social phobia in nigeria schools
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2
i
3
4 DEDICATION
This project work is dedicated to YAHWEH Almighty, my
parents Mr. and Mrs. Anthony Ibiene, my elder brother Dr A.
A. Ibiene and to all my fans.
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5 ACKNOWLEDGEMENT
I acknowledge God’s faithfulness’ toward me, for it is by
His grace that I have been able to accomplish this goal.
My special thanks goes to my Dr. Mrs. J .U.Njoku not just as
my supervisor but for the motherly role she played.
My sincere appreciate goes to all academic and non-
academic staffs of this exceptional department psychology
guidance and counseling particularly Dr. Eriega .E.G and Dr
Agbakwuru.C. for motivating me unknowing in pursuing my
academics.
I will not forget to express my deep gratitude to Mr.
Ikechukwu Ogwezi for his immeasurable support especially for
taking time to edit this project work.
My special recognition goes to someone very special to me
Miss Eruchi Uche Ekwuke for her encouragement.
My appreciation also goes to all my in Omuoko and in school
Mr. Ikechukwu Emmanuel, Mr Alfred Uche Ogbua Miss
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6 Otonye Amos-A, Mr Nnamdi Obilor and Mr Ezikwa, Tenas
Gods’swill of mathematics statistics for his full support .
Also acknowledged Rita and Endurance.
This acknowledgement will be complete without mentioning
pastor Friday George, Mrs. Gloria A. Ibiene, Mrs. Jedidiah
.A.Ibiene and my siblings miss Linah, Mr. Samuel, Pastor
God’s Elect and Miss Alali for been with in my time of trials.
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7 ABSTRACT
Social phobia is a disabling anxiety disorder characterized by an excessive fear of negative evaluation in social situations. The purpose of this study is to investigate the influence of SAD on students “university undergraduates”. In their academic performance, social adjustment and academic adjustment By means of likert scale questionnaire named Influence of Social Anxiety Disorder on University Undergraduates (ISADUU). The instrument was divided into two (2) sections to elicit response the sample. Simple percentage and chi square were used to provide solution to the research questions and hypotheses. However the result shows that Social anxiety disorder had significant influence in both academic and social life of university undergraduates. Thus the following recommendation were drawn: government, Non-governmental organizations, parents, and all well-meaning individuals should accept the reality that social anxiety disorder is real and should join hands together to fight the social life killer. Government through the ministry of education should as a matter of urgency introduces compulsory guidance services in all levels of the nation’s institutions of learning from primary to tertiary levels. Also charity begins at home therefore parents should discuss the dangers of SAD with their children and discourage it as early as possible.
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8 TABLE OF CONTENT
Title Page
Certification - - - - - - - - - - i
Approval page - - - - - - - - - ii
Dedication - - - - - - - - -iii
Acknowledgement - - - - - - - - iv
Abstract - - - - - - - - - - vi
Table of content - - - - - - - - vii
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study - - - - - - 1
1.2 Statement of the Problem - - - - - -12
1.3 Purpose of the Study - - - - - - -14
1.4 Significance of the Study - - - - - -15
1.6 Scope of the Study - - - - - - -16
1.5 Research Questions - - - - - - -16
1.7 Hypothesis - - - - - - - -17
CHAPTER TWO
LITERATURE REVIEW
2.1 Theoretical Framework - - - - - - 18
2.1.1 Psychodynamic Model - - - - - - 19
2.1.2 Social learning theory - - - - - - - 22
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9 2.1.3 Rational-Emotive-Behavior Therapy (REBT) - - 24
2.2 Conceptual Framework - - - - - - 26
2.2.1 Concept of Social Anxiety Disorder - - - - 26
2.2.2 Concepts of Social & Academic Adjustments - - 37
2.2.2.1 The nature of social adjustment - - - - 40
2.2.2.2 Basic Processes in Social Adjustment - - - 41
2.2.2.3 Well-Designed Information to Male
And Female Students about sad - - - - 47
2.2.3 Sad and Male Students - - - - - - 73
2.2.4 Sad and Female Students - - - - - - 76
2.2.5 Sad and Academic Performance - - - - 77
2.2.5 Sad and academic adjustment - - - - - 86
2.2.6 Sad and Social Adjustment - - - - - 89
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Design - - - - - - - 97
3.2 Area of Study - - - - - - - - 98
3.3 Population of Study - - - - - - - 98
[[3.4 Sampling Techniques: Sampling Technique - - 99
3.5 Instruments for Data Collection - - - -100
3.6 Validity of Instrument - - - - - -101
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10 3.7 Reliability of the Instrument - - - - -
101
3.8 Administrations and Scoring of Instrument - -102
