how it affects a student’s academic performance is further

discussed. Generally speaking, pressure refers to scenarios wherein your family

and acquaintances expect you to behave, act, and perform in a certain way.

Moreover, according to the Western Provident Association (2022), pressure is

chained to certain mental health problems, one of them being social anxiety.

With this in mind, the respondents were asked to share their perceptions

of why they think one’s academic standing is influenced by social anxiety. When

Participant A was asked about the topic, they said:

“I think the reason why some students experience social anxiety and

academic
 41

circumstances are due to pressure to perform well and the fear of

judgment or rejection from teachers or peers.” Participant A stated.

(Appendix C: Line 20).

It is undeniable that pressure has greatly affected a lot of students'

academic performances, with the fear of disappointment and rejection being

always in the back of their heads. Furthermore, Participant E shared similar

sentiments when they opened up their thoughts about how those struggling with

pressure led by social anxiety tend to have a harder time performing

academically well.

“I think the reasons that make it difficult for senior high school students

with social anxiety to perform academically well are lack of motivation and

interest in studies, distraction from social media and gadgets, stress and

pressure from peers and families, insufficient sleep and nutrition, and

difficulty coping with the demands of higher-level Education.” Participant E

stated (Appendix C: Line 224)

By examining the answers made by the two (2) respondents, it can be

seen how pressure is a common denominator for social anxiety. Pressure is

something that we all deal with at least once, as it is part of being human and

could sometimes be inevitable. However, with academic responsibilities already

being too much for some, these insights given by the two (2) respondents give us
 42

a brief overview of the additional burden that those struggling with social anxiety

due to pressure have to deal with.

Coping Mechanism

In this section, the insights of Grade 11 STEM Students regarding the

possible coping mechanisms and strategies were discussed, and The 3

participants labeled Participants: A, B, and C have all shared similar ideas on

what the possible coping methods are for someone who has social anxiety. The

said Participants have all stated that approach coping is the most suitable coping

method for Students with Social anxiety or for those who experience similar

symptoms. According to the Barton Rouge Behavioral Hospital (2022), Coping

skills help you tolerate, minimize, and deal with stressful situations in life.

Managing your stress well can help you feel better physically and psychologically
 43

and it can impact your ability to perform your best. .This is in line with the

perceptions of Participants A, D, and F towards the coping strategies.

The Participants were asked to share their perceptions about how Senior

high school STEM students cope and overcome the difficulties encountered

surrounding social anxiety. When asked, Participant A responded:

“I think Grade 11 STEM students, in some ways, can overcome and cope

with their difficulties encountered due to social anxiety by seeking support

from friends or families or simply talking to teachers or guidance

counselors. In my opinion, that is the most effective way to deal with your

social anxiety.” Participant A stated (Appendix C: Line 38).

When asked the question, Participant D also shared similar ideas as

Participant A, which leads to a more direct approach to the cause of distress.

“Personally, I cope by surrounding myself with people who uplift me

instead of dragging me down. I don’t solely rely on their help, I also seek

out personal ways to address my social anxiety. For example, I read

books that provide gentle reminders and motivational books. I also

encourage myself to overcome my social anxiety”. Participant D stated

(Appendix C: Line 194).

Lasty, When asked the same question, participant F shared alternate

 44

coping methods to seeking help from others.

“hmm..For example, music can help relieve social anxiety. You can think of

music and let it play in your mind, which can help lessen your worries.

Another way is having a person, like a loved one, whom you can depend

on and to lean on for emotional support”. Participant F stated (Appendix C:

Line 267)

By Reflecting from the perceptions of the participants, it can be inferred

that they think of approach coping as the effective way of lessening social anxiety

triggers. Instead of avoiding the situation and condition, Gradual exposure and

seeking for help is seen by Senior high school students as the most viable way of

dealing with S.A.D. The topic area is sensitive because it tackles a complex

condition, furthermore, gradual exposure to socialization as a coping strategy

will be difficult because the topic on hand is a fear of Social situations, but

avoidance and denial will only lead to worsening of the condition. Therefore

facing fears, and slowly recovering from past traumatic experiences is the most

viable way of recovery.

 45

Chapter 4

SUMMARY, CONCLUSION, AND RECOMMENDATION

SUMMARY

This chapter discussed the views of the Grade 11 STEM students of Davao

Doctors College Inc on Social Anxiety Disorder. The researchers aimed to

answer what are the insights of Grade 11 STEM students on Social Anxiety

Disorder in an academic setting, how would Grade 11 STEM students view

Social Anxiety Disorder as a factor influencing their academic performance

during learning, what difficulties did the Grade 11 STEM students experienced

with this disorder, and what are the coping methods used by Grade 11 STEM

students in overcoming Social Anxiety Disorder.

Most of the respondents stated that Social Anxiety Disorder has

detrimental effects in both academic and social settings and has resulted in loss

of focus and concentration, social isolation, lack of motivation and interest, strong

self-doubt, and bad relationships among peers and teachers. Moreover,

individuals with Social Anxiety Disorder can experience sadness and loneliness

due to lack of socialization. Based on the respondent’s insights, Social Anxiety

Disorder can make a student feel self-conscious in social or performance-based

situations where they are observed by others, such as speaking in front of the

class, raising their hand to answer a question, or just having social interactions in

general. Moreover, the respondents also stated that sweating, shaking, and
 46

stuttering are the most noticeable symptoms when a student is having an anxiety

attack or episode. As Rosen (2018) stated, students with social anxiety often

avoid or don’t participate in group projects or lectures in class due to

embarrassment and self-consciousness, their fear of being criticized, or

worrisome physical symptoms, such as sweating or stuttering.

The researchers generated the following themes: Fear of evaluation,

Loss of focus, motivation, and interest, Family History, Pressure, and Coping

mechanisms. According to Boehme, Miltner, and Straube (2017), socially anxious

individuals tend to shift their attention away from external socially threatening

cues and instead become highly self-focused. Furthermore, Hasan (2018) also

stated that with social phobia, thoughts and fears about what others think get

exaggerated in someone's mind. The person starts to focus on the embarrassing

things that could happen, instead of the good things. This makes a situation

seem much worse than it is, and influences a person to avoid it. According to

Mayo Clinic (2018), you're more likely to develop social anxiety disorder if your

biological parents or siblings have the condition.

CONCLUSION

After being able to analyze the acquired findings of the study, the

researchers were able to debunk the common misconception that the reasoning

behind one’s social anxiety is merely due to shyness, as the researchers were

able to identify other aspects which contribute to an individual’s social anxiety

 47

based on the results gathered from the interview with the respondents. Moreover,

it was unearthed from the experiences of the respondents that social anxiety

does indeed harm a student’s academic performance.

Upon analysis of the information that the researchers were able to obtain

through the interviews conducted, it was discovered that pressure, family history,

and fear of evaluation are perceived as some of the contributors to the reason

why one may be experiencing Social Anxiety Disorder (S.A.D). Based on this

information, we can conclude that there is a broad spectrum existing of probable

causes for one’s S.A.D, which is why it is essential for individuals to be able to

differentiate social anxiety from shyness. Furthermore, it was also realized that

social anxiety or S.A.D may potentially be derived from family history. Students

experiencing social anxiety are also being prevented from being able to reach

their maximum potential, as there is a barrier that sets them back from

flourishing. Thus, their academic performances are impacted negatively. To

survive these challenges, individuals have each developed their own coping

strategies that help them in these circumstances such as practicing their

communication skills, deep breathing exercises, and learning to reach out for

social support. In regard to the conclusions and realizations made from the

discussions with the respondents, the researchers believe that it can be utilized

by future researchers in their own studies as the credibility of the information is

guaranteed. Alongside this, the researchers also imagine it to be useful to

individuals who aim to seek information regarding the said matter.

 48

Recommendations

Students. The Findings of this study impacts how more students view and

understand the topic of social anxiety. It benefits the students for they are the

main focus of the subject matter. Throughout the conduct of the research, it has

been the primary goal to formulate updated coping methods/strategies, and

reduce the stigma surrounding the topic of social anxiety. The perceptions

gathered from the participants help all the students gain a better understanding

of the disorder, as well as provide different points of views and takes regarding

the topic. The themes presented display several factors that the students

perceive as the roots of the disorder, such as pressure, and family history.This

recommendation serves as an eye Opener for for students to raise awareness

about the existing condition present in the academic setting and ultimately

reducing the stigma, making social anxiety a more seriously discussed topic.

Parents. This study can enlighten parents about the topic and help their

children if they are suffering or showing signs of social anxiety. With this study,

they are able to catch on with their child and prevent the worsening of their

situation. They can help them open up and share the feelings of the child. And

able to assist them from their needs. This study can help them identify and

choose the method of helping them that they think is best for them. Parents can
 49

help their child more efficiently since they have a stronger bond compared to

other students and teachers.

Teachers. The teachers are the ones that are in charge of the class and

through this recommendation they can better evaluate and assist students that

are suffering with Social Anxiety. It may also help the educators cater and guide

the students that experience difficulties in forming connections with classmates

and participating in group works. Little adjustments may be made in order to

lessen the chances of students to develop social anxiety due to academic factors

such as groupings and Reportings. Teachers could serve as the mediators to

minimize stress levels and improve cooperation.

Future Researchers. Future researchers may expand their scope of the

topic area. A wider range of participants may be gathered, not only limiting to

Stem students, but also including the other strands such as Humss, Abm, And

Gas strands. Higher grade levels including grade 12 and college students may

also give different insights about the topic, and perhaps a more comprehensive

set of information can be gathered. Future researchers may compare their

findings with the existing research by analyzing different factors such as the

maturity level and mental strength of students in higher years in Comparison to

those below. Whenever a research study is made, even further and wider studies

may be made regarding the topic of social anxiety, filling the gaps of research

left.
 50

References

Ajmal A., and Ahmad I. (2018) Fear of Negative Evaluation and Social Anxiety in Young

Adults Retrieved on March 21, 2023 from https://www.researchgate.net/profile/

Amna-Ajmal-2/publication/330514590_Fear_of_Negative_Evaluation_and_Social

_Anxiety_in_Young_Adults/links/5c45a7f2299bf12be3d7ee30/Fear-of-Negative-E

valuation-and-Social-Anxiety-in-Young-Adults.pdf

Akçakoyun F.(2018). Analysis of self-esteem levels of students in physical education

and sports high school. J Educ Train Stud. ;6(2):73.[Google Scholar] .Retrieved

on February 14, 2023 from doi:10.11114/jets.v6i2.295 URL:

https://doi.org/10.11114/jets.v6i2.2951

Albano AM, Allyn and Bacon; (2001).Detweiler MF. The developmental and clinical

impact of social anxiety and social phobia in children and adolescents. In:

Hofmann SG, DiBartolo PM, editors. From social anxiety to social phobia:

Multiple perspectives Needham Heights. Massachusetts [Google

Scholar].Retrieved on February 14, 2023 from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2645715/
 51

Alden, L. E., and Taylor, C. T. (2004). Interpersonal processes in social phobia. Clin.

Psychol. Rev. 24, 857–882. Retrieved on February 14, 2023 from doi: DOI:

10.1016/j.cpr.2004.07.006

Amir, N., Beard, C., & Bower, E. (2015). Interpretation Bias Modification in Social

Anxiety: Current Status and Future Directions. Journal of Experimental

Psychopathology, 6(3), 189-208.

Amir, N., Beard, C., Burns, M., & Bomyea, J. (2015). Attention modification program in

individuals with generalized anxiety disorder. Journal of Abnormal Psychology,

124, 982–986.

Amir, N., and Taylor, C. T. (2012). Interpretation training in individuals with generalized

social anxiety disorder: a randomized controlled trial. J. Consult. Clin. Psychol.

80, 497–511. Retrieved on February 14, 2023 from DOI: 10.1037/a0026928

Beard, C., Weisberg, R. B., and Amir, N. (2011). Combined cognitive bias modification

treatment for social anxiety disorder: a pilot trial. Depressed. Anxiety 28,

981–988. Retrieved on February 14, 2023 from DOI: 10.1002/da.20873

Beidel DC. Psychophysiological assessment of anxious emotional states in children.

Journal of Abnormal Psychology. 1988;97:80–82. [PubMed] [Google

Scholar].Retrieved on February 14, 2023 from DOI: 10.1037//0021-843x.97.1.80

 52

Beidel DC, Randall J. Social phobia. In: Ollendick TH, King NJ, Yule W, editors.