3.9 Data Analysis Techniques - - - - - -102
CHAPTER FOUR
DATA PRESENTATION AND RESULTS
4.1 Presentation of Frequency Distribution - - -104
4.1.1 Analysis of age of Respondents - - - - -104
4.1.2 Analysis of sex Respondents - - - - -105
4.1.3 Frequency Analysis of Marital
Status of Respondents - - - - - -106
4.1.4 Research Question1: - - - - - -107
4.1.5 Research Question 2: - - - - - -108
4.1.5.1 Hypothesis 1: - - - - - - -110
4.1.6 Research Question 3: - - - - - -111
4.1.7.1 Hypothesis 2: - - - - - - -112
4.1.7 Research Question 4: - - - - - -113
4.1.9 Hypothesis 3: - - - - - - - -115
4.2 Summary of Result - - - - - - -116
CHAPTER FIVE
DISCUSSION
5.1 Research Question 1: - - - - - -119
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11 5.2 Research Question 2: - - - - - -
123
5.3 Research Question 3: - - - - - -128
5.4 Research Question 4: - - - - - -131
5.5 Implication of the Result - - - - - -134
5.6 Recommendations - - - - - - -136
5.7 Conclusion - - - - - - - -137
5.8 Suggestions - - - - - - - -138
REFERENCE - - - - - - - - -139
APPENDIX
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1
CHAPTER ONE
Introduction
1.1 Background of the study
The etiologies of social anxiety disorder (SAD) also known as
social phobia is best described as a series of events leading to the
diagnosis we know today. Although it is very clear that SAD has not
been a recognized diagnosis for very long, the idea of social anxiety
dates back to the early part of the 20th century (Weiner & Freehiem
2004). However in 1994, the term ‘social phobia’ was replaced by
social anxiety disorder (SAD) in the diagnostic and Statistical
Manual of Mental Disorders, (4th edition1994). This new term is
used to refer to how broad and generalized fears are in the
disorder. In this new edition, the disorder is defined as a “Marked
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and persistent fear of one or more social or performance
situation in which embarrassment may occur” (Russell, Amy, &
Erin 2004).
Meanwhile as social beings we live in a society, we form
opinions about others and others have opinions about us.
Everybody wants acceptance and recognition from and within the
society. We try to behave according to the norms of the society so
that we can adjust but the reverse is the case for someone who
suffers from (SAD). For instance People with social anxiety, fear
common situations such as participating in small groups, eating or
writing in public places, asking questions for the sake of
clarifications during lectures, building relationships in school,
working whilst being observed, talking to people in authority, going
to social events, such as parties, meeting or talking to strangers,
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being the centre of attention, entering a room when other people
are present, talking or giving a presentation to a group, dating
someone of the opposite sex, and maintaining eye contact with
strangers (Safren , Heimberg, Horner, Juster, Schneier, and
Liebowitz 1999).
Furthermore, Rapee and Heimberg (1997) advocated that the
perception of an evaluative audience leads the individual with SAD
to focus on a mental picture of how he or she appears to that
audience. This mental picture, which is likely to be negatively
unclear, is compared to an estimate of what the person believes
may be expected of him or her by that audience. As this
discrepancy increases in a negative direction, the perceived
probability of negative evaluation from the audience is increased.
The person becomes very watchful for negative external cues (e.g.,
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signs of dullness or lack of concern from the audience) and
internal cues (e.g., unpleasant physiological feelings), and these
cues further inform the person’s mental representation as seen by
the audience.
Moreover in the institution of higher education (University) one
thing is paramount, and that is University Adjustment. Hence
Adjustment is defined as ‘a process of fitting individual or collective
patterns of activity to other such patterns carried out with some
awareness of purposefulness’ (Macquarie 1991). Adjustment is used
to refer to students making changes in their attitudes, behaviour
and social norms in order to fit into the new academic environment.
But for the reason of explaining these challenges, the word
‘adjustment’ has been defined as a psychological process of
adapting to cope with, managing their problems, challenges, tasks
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and requirements of every day life (Halonen & Santrok, cited in
Malek, Noor, & Farid ; 2011).
Baker and Syrik cited in Malek, Jdaitawi, Noor-Azniza, Ishak
& Farid, Mustafa (2011) have divided and identified the diverse
types of adjustments into academic, social, personal-emotional
adjustment, and institution attachment/goal commitment.
In the same way adjustment has been defined by Arkoff; as
cited in Malek, Jdaitawi, Noor-Azniza, Ishak & Farid, Mustafa
(2011) as a person’s interaction with his or her environment. Arkoff,
in Malek, Jdaitawi, Noor-Azniza, Ishak & Farid, Mustafa (2011)
further defined college or university adjustment in terms of college
achievement which covered students’ academic achievement and
personal growth. In his approach, the adjusted student is the one
who obtains adequate grades, passes in his or her courses, and
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eventually graduates. Conversely, the maladjusted student is
the one who demonstrates unsatisfactory grades, marginal level of
performance in course work, or failing, and shows tendency in
dropping out of university or college before graduation. Besides
academic achievement, university adjustment also involves the idea
of personal growth. An adjusted student is the one who will show
good personal growth in terms of non-academic potential with
reference to accomplishments outside the classroom such as in art
and music, creativity, leadership and other social performance in
the society.
But achieving this University Adjustment has become a full-
size headlong for university undergraduates due to the prevalence
rate of SAD which have led to poor social and academic
performance; Students with SAD have difficulty speaking in front of
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a group of people, and fail or drop out of high school/university
due to social anxiety disorder (Van, Mancini, Farvolden 2003).Thus
early diagnosis and intervention will increase their level of
enjoyment of school and their high school/university graduation
rates, which consequence will help them to become productive
individuals in the society.
As a move to ascertain the prevalence rate of SAD in the
higher institutions of Education (University) Tillfors, & Furmark.
(2007:86), pointed that the prevalence of social phobia among the
Swedish university students was comparable with previously
reported for the general population. The two clusters were
distinguished consisting of students scoring either low (discrete
subgroup) or high (generalized subgroup) on all cluster variables.
Social Phobia was associated with use of dysfunctional avoidant
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strategies in academic situations and in anticipation of public
speaking. The disorder was less common among students following
a pedagogic university program.
“Social phobia was highly prevalent among Swedish university
students, most cases pertaining to a mild or discrete form of the
disorder. The commonness and severity of social phobia in students
did not deviate significantly from the general population suggesting
that socially anxious individuals do apply for higher education.
However, since avoidance and low academic attainment are
commonly reported features, future studies should investigate
whether sufferers of social phobia underachieve or abolish their
studies prematurely” Tillfors et al., (2007:86)
Meanwhile Academic Adjustment is the way of becoming
accustomed to the role of being a student and to different aspect of
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the school setting. Failure to adjust can lead to psychological
health issues and school refusal or school dropout,
(psychology.wikia.com 2012).
According to Tinto (1996), seven major causes of students’
withdrawal from college were academic difficulties, adjustment
difficulties, uncertain, narrow, or new goals, weak and external
commitments, financial inadequacies, incongruence between the
students and the institution, and isolation cited in (Maria ,
Habibah, Rahil , & Jegak. 2009).
Previous studies on students’ retention and adjustment have
reported that the transition to university can be a traumatic
experience for numerous new undergraduate students (Cantor,
Norem, Niedenthl, Langston, & Bower, 1987; Perry, Hladkyj,
Pekrun, & Pelletier, 2001) they are often confronted with a diversity
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of new personal and interpersonal challenges. These challenges
include the ability to make new relationships (especially if the
students attended university outside of their neighborhood), to
modify existing relationship with parents and family members, and
to develop learning habits for new academic environment (Parker,
Summerfeldt, Hogan, & Majeski, 2004).
Coming back home here in Nigeria according to the results of
a study from Nigeria that included 500 university students, the
lifetime prevalence social phobia was 9.4% and the previous year
cross-sectional survey of student at the university of Ibadan
(Nigeria) using the Composite International Diagnostic Interview
(CIDI) revealed a prevalence of social phobia at 8.5% the
participants were most anxious when speaking in front of an
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audience (100%) or a small group (94.9%) Bella and Omigbodun
(2008:21).
Surprisingly, social anxiety disorder is also one of the 3rd most
common mental illnesses affecting between 2% and 13% of
university undergraduates at some point in their lives, (American
Psychiatric Association 1994)
Thus if all the authorities cited, based on their various
studies/research, acknowledge that SAD has impact on students
academic performance then, it is imperative that the study
(influence of social anxiety disorder on the academic and social
adjustment of university undergraduates) be carried out. There is
also the need to find out the extent to which social anxiety disorder
influences the academic and social adjustments of university
undergraduates.
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According to (Bella & Omibodun 2008:6), “The prevalence
of social phobia among Nigerian university students are similar to
what has been found among young people in other parts of the
world but are much higher than rates found in the Nigerian general
population. A high rate of co-morbidity with depression has been
found, increasing the disability associated with this disorder. There
is an urgent need for mental health advocacy through university
based and other youth oriented mental health programmes to
provide awareness on social phobia and depression, and make
provision for appropriate supportive facilities.”