International handbook of phobic and anxiety disorders in children and

adolescents. New York: Plenum Press; 1994. pp. 111–129. [Google

Scholar].Retrieved on February 14, 2023 from

https://link.springer.com/chapter/10.1007/978-1-4899-1498-9_6

Boehme S, Miltner WH, Straube T. (2015) Neural correlates of self-focused attention in

social anxiety. Soc Cogn Affect Neurosci. 2015 Jun;10(6):856-62. PMID:

25326038; PMCID: PMC4448029.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4448029/#:~:text=Socially%20anx

ious%20individuals%20tend%20to,maintenance%20of%20social%20anxiety%20

disorder

Brown, J. (n.d.). How to handle social pressures post Covid-19. Social Anxiety, Social

Media and your Mental Health, W.P.A. Retrieved May 16, 2023, from

https://www.wpa.org.uk/health-wellbeing/articles/social-anxiety

Clark, D. M., Beardmore, C., and Holmes, E. A. (2006). Mental imagery and memory in

psychopathology. Memory in the Real World, 261-284. Retrieved on February 14,

2023 from https://doi.org/10.4324/9780203645086

Cuncic, A. (2021). How to Cope When a Family Member Has Social Anxiety Disorder.

Verywell Mind.
 53

https://www.verywellmind.com/coping-when-a-family-member-has-social-anxiety-

disorder-3024335#:~:text=Impact%20of%20SAD&text=When%20someone%20in

%20your%20family,as%20family%20gatherings%20or%20parties

Dippong, J., Jetha, M. K., & Schweizer, T. A. (2019). More Than Just Shyness: Lived

Experiences of Senior High School Students With Social Anxiety. Journal of

Adolescent Health, 64(2), S37-S38. Retrieved on February 14, 2023 from

doi:10.1016/j.jadohealth.2018.10.105

Foa, E. B., Franklin, M. E., Perry, K. J., Herbert, J. D., & Barsky, A. J. (1995). A

meta-analysis of treatment outcome for panic disorder. Clinical Psychology

Review, 15(,819-844). Retrieved on February 14, 2023 from DOI:

10.1097/00005053-199708000-00006

Foley, B. (2018) Purposive sampling 101, Retrieved March 4, 2023, from https://www.

surveygizmo.com/resources/blog

Frick PJ, Silverthorn P, Evans C. Assessment of childhood anxiety using structured

interviews: patterns of agreement among informants and association with

 54

maternal anxiety. Psychol Assess. 1994;6:372–379. [Google Scholar]. Retrieved

on February 14, 2023 from

https://www.semanticscholar.org/paper/Assessment-of-childhood-anxiety-using-st

ructured-of-Frick-Silverthorn/5dc26ea3bf6380911c0922aaa241bf62267ed2bb.

Garcia M. A. (2016) Compare Depression, Anxiety, and Suicidality in College Students

Retrieved on March 21, 2023 from https://www.studymode.com/essays/Compare

-Depression-Anxiety-And-Suicidality-In-College-85834705.html

Gilbert, P. (2010). The Compassionate Mind. Constable & Robinson. Retrieved on

February 14, 2023 from

https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/ReferencesPaper

s.aspx?ReferenceID=2454807

Gonzalez-Robles, A., Botella, C., del Amo, AR, Baños, RM, & Quero, S. (2015). Virtual

reality exposure therapy for social phobia: A randomized controlled trial. Journal

of Anxiety Disorders, 34, 60-68. Wieser, MJ, Pauli, P, Reicherts, P, & Mühlberger,

A. (2015). Don't look at me in anger! Enhanced processing of angry faces in

anticipation of public speaking. Psychophysiology, 52(10), 1293-1298.

 55

Grupe B. E., & Nitschke A. (2016) Exploration of Anxiety Factors among Students of

Distance Learning: A Case Study of Allama Iqbal Open University Retrieved on

March 21, 2023 from https://files.eric.ed.gov/fulltext/EJ1229454.pdf?fbclid=IwA

R1Vpu3Uqk4ADVxrlMiyPsWLV4HLhq8CzGj6oPEFLGnos8gcQ1LcbTyKuyI

Hauge, K. (2021). The researcher's role: An intervention study using lesson study in

Norway. Education and Human Development. Retrieved March 22, 2023, from

https://www.intechopen.com/chapters/79303

Heimberg, R. G., Liebowitz, M. R., Hope, D. A., Schneier, F. R., Holt, C. S., Welkowitz,

L. A., ... & Klein, D. F. (1995). Cognitive behavioral group therapy vs phenelzine

therapy for social phobia: 12-week outcome. Archives of general psychiatry,

52(11), 1008-1016. Retrieved on February 14, 2023 from DOI:

10.1001/archpsyc.55.12.1133

Hofmann, S. G. (2010). Advances in the research of social anxiety and its disorder.

Retrieved on March 3, 2023, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC

2846378/?fbclid=IwAR1j7-201JWhtXOn8gVmJypyOm7eA6QGORycth9EwzSbDf

tF-k3Jn0zuKbs
 56

Hofmann, S. G., Moscovitch, D. A., Litz, B. T., Kim, H., Davis, L. L., Pizzagalli, D. A., ...

& Pollack, M. H. (2007). The psychophysiology of social phobia: differential

correlates of manifest and latent fear. Biological psychiatry, 61(3), 348-358.

Retrieved on February 14, 2023 from

https://www.bu.edu/psych/files/2009/07/hofmann_publications.pdf

How Mental Health Coping Skills Can Help You Today (n.d.). Baton Rouge Behavioral

Hospital. Retrieved May 17, 2023, from

https://batonrougebehavioral.com/mental-health-coping-skills/

Huppert, J.D., Roth, D.A., & Foa, E.B. (2003). Cognitive-behavioral treatment of social

phobia: New advances. Current Psychiatry Reports, 5, 289-296.

Jefferies P., and Ungar M. (2020) Social anxiety in young people: A prevalence study in

seven countries Retrieved on March 21, 2023 from https://journals.plos.org/ploso

ne/article?id=10.1371/journal.pone.0239133

Kashdan TB, Herbert JD. Social anxiety disorder in childhood and adolescence: Current

status and future directions. Clinical Child and Family Psychology Review.

2001;4:37–60. [PubMed] [Google Scholar]. Retrieved on February 14, 2023 from

DOI: 10.1023/a:1009576610507

Katriel. (2019). The Effects of Untreated Social Anxiety. Ugochukwu Uche, MS, LPC.

https://road2resolutions.com/the-effects-of-untreated-social-anxiety/#:~:text=Feeli
 57

ngs%20of%20sadness%2C%20low%20motivation,instead%20a%20result%20of

%20fear

Kalu, F. A., & Bwalya, J. C. (2017). What Makes Qualitative Research Good Research?

An Exploratory Analysis of Critical Elements. International Journal of Social

Science Research, 5(2), 43-56. https://doi.org/10.5296/ijssr.v5i2.10711Kreibig, S.

D. (2015). Autonomic nervous system activity in emotion: A review. Biological

Psychology, 49, 247–278.

Leary, M. R., & Kowalski, R. M. (1995). Social anxiety (Vol. xii). New York, NY: Guilford

Press.Retrieved on february 14 , 2023 from

https://nobaproject.com/modules/social-anxiety#:~:text=According%20to%20the

%20self%2Dpresentation,their%20ability%20to%20do%20so.

Leigh E. & Clark D. (2015). Understanding Social Anxiety Disorder in Adolescents and

Improving Treatment Outcomes: Applying the Cognitive Model of

Clark and Wells. Retrieved on March 21, 2023 from

https://www.ncbi.nlm.nih.gov/pmc/articl

es/PMC6447508/?fbclid=IwAR0b2k8BBTFtqkfZ59Li5gC6KcgZDwcaeJogMyXUv

6Gk6WQLNh6EsWyAIlo

Loeber, R., Green S.M., Lahey, B.B. Mental health professionals’ perception of the utility

of children, mothers, and teachers as informants on childhood psychopathology.

J Clin Child Psychol. 19:136–143. [Google Scholar]. Retrieved on February 14,

 58

2023 from https://www.tandfonline.com/doi/abs/10.1207/s15374424jccp1902 _

5.

Mäki P. Social phobia and depression in adolescence in the general population and 2

year follow up. Social phobia and depression in adolescence in general

population concurrent associations. Acta Univ Tampere. 2015;2040. [Google

Scholar]'Retrieved on February 14, 2023 from https://trepo.tuni.fi/bitstream/hand

le/10024/96852/978-951-44-9761-2.pdf?sequence=1

Malolos, G. Z. C., Baron, M. B. C., Apat, F. A. J., Sagsagat, H. A. A., Pasco, P. B. M.,

Aportadera, E. T. C. L., Tan, R. J. D., Gacutno-Evardone, A. J., & Lucero-Prisno

Iii, D. E. (2021). Mental health and well-being of children in the Philippine setting

during the COVID-19 pandemic. Health promotion perspectives, 11(3), 267–270.

https://doi.org/10.34172/hpp.2021.34

Mayo Clinic Staff (2021). Social anxiety disorder (social phobia) Mayo Clinic.

https://www.mayoclinic.org/diseases-conditions/social-anxiety-disorder/symptoms

-causes/syc-20353561#:~:text=Family%20history.,or%20siblings%20have%20th

e%20condition
 59

Muris P, Meesters C. Symptoms of anxiety disorders and teacher-reported school

functioning of normal children. Psychol Rep. 2002;91:588–590. [PubMed]

[Google Scholar]. Retrieved on February 14, 2023 from

10.2466/pr0.2002.91.2.588

Nowell, L. S., Moules, N. J., White, D. E., & Norris, J. M. (2017). Thematic analysis:

Striving to meet the trustworthiness criteria. Retrieved March 4, 2023, from

https://journals.sagepub.com/doi/10.1177/1609406917733847

Olthuis, J. V., Watt, M. C., Bailey, K., Hayden, J. A., & Stewart, S. H. (2015).

Therapist-Supported Internet Cognitive Behavioural Therapy for Anxiety

Disorders in Adults. The Cochrane Database of Systematic Reviews, 3,

CD011565.

Orr, S. J., & Orsillo, J. E. (2013). The Social Safeness Theory of Social Anxiety: An

Empirical Test among a Nationally Representative Sample of American Adults.

Cognitive Behaviour Therapy, 42(2), 111-121. Retrieved on February 14, 2023

from doi:10.1080/16506073.2013.773099

Pearcey, S., Gordon, K., Chakrabarti, B., Dodd, H. F., Halldorsson, B., & Creswell, C.

(2021). Research Review: The relationship between social anxiety and social

cognition in children and adolescents: a systematic review and meta‐analysis.

 60

Journal of Child Psychology and Psychiatry, 62(7), 805–821. Retrieved March 3,

2023, from https://doi.org/10.1111/jcpp.13310

Pilkionienė, I., Širvinskienė, G., Žemaitienė, N., & Jonynienė, J. (2021). Social Anxiety

in 15-19 Year Adolescents in Association with Their Subjective Evaluation of

Mental and Physical Health. Children (Basel\), 8(9), 737.

https://doi.org/10.3390/children8090737

Prior S., Campbell S. (2020) Purposive sampling in a qualitative evidence synthesis.

Retrieved March 4, 2023, from https://www.researchgate.net/publication/3422831

95_Purposive_sampling_complex_or_simple_Research_case_examples#:~:text

=Purposive%20sampling%20is%20a%20non,a%20study%20(Campbell%20et%

20al.

Rosen, A. (2018). How Social Anxiety Impacts Higher Education And Career Choices.

National Social Anxiety Center.

https://nationalsocialanxietycenter.com/2018/07/14/social-anxiety-impacts-higher-

education-career-choices/

Roth D., Antony M.M., Swinson R.P.(2001). Interpretations for anxiety symptoms in

social phobia. Behaviour Research and Therapy. ;39:129–138. Retrieved on

February 14, 2023 from https://doi.org/10.1016/S0005-7967(99)00159-X

 61

Stanger C, Lewis M. Agreement among parents, teachers, and children on internalizing

and externalizing behavior problems. J Clin Child Psychol. 1993;22:107–115.

[Google Scholar]. Retrieved on February 14, 2023 from

https://doi.org/10.1207/s15374424jccp2201_11.

Social Phobia. (n.d.). Nemours TeensHealth. Retrieved May 17, 2023, from

https://kidshealth.org/en/teens/social-phobia.html

Stein MB, Kean YM. Disability and quality of life in social phobia: epidemiologic findings.