1.2 Statement of the Problem
During my first year in school (university) I was always afraid
of answering questions, in class even when I knew the answers, it
got to a point; I hated to associate with my course mates especially
the females. I couldn't eat lunch with my course mates even when I
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was very hungry. I worried about being stared at or judged, and
worried that I would make a fool of myself. My heart would pound,
and I would start to sweat when I thought about eating in public.
The feelings got worse as the time of the events like weddings,
birthday parties, child dedication etc. Sometimes I couldn't sleep or
eat for days before these events. But I was able to overcome it
because of the course I studied “psychology guidance and
counseling”.
Feeling shy and a little reserved is the nature of some people.
In some situations, even the most confident people feel nervous.
Social anxiety disorder is characterized by intense fear in
social situations, causing considerable distress and impaired ability
to function in at least some parts of one’s life. Although it starts at a
young age between 10 to 20 years, its symptoms are generally
mistaken for some other common problems.
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Because of the high prevalence of social anxiety disorder that
has led to poor academic performance in our schools, the
researcher has deemed it necessary to carry-out research on this
topic
1.3 Purpose of the Study
This is to investigate into the influence of social anxiety disorder
(SAD). Specifically the study tends to:
1. To find out the extent to which male and female student
exhibit SAD in schools.
2. To find out the extent to which SAD influences the academic
performance of male and female undergraduates.
3. To find out the degree of SAD influence on social adjustment
of male and female undergraduates.
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4. To investigate the extent to which SAD influences academic
adjustment of male and female undergraduates.
1.4 Significance of the Study
Social anxiety disorder has caused a lot of problems to the
socialization of individuals, which if not looked into will lead so
many people into shying away from responsibilities. This means
that this research work will be of great importance to the
counselors, the class room teachers and to other researchers who
may see it as reference material.
The study will also provide valid and useful information to
male and female undergraduates and the society at large about the
social life killer (SAD) and how to seek for help and treatment and
it will also showcase the relevance of guidance counseling as a
profession in finding solutions to students or sufferers of SAD.
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1.6 Scope of the Study
This study has been restricted to two universities in Rivers
state. Namely university of Port Harcourt (UNIPORT) and formerly
college of education now Ignatius Ajuru University of Education
(IAUE)
The study investigates the influences of social anxiety disorder on
the academic and social adjustment of university undergraduates.
1.5 Research Questions
1. To what extent does the male and female student exhibit SAD
in school?
2. To what extent does the SAD influence the academic
performance of male and female undergraduates?
3. To what extent does the SAD influence social adjustment of
male and female undergraduates?
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4. To what extent does the SAD influence academic
adjustment of male and female undergraduates?
1.7 Hypothesis
1. There is no significant influence of (SAD) on the academic
performance of male and female students.
2. There is no significant influence of (SAD) on the social
adjustment of male and female students.
3. There is no significant influence of (SAD) on the academic
adjustment of male and female undergraduates.
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CHAPTER TWO
Literature Review
This chapter will bring to focus related literatures which deal
with the influence of social anxiety disorder. The related literatures
that will be overviewed in this study will cover the concept of social
anxiety disorder, information to male and female students about
SAD; its influence on academic and social adjustment of males and
females; and also the symptoms associated with it.
2.1 Theoretical Framework
If the only tool you have is a hammer, you tend to see every
problem as a nail ‘Abraham Maslow’.
Thus theories are created by man to guide the practice and
understanding of a particular body of knowledge (Njoku, 2010:10)
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A theory is only useful to the extent that it provides
comprehensive framework within which known facts can be
incorporated; allow us to predict the future with some precision,
and stimulate the discovery of new knowledge.
Consequently, several theories will be reviewed for the purpose of
this study. It is therefore pertinent to examine some of the most
popular theories in order to assess their universal applicability or
otherwise.
This theoretical focus shall include: Psychodynamic Model,
Rational-Emotive-Behavior Theory and Social Learning Theory
2.1.1 Psychodynamic Model
The words ‘psychodynamic’ and ‘psychoanalytic’ are very
confusing. Remember that Freud’s theories included psychoanalytic
theory, whereas the term ‘psychodynamic’ refers to both his
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theories and those of his followers. Freud’s psychoanalysis is
both a theory and a therapy (Saul, 2007:2).
Psychoanalytic theory was propounded by Sigmund Freud,
and he his rightly considered the single most important theorist in
the filed of personality. Sigmund Freud’s ideas have had a profound
impact not only on psychology but on the twentieth century art,
literature and philosophy.
Some of his concepts such as “Freudian slip” are known by people
who have never opened a psychology text (Njoku, 2010:25)
Sigmund Freud theories are clinically derived - i.e. based on
what his patients told him during therapy. The psychodynamic
therapist would usually be treating the patient for depression or
anxiety related disorders (Saul, 2007:2).
Freud argued that phobias help to contain threatening
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impulses and to keep them out of awareness by motivating a
person to stay away from the feared situation (Nevid, Rathus, &
Greene, 1991). In his theory, unconscious motives are at work, and
phobias lead to the avoidance of situations in which impulsive
behavior could occur.
With regards to the study, this theory makes us to understand
that socially phobic individuals avoid social situations because of
unconscious drives that protect them from having to overcome any
impulsivity produced by the situation. This type of avoidance is an
unconscious, but protective, avoidance. An example of repressed,
unconscious impulsivity would be the desire to derogate others in
social situations. Freud believed that we repress socially
unacceptable ideas; therefore, a person with social phobia may have
unconscious motives keeping them away from social situations so
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that this socially unacceptable, impulsive behavior can be
avoided. Because of the difficulty in directly observing unconscious
motives, there is little empirical support for this etiological model.
2.1.2 Social Learning Theory
Albert Bandura the major proponent of this theory was born
December 4, 1925, in a small town of roughly four hundred people,
as the youngest child, and only son, in a family of eight. Bandura is
of Ukrainian and Polish descent.
According to Albert Bandura People learn through observing
others’ behavior, attitudes and outcomes of those behaviors. “Most
human behavior is learned observationally through modeling: from
observing others, one forms an idea of how new behaviors are
performed, and on later occasions this coded information serves as
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a guide for action”. Social learning theory explains human
behavior in terms of continuous reciprocal interaction between
cognitive, behavioral, and environmental influences.
However Social cognitive theory may explain why some people
develop phobias, (Jennings, Taylor & Francis, 1994). Many phobias
stem from early childhood, when our parents were our greatest
influences and role models. It is not uncommon for a parent’s
dislike for spiders or rats to become a full-blown phobia in her
child. Watching someone else, whether a parent, friend, or even
stranger, go through a negative experience such as falling down the
stairs can also lead to a phobia.
Furthermore (Hales & Yudofsky, 2003) states that “if you did
not experience a traumatic event yourself, did you observe someone
else in a traumatic social situation? For those already vulnerable to
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the disorder, this may have the same impact as experiencing the
situation firsthand”.
Thus in relation to the study, this theory gives us an insight as
to how through observation, one can acquire SAD without knowing.
For instance, if in a family, one or both parents have this disorder,
it is very probable that some of their children will suffer from the
same disorder.
2.1.3 Rational-Emotive-Behavior Therapy (REBT)
Rational Emotive Behavior Therapy (REBT) was developed in
the 1950’s by psychologist Albert Ellis. REBT stressed teaching of
the ABC’s, where ‘A’ is an activating event, ‘B’, is an individuals
belief system, and ‘C’ is the highly charged emotional consequence.
(Ellis, 2008, p.187)
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One of the main pillars of REBT is that irrational and
dysfunctional ways and patterns of thinking, feeling and behaving
contribute to the nervousness/anxiety disorders people experience.
REBT generally believes that when people turn flexible preferences,
desires and wishes into grandiose, absolutistic and fatalistic
dictates, this tends to contribute to disturbance and upsetness.
(Albert, 2003)
In the case of social anxiety, negative core beliefs are long-held
negative beliefs you have about your inadequacy in social
situations. These beliefs are activated when you are in a situation
that you perceive as threatening. Your core beliefs cause you to
experience the cognitive symptoms of SAD, such as negative
thoughts, a tendency to only see your shortcomings, and an
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obsession with monitoring your own symptoms of anxiety.
(Hales & Yudofsky, 2003)
Furthermore Ellis believed that irrational beliefs are the root of
emotional disturbances because we become unable to experience
negative life occurrences in a psychologically healthy way. Instead,
we develop unhealthy feelings, such as depression, anxiety and
decreased self-esteem. By uncovering faulty thought patterns, they
can be restructured. We become free from blaming ourselves and
others for imperfections, and we can discard the demands of our
irrational thoughts (Corey, 2009).
2.2 Conceptual Framework
2.2.1 Concept of Social Anxiety Disorder
Because social anxiety can often seem unwieldy or even
overwhelming to understand as a single concept, it is often helpful
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to view it in terms of three seperate components that are
interrelated and can strengthen one another, leading to a cycle of
anxiety
The terms Shyness, social anxiety, social phobia are often
used interchangeably, although their meanings are often quite
different and can lead to confusion and misunderstanding. The
following definitions are provided to clarify how each term is used in
this study to being a major hindrance in everyday life.