Am J Psychiatry. 2000;157(10):1606–1613. Retrieved on February 14, 2023 doi:

10.1176/appi.ajp.157.10.1606

Vigotsky, L.S (1962). Sociocultural Theory of Cognitive Development. Retrieved

on February 14, 2023,

from:https://educationaltechnology.net/lev-vygotsky-sociocultural-theory-of-cogniti

ve-development/

Tanwir, F., Moideen, S., & Habib, R. (2021). Interviews in Healthcare: A

Phenomenological Approach A Qualitative Research Methodology. Journal of

Public Health International. Retrieved March 1, 2023, from

https://openaccesspub.org/jphi/article/1655
 62

Taylor M. D., Shani G., Justin W. W., Richard G. H. (2015). Social anxiety disorder and

quality of life: How fears of negative and positive evaluation relate to specific

domains of life satisfaction. Journal of Anxiety Disorders. Retrieved March 4,

2023, from https://www.sciencedirect.com/science/article/abs/pii/S088761851530

0414

Olthuis, J. V., Watt, M. C., Bailey, K., Hayden, J. A., & Stewart, S. H. (2015).

Therapist-Supported Internet Cognitive Behavioural Therapy for Anxiety

Disorders in Adults. The Cochrane Database of Systematic Reviews, 3,

CD011565.
 63

Appendices

Appendix A

Approved Letters

Approval Letter
 64

Validation Letter
65
 66

Interview Letter
 67

Appendix B

INTERVIEW QUESTIONARES

1. How does social anxiety affect the academic performances of a senior

high school student?

1.1 What circumstances can social anxiety influence academic

performances?

1.2. What is the effect of social anxiety to the academic experience of a

senior high school student?

2. What academic difficulties caused by social anxiety do senior high

school students experience?

2.1. What do you think is the reason that makes it difficult for senior high
school students based on what you have mentioned that affects their
academic performances?

2.2 Do you have similar experiences to the difficulties you mentioned or

other difficulties that you know?

PROBING QUESTIONS:

1.1.1. What are the possible factors that cause social anxiety when engaging in
academic performances?

1.1.2 What do you think is the reason why social anxiety influences the student’s
performance in the circumstances that you mentioned?

1.2.1. How do senior high school students define social anxiety and differentiate
it from shyness?

1.2.2. How do senior high school students perceive the stigma associated with
social anxiety and its impact on seeking help or support?
 68

2.1.1. How do you think grade 11 STEM students cope or overcome the
difficulties encountered?

2.1.2. What do you think could be the external contributing factor/s on senior
high school students that are experiencing social anxiety?

2.2.1.How or what did you do to overcome the difficulties?

2.2.2.Can you describe a time when someone you know experienced social
anxiety in an academic setting?

Appendix C

Transcript Interviews

Participant A

Line

1. Researcher: You are invited to participate in our research study entitled

More than just Shyness: Perceptions of Senior High School Students
towards Social Anxiety. The purpose of this study mainly aims to explore
and understand the perception of senior high school students regarding
social anxiety. Confidentiality, every effort will be made by the researcher
to preserve your confidentiality including (1) assigning code names for
participants that will be used on all research notes and documents and (2)
keeping notes, interview transcriptions, and any other identifying
participant information in a locked file cabinet in the personal possession
of the researcher. Honesty, the researchers will strive for honesty in all
scientific communications and we will be asking for your consent to let us
record all your answers.

2. Participant: Yes it’s okay.

3. Researcher: So can we start? Are you comfortable now?

 69

4. Participant: Yeah.

5. Researcher: Is there no disturbance in your surroundings?

6. Participant: It’s all good.

7. Researcher: Ok good. Feel free to use any language that you’re

comfortable with. So for the first question, I’ll repeat the question twice just
to make sure. 1. How does social anxiety affect the academic
performances of a senior high school student?

8. Participant: Well I think Social anxiety can negatively impact a student's

academic performance in Senior High School by making it difficult to
participate in class discussions, forms, to participate in group activities and
make presentations. That is what I think.

9. Researcher: Thank you Rhan. I think that was enough explanation for the
first question. So can we proceed to Question 1.1?

10. Participant: Yes.

11. Researcher: Let’s proceed to Identifying questions. So what

circumstances can social anxiety influence academic performances? So
again, what circumstances can social anxiety influence academic
performances?

12. Participant: Social anxiety, I think can influence academic performance by

causing them to avoid social situations like group work or class
presentation, leading to lack of presentation and ultimately lower grades.

13. Researcher: Ah, I see, it makes sense though.

14. Participant: Yeah because the grading system is PT based.

15. Researcher: Yeah, performance tasks have a huge percentage in our

grades. So let’s proceed to probing questions. Question 1.1.1. What are
the possible factors that cause social anxiety when engaging in academic
performances? So again, what are the possible factors that cause social
anxiety when engaging in academic performances?
 70

16. Participant: The possible factors that I can think of are past negative
experiences like traumas, and lack of confidence due to expectations from
your parents and teachers, or simply just depends on the attitude of the
person like being a perfectionist.

17. Researcher: Ahh so what you’re saying is that self-expectation also

matters.

18. Participant: Yeah and attitude.

19. Researcher: Thank you. For the next question, question 1.1.2. What do
you think is the reason why social anxiety influences the student’s
performance in the circumstances that you mentioned earlier? Again, what
do you think is the reason why social anxiety influences the student’s
performance in the circumstances that you mentioned?

20. Participant: I think the reason why some students experience social
anxiety and academic circumstances is due to pressure to perform well
and the fear of judgement or rejection from teachers or peers.

21. Researcher: Ah okay. Can we proceed to Questions 1.2 and so on? Is it

okay?

22. Participant: Yes it’s okay.

23. Researcher: So question 1.2, what is the effect of social anxiety to the
academic experience of a senior high school student?

24. Participant: Wait. The question is 1.2 right?

25. Researcher: Yes.

26. Participant: I think social anxiety can have a greater impact on academic
performance than just being shy because it can avoid important academic
tasks like participating in class discussion, forming study groups that can
lead to lower grades and lack of academic success.

27. Researcher: Thank you. That was a nice response. So let’s proceed to
question 1.2.1. How do senior high school students define social anxiety
 71

and how do they differentiate it from shyness? So I want you to share your
perspective on this topic.
28. Participant: I think the difference between social anxiety and shyness,
where shyness is simply feeling uncomfortable or being nervous in social
situations without necessarily affecting daily life or academic performance.
While social anxiety is much more deep and you feel more intense fear in
social situations that can negatively impact your daily life and academic
performance.

29. Researcher: Ah okay. Thank you. Let’s proceed to question 1.2.2. How do
senior high school students perceive the stigma associated with social
anxiety and its impact on seeking help or support? So I think you know the
definition of stigma, right?

30. Participant: Yes.

31. Researcher: I’ll repeat the question again, How do senior high school
students perceive the stigma associated with social anxiety and its impact
on seeking help or support?

32. Participant: I believe that there is still stigma associated with social
anxiety. It can make it difficult for students to seek help or support due to
fear of being judged or labeled as weak.

33. Researcher: Thank you Rhan. So, we are already done with the first part
and let's proceed to question 2. What academic difficulties caused by
social anxiety do senior high school students experience? So I think you
have already answered this but you can elaborate more of what you said
earlier.

34. Participant: Some of the academic difficulties that some – uhm mostly
students experience due to social anxiety includes difficulty in participating
in class discussion, fear of presenting in front of the class, and avoiding
group works or collaborative projects.

35. Researcher: Next question. 2.1. So what do you think is the reason that
makes it difficult for senior high school students based on what you have
mentioned that affects their academic performances?
 72

36. Participant: The reason why social anxiety can make it difficult for Senior
high school students to perform well academically, and it can lead to lower
grades, and mostly that happened in the past like traumas which can
make them fear social interactions, forming groups or judgements from
their teachers.

37. Researcher: Mhm. Yeah it makes sense because they can possibly
remember something from the past and this will cause them to overthink if
it’s gonna happen again. Thank you Rhan. Where were we? Question
2.1.1. How do you think grade 11 STEM students cope or overcome the
difficulties encountered?

38. Participant: I think Grade 11 STEM students, in some ways, can overcome
and cope with their difficulties encountered due to social anxiety by
seeking support from friends or families or simply talking to teachers or
guidance counselors. In my opinion, that is the most effective way to deal
with your social anxiety.

39. Researcher: Thank you Rhan. Let’s proceed to question 2.1.2. What do
you think could be the external contributing factor/s on senior high school
students that are experiencing social anxiety?

40. Participant: I believe that external factors that can contribute to social
anxiety among senior high school students include academic pressure
and expectations from parents and teachers, and also bullying and social
exclusion from peers like being left out, and lastly past exposure to
traumatic or stressful events in your life.

41. Researcher: Okay let's proceed. So next question, question 2.2 Do you
have similar experiences to the difficulties you mentioned or other
difficulties that you know? This question is purely from your experience.

42. Participant: Uhmm. I have personally experienced difficulties with social

anxiety that have negatively impacted my academic performances such as
losing passion in a subject like not listening to class discussions and
presentations from the teachers, and also feeling nervous and
uncomfortable in social situations and struggling to form connections with
my classmates.
 73

43. Researcher: Thank you Rhan. For question 2.2.1. which I think is the
second to the last question. How or what did you do to overcome the
difficulties?
44. Participant: Uhh. To overcome my difficulties with social anxiety, over time
I build trust to my classmates and started by talking to them about my
struggles and self-support with guidance to help me learn relaxation and
be chill around them because they are not judgemental.

45. Researcher: So what you're saying is that you are trying to find a
community where you are comfortable and where you feel safe and you
will not feel judged?

46. Participant: Yes. That's right.

47. Researcher: So let's proceed to our last question. Ready?

48. Participant: I’m ready.

49. Researcher: For the last question, question 2.2.2. Can you describe a time
when someone you know experienced social anxiety in an academic
setting?

50. Participant: I remembered a time when a classmate of mine experienced

social anxiety during a group presentation in class. They froze up and had
a mental block and they had a hard time speaking and seemed very
nervous and you can see it from their face because they were shaking
which made it difficult for them to present their ideas effectively and
ultimately resulted in lower grades to the assessment from the teachers.

51. Researcher: How unfortunate. Is this your classmate?

52. Participant: Yes.

53. Researcher: Although he/she is not diagnosed, you can still say that they
experienced social anxiety even if it’s not confirmed by professionals.

54. Participant: Mhmm.

55. Researcher: Thank you Rhan for participating. I think you answered all of
the questions comprehensively
 74

Participant B

56. Researcher: You are invited to participate in our research study entitled
More than just Shyness: Perceptions of Senior High School Students
towards Social Anxiety. The purpose of this study mainly aims to explore
and understand the perception of senior high school students regarding
social anxiety. Confidentiality, every effort will be made by the researcher
to preserve your confidentiality including (1) assigning code names for
participants that will be used on all research notes and documents and (2)
keeping notes, interview transcriptions, and any other identifying
participant information in a locked file cabinet in the personal possession
of the researcher. Honesty, the researchers will strive for honesty in all
scientific communications and we will be asking for your consent to let us
record all your answers.

57. Participant: Sure.

58. Researcher: Now let’s begin. Question 1, How does social anxiety affect
the academic performances of a senior high school student?

59. Participant: The academic performance of the student will decrease.

60. Researcher: That is the effect of social anxiety?

61. Participant: Yes, their academic performance will decrease.

62. Researcher: Ok. Question 1.1. What circumstances can social anxiety
influence academic performances?

63. Participant: Circumstances? Uhm. *silence* I don’t know what that means.
I forgot.

64. Participant: Uhm. For example; the teacher will ask you to raise your hand
to answer a question but you gave the wrong answer and because of this,
you will feel judged.

65. Researcher: What was that? Can you repeat it?

 75

66. Participant: The teacher will ask you to raise your hand to answer a
question but you gave the wrong answer and because of this, they’ll think
that people are judging them.

67. Researcher: So, they won’t raise their hand?

68. Participant: No, they will raise their hand and they’ll turn out to be wrong,
and because of this, they will feel traumatized.

69. Researcher: If they give the wrong answer?

70. Participant: Yes.

71. Researcher: They’ll be judged?

72. Participant: Yes, they will feel judged because of it.

73. Researcher: Okay. Question 1.1.1. What are the possible factors that
cause social anxiety when engaging in academic performances? Again,
What are the possible factors that cause social anxiety when engaging in
academic performances?

74. Participant: *inaudible* Just like what I said a while ago, their grades will
drop.

75. Researcher: Their grades will drop?

76. Participant: Yes. The possible factors that can happen is their grades will
drop.

77. Researcher: Ok. Question 1.1.2 What do you think is the reason why
social anxiety influences the student’s performance in the circumstances
that you mentioned? How or what do you think is the reason?

78. Participant: Wait. Uhh. They influence... Uhh... Social anxiety causes
students to feel afraid to raise their hands because they are afraid of
giving the wrong answer and it influences their acads.
 76

79. Researcher: So if they make one mistake, this will influence their
participation in class?
80. Participant: Yes, it seems so.