Social Anxiety Disorder or Social Phobia are mental health
diagnosis used to describe a level of social anxiety that is so
distressing, excessive, and/or pervasive that it is significantly
interfering with an individual's quality of life. The feared or avoided
situations in Social Phobia can be very narrow and specific, or may
extend to the majority of one's interactions with others.
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However, the concept of social fear dates back as early as
400 BC. During this era, Hippocrates described the exceedingly shy
person as someone who “love darkness as life” and thinks every
man observes him’’.
In the early 1900s and in the early part of the 20th century,
psychiatrist used terms such as social phobia and social neurosis
to refer to extremely shy patient’s (Furmark, 2000).
According to (Furmark, 2000) British psychiatrist Isaac Mark
proposed that social phobia be considered a different category
separate from other simple phobias.
However after various editions and publication of the
Diagnostic and Statistical Manual of Mental Disorder (DSM) by the
American Psychiatric Association, in 1994 the same (DSM)
published the term social anxiety disorder (SAD) in its publication
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(DSM -IV) social anxiety disorder replaces social phobia however
both terms are inter changeably used (Furmark, 2000).
In this new edition the disorder is defined as a marked and
persistent fear of one or more social or performance situation in
which embarrassment may occur (Russell et. al 2004)
According to David Bonita-carter, social anxiety disorder also
known as social phobia is a condition in which someone experience
high level of anxiety about being criticized by or judged in a negative
way by others. he David Bonita –Carter further stated that in some
surveys as many as 10% of people have been found to suffer from
the disorder , although it was not commonly recognized as a form of
anxiety disorder until the 1980s.
In the same way (Sanderson, DiNardo, Rapee and Barlow
1990) described Social phobia as a potentially devastating disorder
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disturbing approximately two percent of the general population
at any particular point in time. It stops people from interacting and
forming relationships by evoking terror and/or avoidance at the
prospect of human contact. It exacts a heavy toll on the
professional and private lives of people who all too often find
themselves under-educated, under-employed and lonely. Compared
with other anxiety sufferers in their mid-thirties, more people were
found (about half) with social phobias that were never married.
Social phobia can be generally defined as a severe, irrational
fear and avoidance of social interactions and/or situations that
involve performance before others, evaluation by others, and
possible negative consequences such as embarrassment (American
Psychiatric Association, 2000).
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According to Andrews G, Crino R, Hunt C, Lampe L, Page
A. (1994), Social phobia is a fear of being scrutinized, evaluated, or
being the center of attention. However, the real underlying fear is of
being evaluated negatively. People with social phobia commonly fear
that others will find fault with them or think that they are
incompetent or strange. They may worry that this will occur during
social interaction with one or more other people, when they are
doing something under observation or even in situations where
there is just the chance that they may attract attention. Sometimes,
this may involve just being with others.
Andrews et, al (1994) further affirmed that The person with
social phobia believes that being judged negatively may result from
being seen to be anxious (for example, blushing, sweating,
trembling, or shaking), from saying or doing something
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embarrassing, appearing awkward or making a mistake. Some
also believe that there is some aspect of their appearance or
behavior that may attract criticism.
According to them, the feared situations include public
speaking (including tutorials and presentations), parties, writing or
signing one's name under scrutiny, standing in a line, using the
phone with others around, eating or drinking in public, using
public toilets, and public transportation. Some individuals fear that
embarrassing physical functions will occur inappropriately, for
example, losing control of bowel or bladder, passing flatus,
vomiting, stomach noises.
The main fears in social phobia may relate more to
performance situations or more to social interaction. There may be
great anxiety about looking anxious or even having a panic attack
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in these situations. The individual may believe that this anxiety
will be obvious and will lead others to evaluate them negatively.
When social interaction is the main fear, the individual often
worries about having nothing to say, being boring, saying
something inappropriate or being judged as inadequate in some
way. In any case, social situations are either endured with intense
anxiety and discomfort (during which, panic attacks may occur) or
are avoided. Anxiety and avoidance may be linked to only one
situation, (circumscribed social phobia) but commonly occur in
many situations (generalized social phobia) Andrews et, al (1994).
However it’s very essential to note that Social anxiety disorder (SAD
or SAND) according to (DSM-IV 300.23), also recognized as social
phobia, is an anxiety disorder characterized by extreme fear in
social situations causing considerable distress and impaired ability
to function in at least some parts of daily life. The diagnosis of
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social anxiety disorder can be of a specific disorder (when only
some particular situations are feared) or a generalized disorder.
Generalized social anxiety disorder typically involves a persistent,
intense, chronic fear of being judged by others and of being
embarrassed or humiliated by one's own actions. These fears can be
triggered by perceived or actual scrutiny from others. While the fear
of social interaction may be recognized by the person as excessive
or unreasonable, overcoming it can be quite difficult. Physical
symptoms often accompanying social anxiety disorder include
excessive blushing, sweating (hyperhidrosis), trembling,
palpitations, nausea, and stammering often accompanied with
rapid speech. Panic attacks may also occur under intense fear and
discomfort. An early diagnosis may help minimize the symptoms
and the development of additional problems, such as depression.
Some sufferers may use alcohol or other drugs to reduce fears and
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inhibitions at social events. It is common for sufferers of social
phobia to self-medicate in this fashion, especially if they are
undiagnosed, untreated, or both; this can lead to alcoholism, eating
disorders or other kinds of substance abuse.
Although Social phobia (SP) was recognized as a clinical
significant mental disorder by the American Psychiatric Association
in 1980 it was not added to the Diagnostic and Statistical Manual of
Mental Disorders until 1987 (DSM-III-R; APA, 1987). At present
there is a relative consensus regarding the existence of at least two
different subtypes of social phobia: Generalized Social Phobia (GSP)
and Specific or circumscribed Social phobia (SSP) Liebowitz, Ninan,
Scheier & Blanco (2005) as cited by Jose, Jose & Jose (2007)
Presently there are two major forms of social phobias. The first type
is ‘general social phobia’. When suffering from this, you tend to
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worry when you have to be the centre of attraction amongst
other people.
You feel nervous about other people looking at you and
watching your activities. You feel frightened when introduced to
other people and even worry about eating and drinking in public. It
may be difficult for you to visit restaurants and other public places.
The second category is ‘specific social phobia’. This affects
those classes of people who need to be the centre of attention as
part of their daily routine and have to speak or perform amongst a
larger audience.
Actors, musicians, sales persons, union leaders and teachers
are prospective victims. People suffering from this phobia are often
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at ease when mingling with other people but feel nervous and
‘dried up’ when they need to talk or perform.
These two types of social phobias affect 1 to 2% men and 2 to 3%
women globally. It casts a significant impact on the victims’ social
lives. They and their families often miss out many social events.
These two phobias prevent the victims to visit their children’s’
school, go for shopping and even visit a dentist. Many professionals
even forego promotions at workplace though being quite capable.
(www.phobia-fear-release.com)
2.2.2 Concepts of Social & Academic Adjustments
As social beings we live in a society, we form opinions about
others and others have opinions about us. Everybody wants
acceptance and recognition from and within society. We try to
behave according to the norms of the society so that we can adjust
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with others. But it is not an easy task as the personality of each
individual is a unique organization. This organization has to make
special efforts to adjust with others unique organizations, which we
call society. Actually adjustment is a wider term used in various
areas of life. For example, if an individual is well adjusted in his
family environment, his family adjustment will be good. This is so
because psychologists use the term adjustment in varying
conditions of social and interpersonal relations in the society. Thus
we see that adjustment means reaction to the demands and
pressures of the social environment imposed upon the individual.
Whenever two types of demands come into conflict with each other
and resultant in an adjustment being made, a complicated process
for the individual, then some special problems of adjustment arise.
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Thus Social adjustment can be defined as a psychological
process. It frequently involves coping with new standards and
values. In the technical language of psychology, getting along with
the members of the society as best as one can is called adjustment
(www.egyankosh.ac.in).
Social adjustment is the adaptation of the person’s social
environment. Adjustment may take place by adapting the self to the
environment or by changing the environment. (Campbell,
Psychiatric Dictionary, 1996)
Social adjustment can also be described as types of
associations which involve the accommodation of the individual to
circumstances in the person’s social environment for the
satisfaction of his needs or motives (www.mondofacto.com)
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2.2.2.1 The Nature of Social Adjustment
Impartial perception is needed for social adjustment. The
processes of behaviour e.g. learning, maturation, sensation,
perception and motivation are significant in our life because they
contribute to the process of adjustment. The way we interact with
people depends to a great extent upon how we perceive them and
how we interpret their behaviour. The perceptions about people;
what we think, what they are like - influence the way we respond to
them. If you perceive that a student is hostile, you are unlikely to
interact or adjust with him/her. Your behaviour in a group is
certainly different from the behaviour when in alone. Group affects
an individual's behaviour. The mere presence of others affects our
performance.