81. Researcher: Question 1.2. What is the effect of social anxiety to the
academic experience of a senior high school student?

82. Participant: Huh?

83. Researcher: Academic experience of a senior high school student.

84. Participant: Uhh. For example – being afraid to ask questions to the
teacher.

85. Researcher: Question 1.2.1. How do senior high school students define
social anxiety and differentiate it from shyness?

86. Participant: Social anxiety is when you are traumatized in daily

occurrence. On the other hand, shyness is when someone just lacks
confidence.

87. Researcher: Question 1.2.2. How do senior high school students perceive
the stigma associated with social anxiety and its impact on seeking help or
support?

88. Participant: Wait. *laughs* Wait. They perceive that all of the things that
happened to them are bad, and the impact of this is they become scared
to seek help because of the trauma and stigma they experienced.

89. Researcher: Okay. Question 2. What academic difficulties caused by

social anxiety do senior high school students experience?

90. Participant: Groupings. Like what if the person with social anxiety doesn’t
like his/her members of the group?

91. Researcher: Ok. Question 2.1. What do you think is the reason that
makes it difficult for senior high school students based on what you have
mentioned that affects their academic performances?
 77

92. Participant: *inaudible* Uhmm wait, what did I answer from the previous
question? It was groupings right?

93. Researcher: Yes.

94. Participant: The reason is… Uhm.. The reason might be that they have
past trauma from the other person.

95. Researcher: Question 2.1.1. How do you think grade 11 STEM students
cope or overcome the difficulties encountered?

96. Participant: Change mindset.

97. Researcher: Change mindset like what?

98. Participant: They should not be scared.

99. Researcher: Do you really think it’s that easy?

100. Participant: Yes, it’s that easy. It’s just my own opinion.

101. Researcher: Ok. 2.1.2. What do you think could be the external
contributing factor/s on senior high school students that are experiencing
social anxiety?

102. Participant: What does external means? Outside right?

103. Researcher: Yes. Again. What do you think could be the external
contributing factor/s on senior high school students that are experiencing
social anxiety?

104. Participant: It can be family because it’s external which means It’s not
inside the school.

105. Researcher: Question 2.2 Do you have similar experiences to the

difficulties you mentioned or other difficulties that you know?

106. Participant: None.

107. Researcher: None?

 78

108. Participant: Yes, none.

109. Researcher: Question 2.2.2. Can you describe a time when someone you
know experienced social anxiety in an academic setting?

110. Participant: Yes, she or he is afraid to ask questions and socialize with her
or his classmates.

111. Researcher: Is the person you friend?

112. Participant: yes it is my friend.

113. Researcher: Is this person your classmate?

114. Participant: Yes.

115. Researcher: That’s it. Thank you!

Participant C

116. Researcher: You are invited to participate in our research study entitled
More than just Shyness: Perceptions of Senior High School Students
towards Social Anxiety. The purpose of this study mainly aims to explore
and understand the perception of senior high school students regarding
social anxiety. Confidentiality, every effort will be made by the researcher
to preserve your confidentiality including (1) assigning code names for
participants that will be used on all research notes and documents and (2)
keeping notes, interview transcriptions, and any other identifying
participant information in a locked file cabinet in the personal possession
of the researcher. Honesty, the researchers will strive for honesty in all
scientific communications and we will be asking for your consent to let us
record all your answers

117. It’s okay

 79

118. Researcher: Okay let’s start. For the first question, 1. How does social
anxiety affect the academic performances of a senior high school student?
So again, How does social anxiety affect the academic performances of a
senior high school student?

119. Participant: Okay this is my personal experience. When a person has

social anxiety, he/she cannot efficiently study or sleep because you keep
overthinking things. Also, you will lose the driving force to do any tasks
and this will affect your studies. People would often call you “lazy”
because of it.

120. Researcher : Ahhh so what you’re trying to say is that if you keep
overthinking stuff, this will affect your performance like your moods and
studies.

121. Participant: Yes exactly.

122. Researcher: The next question will be similar. For the second question,
Question 1.1 What circumstances can social anxiety influence academic
performances?

123. Participant: What does circumstances mean?

124. Researcher: What are the situations or events that can be linked with
social anxiety that affects your academic performances?

125. Participant: I think of situations like having exams or quizzes, anything

that’s important.Just like when you’re at home, you say “ayo”. And when
you’re at school, you focus on your projects.

126. Researcher: Okay klein. For the third question, Question 1.1.1. What are
the possible factors that cause social anxiety when engaging in academic
performances?

127. Participant: For me, family problems and my personal problems can be a
possible factor.
 80

128. Researcher: Ahh so basically, one of the triggers of social anxiety that can
affect your academic performance is family problems and your own
personal problems.

129. Participant: Yeah that’s right.

130. Researcher: Let's proceed to the next question. Question 1.1.2 What do
you think is the reason why social anxiety influences the student’s
performance in the circumstances that you mentioned?

131. Participant: For example, you want to do something but your mind is
stopping you from it. You will be out of focus because of the thoughts that
are running through your head and this will affect your academic
performance.

132. Researcher: Ahh so you will overthink? I think this was related to your
previous response.

133. Participant: Yes.

134. Researcher: Ok thank you. So next question, For question 1.2. What is the
effect of social anxiety to the academic experience of a senior high school
student?

135. Participant: He/she will be out of focus. As I said earlier, A person wants to
do something but the mind is stopping him/her from doing it. The person
will also lose focus and interest and this will result in bad grades.

136. Researcher: So what you’re saying is the grades will likely decrease if
we’re talking about numerical data. Also if social anxiety is triggered, the
grades will be affected. Is that what you’re saying?

137. Participant: Yes.

138. Researcher: Ah okay. Let’s proceed to the next question. Question 1.2.1.
How do senior high school students define social anxiety and differentiate
it from shyness? Again, how do senior high school students define social
anxiety and differentiate it from shyness?
 81

139. Participant: In social anxiety, we cannot say that the person is just shy. It is
more than just being shy because it affects you more. On the other hand,
shyness is just…. *pause* wait. I don’t see any reason for them to be shy,
but maybe there’s a little reason.

140. Researcher: Mhmm okay. Moving on. Question 1.2.2. How do senior high
school students perceive the stigma associated with social anxiety and its
impact on seeking help or support? Again, how do senior high school
students perceive the stigma associated with social anxiety and its impact
on seeking help or support?

141. Participant: Can you please translate it to Bisaya?

142. Researcher: Basically, the google definition of the word stigma is a mark of
disgrace associated with a particular circumstance. Basically it’s similar to
shame.

143. Participant: Not all people doesn’t care about people with social anxiety
but there are people who, even if you don’t know them, can understand
what you’re dealing with. It really depends on the situation. If a person with
social anxiety seeks for help and the people around him/her are all busy,
then he/she will likely get ignored.

144. Researcher: So what you’re saying is there are some people who will not
acknowledge your problem, so you have to choose the people to seek
help with.

145. Participant: Yes.

146. Researcher: Moving on from the next question. Question 2. What

academic difficulties caused by social anxiety do senior high school
students experience? Again, what academic difficulties caused by social
anxiety do senior high school students experience?

147. Participant: *laughs* Maybe research is included too because it’s very
difficult and can pressure a student and also the deadlines. It’s not just
research but also the school activities –

148. Researcher: You mean groupworks?

 82

149. Participant: Yes. Groupworks and deadlines. It also depends on the

teachers if he/she is strict to the guidelines of his/her given assignments
and projects.

150. Researcher: Thank you for your answer. Next question. Question 2.1.
What do you think is the reason that makes it difficult for senior high
school students based on what you have mentioned that affects their
academic performances? Again, what do you think is the reason that
makes it difficult for senior high school students based on what you have
mentioned that affects their academic performances?

151. Participant: Maybe because they cannot manage their time well. There’s
some students that don't pass their activities even if it’s near a deadline. I
don’t know what they are dealing with but it definitely affected their grades.

152. Researcher: Let’s proceed to the next question. Question 2.1.1. How do
you think grade 11 STEM students cope or overcome the difficulties
encountered? Again, how do you think grade 11 STEM students cope or
overcome the difficulties encountered?

153. Participant: Maybe they will ignore their feelings and just stay strong. For
example there is one person in your school who triggers your social
anxiety, maybe the best thing to do is ignore the person.

154. Researcher: Ahh so basically, the best method for you to deal with social
anxiety is to ignore it.

155. Participant: Yes.

156. Researcher: Okay next question. Question 2.1.2. What do you think could
be the external contributing factor/s on senior high school students that
are experiencing social anxiety? Again, what do you think could be the
external contributing factor/s on senior high school students that are
experiencing social anxiety?

157. Participant: There are some students who aren’t financially stable. And for
the people who have money, it’s more on family problems.

158. Researcher: Okay. Question 2.2 Do you have similar experiences to the
difficulties you mentioned or other difficulties that you know?
 83

159. Participant: Yes. family problems.

160. Researcher: Wait so you have a family member who has experienced
social anxiety?

161. Participant: No, I'm talking about myself. Sometimes I find it hard to fit in
with other people because I feel different.

162. Researcher: Ahh so you don’t feel like you belong?

163. Participant: Kinda.

164. Researcher: Thank you for your answer. So next question, Question
2.2.1.How or what did you do to overcome the difficulties? Again, how or
what did you do to overcome the difficulties that you said earlier?

165. Participant: As I said earlier, the first thing I did was to ignore it. The next
thing I did was fix myself, I basically questioned myself if there is
something wrong with me. Also, I try to find hobbies so I won’t feel empty
inside like going to gym and doing exercise. I also try to sleep early so I
will feel energetic throughout the day.

166. Researcher: That’s a good insight. So basically you will fix yourself and
exercise and do other activities to be more productive.

167. Participant: Yes.

168. Researcher: Ok. Let’s proceed to the last question. Question 2.2.2. Can
you describe a time when someone you know experienced social anxiety
in an academic setting?

169. Participant: Yes. When I was a kid, I met someone who was gay and his
dad didn’t like it. As a result, he was beaten up by his dad. When he would
come to school, he would often avoid people and developed a cold
personality. He would refuse to play with others and this is all because of
the trauma that happened to him. But now, he seems to be okay and
doing well.
 84

170. Researcher: So to summarize your response, he was gay and because of

this, he was physically abused by his dad and it affected his performance
in school and we can correlate it to his social anxiety. He avoided people
at school because he was scared.

171. Participant: Yes that’s right. Actually, he dropped out of school.

172. Researcher: Ohhh that's unfortunate. *pause* That’s it. Thank you Klein
for participating in our interview.

Participant D

173. Researcher: You are invited to participate in our research study entitled
More than just Shyness: Perceptions of Senior High School Students
towards Social Anxiety. The purpose of this study mainly aims to explore
and understand the perception of senior high school students regarding
social anxiety. Confidentiality, every effort will be made by the researcher
to preserve your confidentiality including (1) assigning code names for
participants that will be used on all research notes and documents and (2)
keeping notes, interview transcriptions, and any other identifying
participant information in a locked file cabinet in the personal possession
of the researcher. Honesty, the researchers will strive for honesty in all
scientific communications and we will be asking for your consent. Let us
record all your answers.

174. Yes.

175. Researcher: 1. How does social anxiety affect the academic performances
of a senior high school student?

176. Participants: For me social anxiety affect especially for those who are
introvert or student that have a low esteem like for example there are
extracurricular activities or groupings and participation even though if you
know the answer and you wanted to participate but due to your social
anxiety you can’t do that because you are shy.

177. Researcher: 1.1 What circumstances can social anxiety influence

academic performances?
 85

178. Participants: For example those people who know art but for example
there are school fare and they need a participation of the students then
some of those who know arts they cannot participate due to their shyness
or they are uncomfortable that’s why it affects their performance and for
academic performance as i said earlier like in the class personally
sometimes due to my low esteem i don’t participate that much even
though i know the answers.

179. Researcher:What are the possible factors that cause social anxiety when
engaging in academic performances?

180. Participants: there are lot of possible factors that cause social anxiety, first
is like due to family problems or bullying that’s why there are social anxiety
due to the fear of socializing to other people since you feel like you are not
belong in meant for that thing.

181. Researcher: What do you think is the reason why social anxiety influences
the student’s performance in the circumstances that you mentioned?

182. Participants: It can really affect since, especially in school like all academic
performances you really need the courage to do it like example oral
participation then of course if you have social anxiety or you have low self
esteem as i said even you know what to do and you want to try but you
can’t do it because you have social anxiety.

183. Researcher: What is the effect of social anxiety to the academic

experience of a senior high school student?

184. Participants:I can say that it could affect your academic performance like
you can have low grades or poor performance in school.

185. Researcher: How do senior high school students define social anxiety and
differentiate it from shyness?

186. Participants: For me social anxiety compare to shyness if you’re just shy,
you can still be cheered up by other people and you can participate or
when someone lift you up but social anxiety seems to be difficult to cure
since burden emotionally it’s hard to cope up hard to wake up from that
social anxiety.but shyness for me when my social anxiety attacks, no
matter what other people do to me such as cheering me up, and
 86

encourage me to participate, i still feel uncomfortable. However, when I'm

just shy by offering those words, it makes me strong and uplifts my spirit.

187. Researcher: How do senior high school students perceive the stigma
associated with social anxiety and its impact on seeking help or support?

188. Participants: Like in schools or even in social media platform there are
many ways to perceive the stigma associated with the social anxiety, even
our teachers aware because in this generation everyone is aware about
social issues and mental health issues that’s why there are many ways to
stop the cycle of social anxiety and our schools offer coping mechanisms
for example we have mental health week just like to our one week breaks
where we can have “me time”. There are also many other ways to cope
with social anxiety, and there’s a lot of social media platforms that
advocate social anxiety.

189. Researcher: What academic difficulties caused by social anxiety do senior

high school students experience?

190. Participants: Academic Difficulties as i said earlier due to social anxiety we

can’t participate well to our academic performances and it’s difficult since
even if you wanted to try really hard you cannot simply survive social
anxiety because it can cause poor academic performance and sometimes
it can be discouraging and you may no longer exert as much effort and
most of the time, you end up being removed from the honor list and
become less active in your class.

191. Researcher: What do you think is the reason that makes it difficult for
senior high school students based on what you have mentioned that
affects their academic performances?

192. Participants: it’s difficult since social status is a part of mental issue not
like physical that you can simply treat but sometimes social anxiety needs
therapy if you can’t capable to handle social anxiety then as i said earlier it
can be discouraging to you and you have no confident enough to
participate in your class, which can cause in low academic performance.
Moreover, there is a possibility that you might be excluded from the honor
list.

193. Researcher: How do you think grade 11 STEM students cope or overcome
 87

the difficulties encountered?

194. Participants: Personally, I cope by surrounding myself with people who

uplift me instead of dragging me down. I don’t solely rely on their help, I
also seek out personal ways to address my social anxiety. For example, I
read books that provide gentle reminders and motivational books. I also
encourage myself to overcome my social anxiety.

195. Researcher: What do you think could be the external contributing factor/s
on senior high school students that are experiencing social anxiety?

196. Participants: For me my past experiences like for example past

relationships even when you cut ties with them, you realize the impact
they had on you in the past. it’s possible that you can’t forget them
completely, as sometimes it feels like the trauma and pain is nothing to
you. but there are situations that can trigger those memories and bring
them to your mind repeatedly, which can worsen your social anxiety

197. Researcher: Do you have similar experiences to the difficulties you

mentioned or other difficulties that you know?

198. Participants: Yes, I experience things like in school, especially online

class. Mostly I know my classmates but not really close with them due to
my social anxiety attacks sometimes for example during oral participation
or when there is a need for volunteers, I want to break free from my
shyness and try new things. But I feel anxious about what others might
think if I participate, fearing that I might come across as attention-seeking
so I tend to overthink the situation. Instead, to overcome my social anxiety,
I end up struggling because I am unfamiliar with their thoughts about me,
So instead of participating, I choose not to and later on, I should have
participated because I knew the correct answer.

199. Researcher:How or what did you do to overcome the difficulties?

200. Participants: I haven’t completely overcome everything, but little by little, I

am overcoming it in ways such as reminding myself that I don't need the
opinions of others or to be aware of what they think about me, as long as
I'm not hurting anyone. So, why not try new things, socialize, and
participate in class, as i said earlier, I always surround myself with people
who knows my abilities
 88

201. Researcher: Can you describe a time when someone you know
experienced social anxiety in an academic setting?

202. Participants: Most of my circle of friends now are intellectually capable. I

know that they have the ability to answer and participate. I know that they
understand what to do. However, sometimes we find ourselves in similar
situations instead of raising our hands or speaking up. we choose not to
do it. Instead we are just chatting in the group chat about the answers, but
once we realize that our answers are correct, we reassure ourselves by
saying, “Oh, see our answers are correct.” That’s our problem due to
social anxiety.

Participant E

203. Researcher : You are invited to participate in our research study entitled
More than just Shyness: Perceptions of Senior High School Students
towards Social Anxiety. The purpose of this study mainly aims to explore
and understand the perception of senior high school students regarding
social anxiety. Confidentiality, every effort will be made by the researcher
to preserve your confidentiality including (1) assigning code names for
participants that will be used on all research notes and documents and (2)
keeping notes, interview transcriptions, and any other identifying
participant information in a locked file cabinet in the personal possession
of the researcher. Honesty, the researchers will strive for honesty in all
scientific communications and we will be asking for your consent to let us
record all your answers.

204. Yes, it’s fine.

205. Researcher: Okay let’s proceed to the questions. By the way, you can use
any language you want as long as you are comfortable with it.

206. Participant: Okay.

207. Researcher: Okay let’s start. First research question, 1. How does social
anxiety affect the academic performances of a senior high school student?
 89

208. Participant: Social anxiety can have a negative impact on academic

performance. A student with social anxiety may experience difficulty
participating in class discussion and group activities which can lead to
decreased motivation and lack of engagement in the classroom.
Additionally, social anxiety can cause students to avoid social situations
altogether, including school events and extracurricular activities which can
limit their opportunities for learning and growth outside of the classroom. It
may also lead to poor performance on oral presentation, tests, and
essays. Overall, social anxiety can hinder a student's academic
performance by limiting their ability to engage with peers and teachers.

209. Researcher: Ahh, thank you for your comprehensive answer. So let’s
proceed with the next question, question 1.1 What circumstances can
social anxiety influence academic performances? Again, what
circumstances can social anxiety influence academic performances?

210. Participant: Social anxiety can influence academic performance in various

circumstances such as classroom participation, group assignments, oral
presentations, test taking, and school-related social events. These can
lead to a lack of participation, reduced engagement, and poor academic
performance. Social anxiety can also lead to anxiety-related symptoms
such as stuttering and sweating.

211. Researcher: Thank you for your response. Let’s proceed, for question
1.1.1. What are the possible factors that cause social anxiety when
engaging in academic performances?

212. Participant: When engaging in academic performances, it can be caused

by a variety of factors such as fear of evaluation or judgment,
perfectionism, a lack of social skills and poor group dynamics, the
pressure of high-stakes testing, and bullying or harassment. These factors
can lead to a lack of confidence in one’s academic abilities or a history of
being criticized for their academic performance.

213. Researcher: Thank you for that. Next question, Question 1.1.2 What do
you think is the reason why social anxiety influences the student’s
performance in the circumstances that you mentioned?
 90

214. Participant: Students with social anxiety may experience intense fear and
discomfort in social situations which can lead to avoidance of social
interactions. This avoidance can result in missing opportunities to
participate in class discussion, group activities, and other learning
experiences that require socializing and interaction with peers and
teachers. Additionally, the anxiety and stress from social situations can
interfere with concentration and focus, making it difficult for students to
fully engage in academic activities and perform at their best.

215. Researcher: Let’s proceed. For the next question, Question 1.2. What is
the effect of social anxiety to the academic experience of a senior high
school student?

216. Participant: Social anxiety can have a negative impact on the academic
performance of a senior high school student. A student with social anxiety
may experience difficulty in participating in class activities, asking
questions, making presentations, and engaging in group discussion which
can negatively affect their grades and academic achievement. Additionally,
social anxiety can cause the student to miss days of school or avoid social
situations altogether which can lead to a lack of motivation, isolation, and
poor performance. A student’s social anxiety may also contribute to a lack
of focus, poor concentration and difficulties pertaining to information from
class. Overall, social anxiety can be a significant academic barrier for
senior high school students.

217. Researcher: Thank you for that. For the next question, Question 1.2.1.
How do senior high school students define social anxiety and differentiate
it from shyness?

218. Participant: Senior high students define social anxiety as a mental health
condition where individuals experience excessive fear or anxiety in social
situations which can lead to isolation and loneliness. On the other hand,
shyness is a personality trait characterized by attendancy to be nervous or
hesitant in social situations and It does not necessarily interfere with a
persons’ daily life. In differentiating social anxiety from shyness, social
anxiety may cause more intense and persistent fear or anxiety in social
situations and it may lead to severe avoidance behavior or interfere with
academic, social, or occupational functioning. In contrast, shyness may be
milder and may not significantly affect a persons’ daily life.
 91

219. Researcher: Thank you for your answer. Let’s proceed. The next question
is 1.2.2. How do senior high school students perceive the stigma
associated with social anxiety and its impact on seeking help or support?

220. Participant: Senior high school students may perceive social anxiety as a
stigmatized mental health issue. Some studies indicate that students may
feel embarrassed or ashamed to seek help, fearing that it reflects
weakness or incompetence. They may worry about negative judgment
from their peers or adults including teachers and parents. The stigma
surrounding social anxiety can impact students' willingness to seek out
counseling or mental health support which is critical for recovery and
management of symptoms. Students may avoid disclosure of struggles
from social anxiety leading to increased feelings of isolation and
decreased academic and social functioning. There is a need for education
and awareness about mental health issues and reducing stigma in
educational settings. Providing a safe and supportive environment in
which students feel comfortable discussing their mental health struggles is
crucial to promoting help-seeking behaviors and improving outcomes
produced by social anxiety.
221. Researcher: So let’s proceed to the next question, Question 2. What
academic difficulties caused by social anxiety do senior high school
students experience? It’s kinda similar to the previous questions but you
must still answer it to clarify some things.

222. Participant: The academic difficulties caused by social anxiety to students

are difficulty with group assignments, poor public speaking and test taking
skills, low attendance and participation marks, loss of concentration, and a
bad relationship with the teachers. It can also lead to missed classes,
falling behind on schoolworks, and poor academic performance. Lastly, it
can make it difficult to participate in class discussions, group projects, or
extracurricular activities.

223. Researcher: Thank you for that. Next question, question 2.1. What do you
think is the reason that makes it difficult for senior high school students
based on what you have mentioned that affects their academic
performances?

224. Participant: I think the reasons that make it difficult for senior high school
students with social anxiety to perform academically well are lack of
motivation and interests in studies, distraction from social media and
 92

gadgets, stress and pressure from peers and families, insufficient sleep
and nutrition, and difficulty coping with the demands of higher level
education. Additionally, some students may struggle with the transition
from middle school to high school which requires a more rigorous
academic standard and requires students to be more self directed in their
learning.

225. Researcher: Thank you for the direct-to-the-point answer. Let’s proceed to
the next question, Question 2.1.1. How do you think grade 11 STEM
students cope or overcome the difficulties encountered?

226. Participant: In overcoming difficulties encountered from Grade-11 STEM

students, they should seek professional help, practice exposure therapy,
learn relaxation techniques, join a support group, and communicate with
trusted friends and families. Remember to be patient and kind to yourself
as overcoming social anxiety takes time and effort.

227. Researcher: Ahhh okay. Thank you for that Cristel. Let’s proceed. Next
question, question 2.1.2. What do you think could be the external
contributing factor/s on senior high school students that are experiencing
social anxiety?

228. Participant: Senior high school students are often under pressure to social
expectations and academic expectations. Family and peer pressure,
social media, and past experiences are the leading cause of social anxiety
and self-doubt.

229. Researcher: Okay thank you for that. Let’s proceed, Question 2.2 Do you
have similar experiences to the difficulties you mentioned or other
difficulties that you know?

230. Participant: Yes, I have encountered the same issue in social anxiety. It
was challenging for me to manage my personal homework, group
projects, public speaking, test taking, attendance, participation, focus, and
maintain a good relationship among teachers and my peers. As I
previously indicated, it may cause a student to fall behind under
assignment and projects and perform poorly in class.
 93

231. Researcher: Okay thank you for your response. Let us proceed to the
second to the last question, Question 2.2.1.How or what did you do to
overcome the difficulties?

232. Participant: In overcoming the difficulties, I always tried to look on the

brighter side of things when trying to get through tough times. I always
believe that being optimistic will enable me to go through it, focus on it,
and live it beyond.

233. Researcher: Okay, let’s proceed to the last question, Question 2.2.2.Can
you describe a time when someone you know experienced social anxiety
in an academic setting?

234. Participant: A friend of mine in senior high school used to struggle with
social anxiety during class presentation or research defense. Even though
she is smart, well prepared, and has done her research, she still gets
extremely nervous and worried about the way she is perceived by her
classmates and teachers. Sometimes she would forget key points during
the presentation and struggle to make eye contact with the audience. Due
to her anxiety, she would often seek reassurance from her friends after the
presentation. Her anxiety affected her grades and she felt that it hindered
her ability to communicate effectively in an academic setting. However,
with therapy and practice, she learned to manage her social anxiety and
became much more confident during presentations.

235. Researcher: That’s it. Thank you for participating in our research.

Participant F

236. Researcher: You are invited to participate in our research study entitled
More than just Shyness: Perceptions of Senior High School Students
towards Social Anxiety. The purpose of this study mainly aims to explore
and understand the perception of senior high school students regarding
social anxiety. Confidentiality, every effort will be made by the researcher
to preserve your confidentiality including (1) assigning code names for
participants that will be used on all research notes and documents and (2)
keeping notes, interview transcriptions, and any other identifying
participant information in a locked file cabinet in the personal possession
 94

of the researcher. Honesty, the researchers will strive for honesty in all
scientific communications and we will be asking for your consent. Let us
record all your answers.

237. Hm, it's okay.

238. Researcher: So question 1, How does social anxiety affect the academic
performances of a senior high school student?

239. Participant: For me, there are many ways that social anxiety can affect
academic performance, but mainly it shows in group work, interviews, and
presentations. Since you don't know what others think of you or if they are
judging you, it can make you feel inferior to them.

240. Researcher: So, that's how you're thinking, huh? Basically, what you're
trying to say is that you're not sure about other people's perspective
towards you or you're hyper-aware about how they see you, which can be
distracting.

241. Participant: Yeah

242. Researcher: Let's proceed to question 1.1, What circumstances can social
anxiety influence academic performances?

243. Participant: I mean, like I said earlier, I was trying to say that social anxiety
can limit your ability to share your opinions or ideas, especially during
group work. You may feel anxious that your idea might be wrong or
different from others, so you end up not sharing it.

244. Researcher:So, let's proceed to proving question 1.1.1. What are the
possible factors that cause social anxiety when engaging in academic
performances? Basically, the answers may be presented in bullet points,
but please still provide a response.

245. Participant: One possible factor is being in a crowded environment, for

example being assigned as a leader in a group project, but feeling unable
to socialize with others and being overpowered by their ideas.

246. Researcher: So, let's proceed to the last part. Question 1.1.2 , what do
you think is the reason why social anxiety influences a student's
 95

performance in the circumstances that were mentioned earlier?In other

words, why does social anxiety affect academic performance in the factors
that were mentioned earlier? Let me rephrase it, why does social anxiety
affect academic performance, for example, when you are assigned as a
leader but are unable to participate, and how does it reflect on your
academic performance?

247. Participant: The output for academic performance may suffer as there is a
lack of co-existence or harmony in the ideas presented. This is because
the students may have difficulty organizing their ideas, and only one
person may be able to validate or express their ideas, since they are
unable to share their own ideas due to social anxiety.

248. Researcher: So basically, the key point is that there is a lack of harmony
and cooperation.

249. Participant: Yeah

250. Researcher: So, question 1.2: What is the effect of social anxiety on the
academic experience of senior high school students? Specifically, what is
the effect of social anxiety on the academic performance of senior high
school students?

251. Participant: Bad grades I think, particularly on peer assessments. Since

you can't voice out your ideas or opinions, you might receive low peer
assessments even if you have good ideas but since you can't share with
them you might get low grades.

252. Researcher:Yes, it does make sense because you cannot voice out your
thoughts. So, during peer assessment, the ratings given to you by other
members in the group are small, but they end up having a big impact on
your grades.Thank you, so let's proceed to the next question. How do
senior high school students define anxiety and differentiate it from
shyness? So again, how do senior high school students define anxiety
and differentiate it from shyness?
 96

253. Participant: Okay, so social anxiety is when you feel anxious around other
people, while shyness is when you feel shy in certain interactions. For
example, when you have to give a report and you mess up what you want
to say, you start to fear that your teacher or classmates will judge you. But
when it comes to shyness, what's in your mind is that you can do better,
but when you're on stage, you can't perform well because you're shy and
you don't have the willpower or motivation to do something that would
make your performance better.

254. Researcher: So let's proceed to 1.2.2. How do senior high school students
perceive the stigma associated with social anxiety and its impact on
seeking help or support? Again, how do senior high school students
perceive the stigma associated with social anxiety and its impact on
seeking help or support? So let me clarify the term 'stigma'. Usually, the
stigma, as defined by Google, is more like a disgrace or a topic that is not
talked about much, like shame or something that makes you embarrassed
to share. So, you end up not seeking help. What is your perception of it?

255. Participant: It doesn't make sense to them that they would judge someone
if they haven't experienced it themselves. So, they believe that they
shouldn't judge others….

256. Researcher: Again, how do senior high school students perceive the
stigma relating to social anxiety and why does it seem awkward to seek
help or support from others when they experience social anxiety?

257. Participant: For me, it's like I don't want to seek help or support if I have
social anxiety or if I find it difficult to socialize with my classmates who I
don't know well. Let's move on.
258. Researcher: Okay, that's enough for now, so thank you. Let's proceed to
the next question. Question number 2: What academic difficulties caused
by social anxiety do senior high school students experience? Specifically,
what academic difficulties or hardships do senior high school students with
social anxiety encounter?
 97

259. Participant: Like, experiencing social anxiety is when you have reportings,
you feel stressed, then you become nervous. Your palms start sweating,
and when it's your turn to give a report or be on stage, you suddenly
experience a mental block. You forget your lines, and the difficult part is
that it's really hard if you already have social anxiety because you become
even more embarrassed, especially in front of your classmates and
teacher.
260. Researcher: Makes sense too, right? The sweaty palms.

261. Participant: And, it's possible that your heartbeat speeds up, you really
feel nervous.

262. Researcher: So what you're trying to say is, it seems like your sweaty
palms are triggered when you're anxious, and your hands become wet if
you're afraid of messing up in front of many people. Let's proceed to
question 2: What do you think is the reason that makes it difficult for senior
high school students, based on what you have mentioned, that affects
their academic performances?

263. Participant: When you feel like you're being looked down upon, I think it's
because...can you repeat the question?

264. Researcher: Okay, what do you think is the reason that makes it difficult
for senior high school students, based on what you have mentioned
earlier, that affects their academic performances? There were mentioned
earlier factors that can affect a student's academic performance, so what
is the specific reason why they struggle in that aspect?

265. Participant: Like, they feel insecure. They really can't accept or are
sensitive about their mental health. People's mental health is not the
 98

same, some are more sensitive while others are mentally stronger. So, the
mental health of socially anxious individuals is weaker.

266. Researcher: So, it makes sense too, right? Each person really differs from
one another, and so does their mental fortitude. Okay, thank you. Let's
proceed. How do you think grade 11 STEM students cope or overcome
the difficulties encountered? Again, how do you think grade 11 STEM
students cope or overcome the difficulties encountered relating to social
anxiety in school?

267. Participant: For example, music can help relieve social anxiety. You can
think of music and let it play in your mind, which can help lessen your
worries. Another way is having a person, like a loved one, whom you can
depend on and to lean on for emotional support.

268. Researcher: Yeah, right? It makes sense, actually. You were the first one
to answer that part. So, what else could it be? Music coping and having
someone you can cling to, someone you trust, right?

269. Participant: Yeah, the music part is more about hobbies or things that
make you happy, you know.

270. Researcher: So, basically, find your own happiness. Thank you. So, let's
proceed to question 2.1.2. What do you think could be the external
contributing factors on senior high school students that are experiencing
social anxiety? Again, what do you think could be the external contributing
factors on senior high school students that are experiencing social
anxiety? If you can try to give more factors, please.

271. Participant: For me, physical appearance can be a factor, such as being
overweight, having many pimples, or looking different. Since you don't
 99

want to be judged, there's a saying "don't judge the book by its cover," but
we all know that Filipinos tend to judge others based on their physical
looks.

272. Researcher: True, right? Actually, you were the first one to mention it,
physical properties as well, right? It's true that "don't judge the book by its
cover," but the cover is the first thing that's seen, so it can't be avoided.
So, it's one of the factors that can trigger it, right? Thank you. Alright,
question 2.2, do you have similar experiences to the difficulties you
mentioned or other difficulties that you know? Again, do you have similar
experiences to the difficulties you mentioned or other difficulties that you
know?

273. Participant: In dance, like your hands get sweaty and you get stressed or
nervous, then your partner will be disgusted by your hands, and it can be
a bit painful. Also, there are times during plays or role plays when you
struggle to connect with other people because you have social anxiety. In
the past, in performances like Florante at Laura or the Ibong Adarna or the
musical play in p.e.

274. Researcher: That's true, in dance which involves physical touch, you may
feel embarrassed because your palms are sweaty.

275. Participant: Or like, if your dance partner is attractive and you're not, or if
your looks are just average.

276. Researcher: Okay, let's proceed to 2.2.1, so it's connected to the previous
one, huh. How or what did you do to overcome the difficulties? Again, how
or what did you do to overcome the difficulties?
 100

277. Participant: I just proceeded to do things like nothing happened, since you
don't have a choice, you need to move on and try to make the best out of
it, like that. Because you can't undo something. Like how will other people
remember you, "Hey, do you know Justin? Because he did that last time,
his hands were so sweaty, or he forgot his lines in the musical plays." So
persevere and just finish the current situation.

278. Researcher: So it's like just get it done with.

279. Participant: Just don't care anymore.

280. Researcher: Until you get used to it. So, last question. Question 2.2.2, can
you describe a time when someone you know experienced social anxiety
in an academic setting?

281. Participants: Let's say I know a person who was a classmate of mine and
he/she was quite shy. Despite having suicidal thoughts, let's set that aside
for now. He/she was assigned as the group leader. Although he/she was
not shy, he/she had social anxiety. The other group members were
outgoing and extroverted, and they dominated the discussion by sharing
their ideas. Because of this, the person with social anxiety had difficulty
connecting his/her ideas with the group mates since he/she is the leader.

Participant G

282. Researcher : You are invited to participate in our research study entitled
More than just Shyness: Perceptions of Senior High School Students
towards Social Anxiety. The purpose of this study mainly aims to explore
and understand the perception of senior high school students regarding
social anxiety. Confidentiality, every effort will be made by the researcher
to preserve your confidentiality including (1) assigning code names for
 101

participants that will be used on all research notes and documents and (2)
keeping notes, interview transcriptions, and any other identifying
participant information in a locked file cabinet in the personal possession
of the researcher. Honesty, the researchers will strive for honesty in all
scientific communications and we will be asking for your consent to let us
record all your answers.

283. Yes.

284. Researcher: Okay, let’s start. Question 1. How does social anxiety affect
the academic performances of a senior high school student?

285. Participant: I think it will negatively impact the academic performance of a

student. A great example is during an oral recitation. Your teacher will ask
you to answer during oral recitation but you cannot answer because you
have social anxiety, so it will definitely affect the academic performance of
a student. Then another example is during group activities, the student
with social anxiety cannot efficiently communicate to the other members of
the group. That’s it, thank you.

286. Researcher: Thank you for your answer. Let’s proceed to question 1.1
What circumstances can social anxiety influence academic performances?
Again, what circumstances can social anxiety influence academic
performances?

287. Participant: I guess my answer is the same to the previous question,

during oral recitations or group activities. It will definitely affect the grades
of the student. Like what I said before, the student with social anxiety
cannot communicate efficiently to his/her peers or teachers due to social
anxiety.

288. Researcher: Thank you. Let’s proceed to the next question. Question
1.1.1. What are the possible factors that cause social anxiety when
engaging in academic performances?

289. Participant: For me, the possible factors can be past traumas or past
experiences because for example you got bullied in the past, you will likely
have a trauma from that, and that scenario can trigger your social anxiety.
Past traumas and experiences can trigger your social anxiety at any
moment, like in class or during social situations.
 102

290. Researcher: Thank you for your answer. Let’s proceed to the next
question. Question 1.1.2 What do you think is the reason why social
anxiety influences the student’s performance in the circumstances that you
mentioned?

291. Participant: I have experienced social anxiety but not severe. I just get shy
whenever a teacher asks me to answer in class because I’m afraid that I
will give a wrong answer. As a result, this affected my academic
performance and grade.

292. Researcher: Let’s proceed to the next question. Question 1.2. What is the
effect of social anxiety to the academic experience of a senior high school
student?

293. Participant: For example, you are having a conversation with a person and
then you said something off. This will result in overthinking like “Did i say
something wrong?” “Is he/she upset?” “Did I mispronounce some words?”,
you will excessively overthink minor things.

294. Researcher: Thank you for your insight. Let’s proceed to the next
question. Question 1.2.1. How do senior high school students define
social anxiety and differentiate it from shyness?

295. Participant: In my opinion, shyness is a common trait. I think every person

has experienced shyness. On the other hand, social anxiety is more of a
disorder, it has a long-term effect and it can affect your school or work.

296. Researcher: Thank you for your response. Let’s proceed. Question 1.2.2.
How do senior high school students perceive the stigma associated with
social anxiety and its impact on seeking help or support?

297. Participant: Some people perceive that people with social anxiety are just
introverts because you don’t socialize with other people, but it’s not always
the case.

298. Researcher: Ah ok, thank you for that now let’s move on. Next question,
Question 2. What academic difficulties caused by social anxiety do senior
high school students experience?
 103

299. Participant: As I said before, social anxiety makes it difficult for students to
socialize during social situations such as oral recitation, group activity, or
reporting.

300. Researcher: Mhm thank you for your short but direct answer. Let’s
proceed to the next question. Question 2.1. What do you think is the
reason that makes it difficult for senior high school students based on
what you have mentioned that affects their academic performances?

301. Participant: I think the reason why it’s difficult for senior high school
students to perform academically well is because they are having a tough
time conversing with other people. We all know that communication is very
crucial in our lives and because of social anxiety, it hinders the ability of
the person to efficiently express his/her ideas, feelings, and opinions to
other people.

302. Researcher: Okay. Next question, Question 2.1.1. How do you think grade
11 STEM students cope or overcome the difficulties encountered?

303. Participant: I think the coping methods used by grade 11 STEM students
with social anxiety are hanging out with peers, meditating, listening to
music, or going to a therapist.

304. Researcher: Thank you for your insights. Let’s proceed. Question 2.1.2.
What do you think could be the external contributing factor/s on senior
high school students that are experiencing social anxiety?

305. Participant: I think the external contributing factors of social anxiety are
family environment, childhood experiences like trauma or bullying.

306. Researcher: Thank you for that. We have three more questions left. Let’s
proceed. Question 2.2 Do you have similar experiences to the difficulties
you mentioned or other difficulties that you know?

307. Participant: During the first day of class in grade 11, I struggled to socialize
with my other classmates because I was afraid that they’re gonna judge
my appearance like “How does my hair look like?” “How does my eyes
look?”. So it’s more like a fear of judgment. Another scenario is during
junior high school, I think I was in grade 7, so my professor scolded me
 104

because I was procrastinating in my schoolworks. In my mind, I felt very

ashamed and I thought to myself “What did I do?” “Am I okay?”.

308. Researcher: Thank you for that. Let’s proceed to the next question,
Question 2.2.1.How or what did you do to overcome the difficulties?

309. Participant: I overcame my difficulties with social anxiety through the help
of my friends, and through self-evaluation and meditation during the night.
I also play video games to relax my thoughts.

310. Researcher: Last question, 2.2.2.Can you describe a time when someone
you know experienced social anxiety in an academic setting?

311. Participant: I have a friend who is my classmate in Junior High School and
he/she is currently in Ateneo now. I don’t know if he/she has social anxiety
but it seems like he/she has. I also started to notice that he/she has no
friends now and became an outcast.

312. Researcher: Thank you so much for participating in our research. Have a
good day!

Participant H

313. Researcher: You are invited to participate in our research study entitled
More than just Shyness: Perceptions of Senior High School Students
towards Social Anxiety. The purpose of this study mainly aims to explore
and understand the perception of senior high school students regarding
social anxiety. Confidentiality, every effort will be made by the researcher
to preserve your confidentiality including (1) assigning code names for
participants that will be used on all research notes and documents and (2)
keeping notes, interview transcriptions, and any other identifying
participant information in a locked file cabinet in the personal possession
of the researcher. Honesty, the researchers will strive for honesty in all
scientific communications and we will be asking for your consent to let us
record all your answers.

314. Participant: Sure.

 105

315. Researcher: Okay let’s start. For the first question, 1. How does social
anxiety affect the academic performances of a senior high school student?

316. Participant: For me, I cannot focus on academic stuff because of anxiety
of course. In my perspective, I find it difficult to focus in class because I
need to communicate. For example, you didn’t understand what the
teacher said, and because of this, you need to ask for help from your
classmates or friends. Social anxiety acts as a barrier in this scenario
because it makes you afraid to socialize with other people.

317. Researcher: Thank you for your concise response. Let’s proceed to the
next question, Question 1.1 What circumstances can social anxiety
influence academic performances?

318. Participant: As I said earlier, It makes it difficult for me to seek help from
other people because of my social anxiety because I often overthink on
some words or sentences that I say.

319. Researcher: Thank you for that response. Let’s proceed to the probing
questions. Question 1.1.1. What are the possible factors that cause social
anxiety when engaging in academic performances?

320. Participant: I find it difficult to speak in front of the class. This is probably
the most common possible factor, I believe. From what I understand is that
speaking in front of other people triggers social anxiety.

321. Researcher: Mhmm makes sense. So next question, Question 1.1.2 What
do you think is the reason why social anxiety influences the student’s
performance in the circumstances that you mentioned?

322. Participant: They are nervous because they are talking to other people
and sometimes you say wrong things. The nervousness of talking to other
people, you know, maybe you said the wrong thing to the person you’re
talking to or something like that.

323. Researcher: Thank you for your answer. Let’s proceed to question 1.2.
What is the effect of social anxiety to the academic experience of a senior
high school student? Again, what is the effect of social anxiety to the
academic experience of a senior high school student?
 106

324. Participant: The student with social anxiety will not be able to focus on
his/her academic performance. Also, he/she cannot seek help from others
because of the fear of being judged.

325. Researcher: Thank you for that Zen. Let’s proceed to the next question,
Question 1.2.1. How do senior high school students define social anxiety
and differentiate it from shyness? Again, how do senior high school
students define social anxiety and differentiate it from shyness?

326. Participant: Wait.

327. Researcher: Take your time.

328. Participant: For me, social anxiety and shyness are like the same thing, I
don’t know from the others but for me it’s the same thing. We’re all shy but
if we were to differentiate it, social anxiety is when you cannot open up to
other people. That’s what I understand.

329. Researcher: Ahh okay. Let’s proceed. Question 1.2.2. How do senior high
school students perceive the stigma associated with social anxiety and its
impact on seeking help or support? Again, how do senior high school
students perceive the stigma associated with social anxiety and its impact
on seeking help or support?

330. Participant: For me, I always seek help and I always overthink some
questions like “What if they judge my appearance” or “Do they talk behind
my back even when I ask for help?” Questions like that are some of the
examples that keeps running through my head during social situations.

331. Researcher: Next question, Question 2. What academic difficulties caused

by social anxiety do senior high school students experience?

332. Participant: I think performing in front of people because that would most
likely trigger social anxiety, even for me, I’m used to performing in front of
people but sometimes my social anxiety will be triggered and this will
result in me overthinking.

333. Researcher: Thank you for your insight. Let’s proceed to the next
question, Question 2.1. What do you think is the reason that makes it
 107

difficult for senior high school students based on what you have
mentioned that affects their academic performances?

334. Participant: As I mentioned earlier, performing is one of the difficulties that

are experienced by the students with social anxiety. Stage fright combined
with social anxiety is a very big combo that can negatively impact a
performance by the student.

335. Researcher: Alright. Next question, Question 2.1.1. How do you think
grade 11 STEM students cope or overcome the difficulties encountered?

336. Participant: They conquer their fear by asking for help. Even if some
students will talk bad about you behind your back but at least you asked
for help and asked for guidance from other students and teachers.

337. Researcher: Alright thank you for that. Next question, Question 2.1.2.
What do you think could be the external contributing factor/s on senior
high school students that are experiencing social anxiety?

338. Participant: Nervous is the only answer I could think of and also asking
people for directions is one of the most common triggers to social anxiety.

339. Researcher: Let’s proceed, Question 2.2 Do you have similar experiences
to the difficulties you mentioned or other difficulties that you know?

340. Participant: Uhhh. One time when I was in Ilo-ilo city to visit our family
reunion, I got lost there and it triggered my social anxiety. I was afraid to
ask for directions to the locals because I thought people were looking at
me weirdly.

341. Researcher: Thank you for sharing your experience. Next question,
Question 2.2.1.How or what did you do to overcome the difficulties?

342. Participant: Just be open. Always open up to other people even if it’s
strange or not. Always ask for directions because there is nothing wrong
with asking directions, right? You should always ask questions and I think
that's how I overcame it before but until now I still believed that I did
overcome it.
 108

343. Researcher: Last question, Question 2.2.2.Can you describe a time when
someone you know experienced social anxiety in an academic setting?

344. Participant: I’m still unsure but from what I saw from this year's class. I
think this happened last week near school. Me and my friends are still
hanging out and doing a video for a school project. One of my friends
asked someone to join the video, and this triggers their social anxiety
because we don’t know this person. I think he/she was caught off guard by
the sudden interaction and especially that we don’t know the person.

345. Researcher: Ohhh alright. Thank you for your participation in our research!
Have a good day.

Participant I

346. Researcher: You are invited to participate in our research study entitled
More than just Shyness: Perceptions of Senior High School Students
towards Social Anxiety. The purpose of this study mainly aims to explore
and understand the perception of senior high school students regarding
social anxiety. Confidentiality, every effort will be made by the researcher
to preserve your confidentiality including (1) assigning code names for
participants that will be used on all research notes and documents and (2)
keeping notes, interview transcriptions, and any other identifying
participant information in a locked file cabinet in the personal possession
of the researcher. Honesty, the researchers will strive for honesty in all
scientific communications and we will be asking for your consent. Let us
record all your answers.

347. Yeah.

348. Researcher: How does social anxiety affect the academic performances of
a senior high school student?

349. Participants: Social anxiety affect the academic performances of a senior

high school student badly in a way it could be hard for them to
communicate well especially in groups works that are given by the
 109

teachers and especially in asking information of their teachers cause

social anxiety is the excessive fear of being judge and it is hard for them to
ask for help from other people especially their classmates and teachers.

350. Researcher: Let us process 1.1, What circumstances can social anxiety
influence academic performances?

351. Participants: Like what i said earlier it will be hard for them to
communicate well in group task so it can affect their performance task
because it’s difficult for them to communicate with their group mates for
example like they are assigned a task group reporting, and their
performance in that reporting can be affected so it can affect too in their
grades can be negatively impacted as well

352. Researcher: What are the possible factors that cause social anxiety when
engaging in academic performances?

353. Participants: I think some of the factors that cause social anxiety to
students in engaging into academic performances is their fear of being
judge by their classmates or sharing their ideas that they feel might be
wrong, so they tend to not share at all

354. Researcher: What do you think is the reason why social anxiety influences
the student’s performance in the circumstances that you mentioned?

355. Participants: In my mentioned circumstances earlier, the reason why

social anxiety affects us it because as a student communication is really
important especially when we have task because if your communication
skills are poor, it not only affects you but also your group mates

356. Researcher: What is the effect of social anxiety to the academic

experience of a senior high school student?

357. Participants: Since there are many people in school having social anxiety
would really affect their academic experience especially in making friends
or in terms of if the teacher presents a lesson, they might hesitate to ask
questions if they are confused and need clarification on the subject. This
also applies to friends, as they may feel left alone. which is hard because
in senior high school, which lasts for 2 years. Being alone for that duration
can be hard for them to adjust to the school environment.
 110

358. Researcher: How do senior high school students define social anxiety and
differentiate it from shyness?

359. Participants: So for me, social anxiety is like the excessive fear of being
judged. Most people with social anxiety are not even aware that they have
anxiety in those terms. It's not something that is present all the time; it only
gets triggered depending on the situation. On the other hand, shyness is
more apparent because it is situational as well. However, they differ in
terms of severity since social anxiety is a disorder, while shyness is
considered a normal part of human behavior.

360. Researcher: How do senior high school students perceive the stigma
associated with social anxiety and its impact on seeking help or support?

361. Participants: Being socially anxious is really hard because it feels like
you're fighting against yourself in those situations. For me, it's crucial to
seek help and push yourself if you genuinely want to change and improve.
However, I believe schools should provide resources for students who are
struggling with social anxiety. They need to have the necessary support
because guidance counselors are not always easily visible or accessible
in schools. I think this should focus on that.

362. Researcher: What academic difficulties caused by social anxiety do senior

high school students experience?

363. Participants: What I've noticed in others is that they tend to experience
social anxiety mainly when it comes to public speaking or reporting. They
may have physical reactions like trembling when they are called upon or
struggle with delivering a report properly. The flow of their speech may not
be smooth, and they find it challenging, especially when there is an
audience present.

364. Researcher: What do you think is the reason that makes it difficult for
senior high school students based on what you have mentioned that
affects their academic performances?

365. Participants: As I mentioned in my previous answer, social anxiety can

cause more intense fear. for example there are situations where they have
 111

to perform in front of an uncontrolled audience, there are colleges and

grade 12 so it would be hard for them to perform well on that kind of
projects

366. Researcher: How do you think grade 11 STEM students cope or overcome
the difficulties encountered?

367. Participants: I think grade grade 11 stem student cope or overcome by

having to defend on each other especially with a classmate it’s very
important to form a bond or relationship with each other since you are with
them within a year it seems like a coping mechanism for them so they
remind themselves that they have their classmates with them.

368. Researcher: What do you think could be the external contributing factor/s
on senior high school students that are experiencing social anxiety?

369. Participants:I believe that some contributing factors to social anxiety

among students are experiences that other students face both inside and
outside of schools. for instance feeling alone at home can often lead to
occurrence of social anxiety

370. Researcher: Do you have similar experiences to the difficulties you

mentioned or other difficulties that you know?

371. Participants: In terms of social anxiety, I really don't have social anxiety
because I feel comfortable doing a lot of things. However, of course,
shyness is normal, so you can still feel afraid when doing things.

372. Researcher: How or what did you do to overcome the difficulties?

373. Participants: I practice really well when it comes to doing group reports or
performance tasks so that my flow becomes easier when it's my turn,
because it's like I already know what comes next and I won't have a hard
time.

374. Researcher: Can you describe a time when someone you know
experienced social anxiety in an academic setting?

375. Participants: For the people I know, but for me I haven't really experienced
that kind of place but from what I know, when I am aware of the story, it
 112

seems like it's a pitiful situation for the person as they say that they get
nervous or struggle with answering. Of course, as a class officer, I feel
sorry for them because I know it's a big struggle for someone who has
experienced social anxiety.

Participant J

376. Researcher: You are invited to participate in our research study entitled
More than just Shyness: Perceptions of Senior High School Students
towards Social Anxiety. The purpose of this study mainly aims to explore
and understand the perception of senior high school students regarding
social anxiety. Confidentiality, every effort will be made by the researcher
to preserve your confidentiality including (1) assigning code names for
participants that will be used on all research notes and documents and (2)
keeping notes, interview transcriptions, and any other identifying
participant information in a locked file cabinet in the personal possession
of the researcher. Honesty, the researchers will strive for honesty in all
scientific communications and we will be asking for your consent. Let us
record all your answers.

377. Yes, it is okay.

378. Researcher: How does social anxiety affect the academic performances of
a senior high school student?

379. Participant: Social anxiety can have a negative impact on academic

performance, senior high school students social anxiety is related to last
communication with instructors and lower engagement and satisfaction
and poor socio-emotional outcomes. Therefore social anxiety can have a
significant impact on the academic performance of senior high school
students.

380. Researcher: Question 1.1, What circumstances can social anxiety

influence academic performances?

381. Participant:Social anxiety can have an influence on academic

performance in various circumstances. Social anxiety can cause intense
 113

anxiety and embarrassment. Physical symptoms and this or did perception

of - developer relations which can lead to this engagement from learning.

382. Researcher: Question 1.1.1, what are the possible factors that cause
social anxiety when engaging in academic performances?

383. Participant: Several factors can cause social anxiety. When engaging in
academic performances, like psychological distress. Fear of failure or
exam anxiety, reduced concentration, and negative self-talk or self-doubt.
Social anxiety can lead to poor academic performance and negative
outcomes for students.

384. Researcher:Question 1.1.2, what do you think is the reason why social
anxiety influences the student’s performance in the circumstances that you
mentioned?

385. Participant: Social anxiety can influence a student's performance in

academic settings. In several ways, firstly, social anxiety can lead to
reduced concentration and cognitive functioning Which can negatively
impact academic performance. Second, social anxiety can lead to
avoidance behaviors such as skipping classes or avoiding social
situations, which can lead to poor academic performance and even
dropping out of school. Third, social anxiety can lead to negative self-talk
and self-doubt which can further exacerbate society and lead to poor
academic performance. And finally social anxiety can lead to physical
symptoms of anxiety such as sweating. Trembling and blushing, which can
be distracting and further contribute to poor academic performance.

386. Researcher: Question 1.2, what is the effect of social anxiety to the
academic experience of a senior high school student?

387. Participant: Social anxiety can have a negative impact on the academic
experience of senior high school students, students with social anxiety.
May avoid asking for help from teachers or tutors, which can further
exacerbate academic difficulties. Social anxiety can also leave the
physical symptoms or anxiety such as physical symptoms of anxiety such
as sweating, trembling, and blushing which can be distracting and further
contribute to poor academic performance.
 114

388. Researcher: Question 1.2.1, how do senior high school students define
social anxiety and differentiate it from shyness?

389. Participant: It is important to know that social anxiety disorder or S A D

also known as social phobia is an anxiety disorder, characterized by
sentiments of fear and anxiety and social situations. It is different from
shyness, which is a personal trait that does not necessarily cause
significant distress or impairment in daily life. Senior high school students
with social anxiety may benefit from education and resources that help
them understand the difference between social Anxiety and time shyness.

390. Researcher: Question 1.2.2, how do senior high school students perceive
the stigma associated with social anxiety and its impact on seeking help or
support?

391. Participant: Social anxiety is often subjected to perceived social stigma

which can have a demotivating effect on self seeking Behavior even in the
presence of social anxiety disorder symptoms, students with social anxiety
may avoid seeking help or support due to fear of judgment or negative
perceptions from others. It is important for schools and mental health
professionals to provide education and resources that help reduce the
stigma associated with social anxiety and promote help-seeking behaviors
among Senior High School students.

392. Researcher: Question 2, what academic difficulties caused by social

anxiety do senior high school students experience?

393. Participant:Senior high school students with social anxiety may experience
several academic development difficulties including reduced academic
achievement and lower GPS, difficulty participating in class discussions or
group projects, avoidance of asking for help from teachers or tutors,
difficulty making new friends or socializing with peers, negative self-talk
and self-doubt.

394. Researcher: Question 2.1, what do you think is the reason that makes it
difficult for senior high school students based on what you have
mentioned that affects their academic performances?

395. Participant: Reduce confidence, increased stress, social isolation and

negative self-talk. So overall social anxiety can have a significant impact
 115

on academic performance for senior high school students. It is important

for students, teachers and parents to be aware of the signs of social
anxiety and to provide support. And resources to help students manage
their anxiety and succeed academically.

396. Researcher: Question 2.1.1, how do you think grade 11 STEM students
cope or overcome the difficulties encountered?

397. Participant:There are some general strategies that students with social
anxiety can use to manage their academic difficulties such as to seek
support and practice self-care, set realistic goals, develop study skills and
practice positive self-talk.

398. Researcher: Question 2.1.2, what do you think could be the external
contributing factor/s on senior high school students that are experiencing
social anxiety?

399. Participant: External contributing factors the social anxiety in senior high
school students may include environmental factors such as family history,
learned behavior, and overprotective parenting. They may also play a role
in the development of social anxiety. Social anxiety can negatively impact
academic performance and lead to lower grades.

400. Researcher: Question 2.2, do you have similar experiences to the

difficulties you mentioned or other difficulties that you know?

401. Participants: I have no experience, sorry.

402. Researcher: Question 2.2.1 How or what did you do to overcome… Oh

this is not needed anymore.

403. Researcher: Question 2.2.2, Can you describe a time when someone you
know experienced social anxiety in an academic setting?

404. Participants: Students with social anxiety may feel overly concerned with
how others see them leading to extra extreme self-consciousness and fear
of being embarrassed or making mistakes. This can cause anxiety about
participating in Social and performance base situations which can affect
their learning and performance in the classroom. It is important to provide
 116

support and resources for students with social anxiety. To help them
manage their symptoms and succeed academically.

Appendix D

Evaluator 1
 117

Evaluator 2
 118

Evaluator 3
119
 120

Appendix E

Curriculum Vitae

Name: Arl Dominyq A. Frani

Nickname: Chucky

Mobile Number: 09950274245

Email address: arldomfrani16@gmail.com

Birthday: August 16, 2005

Place of Birth: Makati City

Present Address: 406 Durian St., Juna Subd., Water District, Matina Crossing

Citizenship:Filipino

Status: Single

Religion: I.N.C

Educational Background

Senior High School: Davao Doctors College Inc.

Junior High School: Catalunan Pequeno National high school

Elementary School: Catalunan Pequeno Elementary School

 121

Name: CJ Babao Salinas

Nickname: Kyang Kyang

Mobile Number: 09602603703

Email address: salinascj60@gmail.com

Birthday: May 31, 2005

Place of Birth: Toril Davao City

Present Address: Baracatan prk2 Toril Davao City

Citizenship: Filipino

Status: Single

Religion: Catholic

Educational Background

Senior High School: Davao Doctors College Inc.

Junior High School: Saint Peter's College

Elementary School: Holy Stone Endeavor

 122

Name: Carl Joseph O. Angga

Nickname: Carlo

Mobile Number: 09685355751

Email address: anggacarl406@gmail.com

Birthday: October 1, 2005

Place of Birth, Toril, Davao City

Present Address: Bago Aplaya, Davao City

Citizenship: Filipino

Status: Single

Religion: Roman Catholic

Educational Background

Senior High School: Davao Doctors College inc.

Junior High School: Davao City Special National High School (DCSNHS)

Elementary School: Davao City Special School ( SPED)

 123

Name: Rani M. Celdran

Nickname: Kaur

Mobile Number: 09663046633

Email address: rmckaur5@gmail.com

Birthday: July 5, 2006

Place of Birth: Ozamiz City

Present Address: Communal, Ilumina Estates

Citizenship: Filipino

Status: Single

Religion: SIKH

Educational Background

Senior High School: Davao Doctors College inc.

Junior High School: Bernardo D Carpio nhs

Elementary School: Dumalinao School Sped

 124

Name: Rey Jastin I. Saucelo

Nickname: Basyong

Mobile Number: 09454007710

Email address: reysaucelo2006@gmail.com

Birthday: March 8, 2006

Place of Birth: Davao City

Present Address: #7 Spring Village, Pink Street, Ma-A, Davao City

Citizenship: Filipino

Status: Single

Religion: Roman Catholic

Educational Background

Senior High School: Davao Doctors College inc.

Junior High School: AMA Basic Education Davao

Elementary School: AMA Basic Education Davao

 125

Name: April Joy S. Castor

Nickname: Joy-joy

Mobile Number: 09476282744

Email address: aapriljoy.castor@gmail.com

Birthday: April 28, 2006

Place of Birth: Mangagoy, Bislig City

Present Address: Sta. Josefa Agusan del Sur

Citizenship: Filipino

Status: Single

Religion: Roman Catholic

Educational Background

Senior High School: Davao Doctors College

Junior High School: Trento National High School

Elementary School: Sta. Josefa Central Elementary School

 126

Name: Symon Isaac Fernan C. Pascua

Nickname: Mon

Mobile Number: 09663064439

Email address: symonisaacp@gmail.com

Birthday: November 5, 2005

Place of Birth: Davao City

Present Address: Tavera Pag-asa Drive, Davao City

Citizenship: Filipino

Status: Single

Religion: Catholic

Educational Background

Senior High School: Davao Doctors College

Junior High School: Cor Jesu College Digos City, Holy Cross Academy Digos City

Elementary School: Ateneo De Davao University, Rizal Special Education Learning

Center
 127

Name: Aito Raphael H. Magallanes

Nickname: Aito

Mobile Number: 09208504701

Email address: aito.magallanes52906@gmail.com

Birthday: May 29, 2006

Place of Birth: Davao City

Present Address

Citizenship: Filipino

Status: Single

Religion: Catholic

Educational Background

Senior High School: Davao Doctors College

Junior High School: Proverbs Ville Christian School, Mabini High School

Elementary School: Davao City Special School

 128

Appendix F

Documentation

Image 1. Interview with Respondent A

Image 2. Interview with Respondent B

 129

Image 2. Interview with Respondent C

Image 2. Interview with Respondent D

 130

Image 2. Interview with Respondent E

Image 2. Interview with Respondent F

 131

Image 2. Interview with Respondent G

Image 2. Interview with Respondent H

 132

Image 2. Interview with Respondent I

Image 2. Interview with Respondent J

 133

Image 2. Group Meeting

Image 2. Final Defense