How do we come to know about other people? Our social
perceptions of others are primarily based on the information we get
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hold of about them in some instances the attribution
(inferences) we make about the causes for their behaviour. It is of
course, important to have accurate knowledge of others before
deciding on the kind of possible interactions with them. Our
perceptions of others' personalities and feelings guide us in deciding
the way we respond to them and what kind of relationships we have
with them. Knowledge about others influences our adjustment with
them, according to (www.egyankosh.ac.in)
2.2.2.2 Basic Processes in Social Adjustment
We shall first discuss 'impression' as a cognitive process.
Impression formation is the process by which information about
others is converted into more or less enduring cognition or thoughts
about them. When we first meet someone, we usually have access
to information how the person looks and where he/she works and
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what he/she says. These categories and their perceived
interrelationship form the basic cognitive framework by which we
understand others and try to adjust with them.
I) Stress and Adaptation: the effort to live and be satisfied is
called adaptation: Environmental factors which make it hard
for an individual to live are called stress. At the most
elementary level of life, stress is experienced as irrational or
discomfort at slightly more advanced level, stress is explained
as the anticipation of harm. In human beings certain kinds of
stresses produce anxiety. Anxiety sometimes produces
defensive responses which are mental efforts to reduce
stresses. Defenses are generally regarded as poor methods of
adjustment. Actually adjustment means reduction of tension
or satisfaction of motives.
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II) Social Influence: The process of social influence
contains two critical elements- (a) someone's intervention, and
(b) inducing change in other person. The FP (Focal Person) is
one who is influenced by the source of intervention is termed
as the agent. The following table classifies agents, types of
intervention and related concepts.
Thus Academic Adjustment is the process of becoming
accustomed to the role of being a student and to various aspects of
the school environment. Failure to adjust can lead to mental health
issues and school refusal or school dropout,
(psychology.wikia.com).
According to Tinto (1996), seven major causes of students’
withdrawal from college were academic difficulties, adjustment
difficulties, uncertain, narrow, or new goals, weak and external
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commitments, financial inadequacies, incongruence between the
students and the institution, and isolation. As cited by Maria et; al
(2009)
As cited in Maria et al (2009) previous studies on students’
retention and adjustment have reported that the transition to
university can be a traumatic experience for numerous new
undergraduate students (Cantor, Norem, Niedenthl, Langston, &
Bower, 1987; Perry, Hladkyj, Pekrun, & Pelletier, 2001) they are
often confronted with a diversity of new personal and interpersonal
challenges. These challenges include the ability to make new
relationships (especially if the students attended university outside
of their neighborhood), to modify existing relationship with parents
and family members, and to develop learning habits for new
academic environment (Parker, Summerfeldt, Hogan, & Majeski,
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2004). The inability to meet these demands and challenges
appears to be the foremost reason for undergraduate students
withdrawing from university (Gerdes & Mllinckrodt, 1994).
Moreover Smith and Renk (2007), the combination of many nervous
tension of university life, such as planning for the future, struggling
with exams and assignments, coping with demands and challenging
lecturers/professors, deciding on a core, and transitioning into
financial and emotional independence, can be an overwhelming
experience for many students. Consequently, almost all new
students go through an adjustment phase upon admission to a
university with each student varied in his or her own pace of
development (Blimling & Miltenberger, cited in Dyson & Renk,
2006). Past researches also proved that adjustment difficulties are
found to be the most common problems among first year students
who are going through an active adjustment phase in universities.
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(Aspinwall & Taylor, 1992; Baker, 2003; Baker & Siryk, 1986;
Cantor et al., 1987; Halamandaris & Power, 1999; Martin Jr. et al.,
1999; Perry et al., 2001; Ruhani, 1998; Sennett, Finchilescu,
Gibson, & Strauss., 2003; Strauss & Volkwein, 2004). As a matter
of reality, the first six weeks of the first semester in an institution of
learning such as college, poly techniques and universities is
considered to be a critical period in determining retention (Molnar,
1993). Based on the research conducted in a local public university
in Malaysia, the adjustment difficulties faced by first year students
were found to be academic problems, health problems, financial
crisis as well as social and personal problems (Ahmad, Noran
Fauziah, Azemi, Mohd. Zailani, 2002). It was also found that the
primary problem faced by majority of the students was financial
problem such as receiving funds late from the provider or the
received amount of fund was not enough to cater for the expenses
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during the course of the study. This was followed by academic
problems such as unable to register courses; students also faced
health problems where they have difficulty in taking care of their
health. Therefore, adjustment difficulties among students ought to
be given serious attention as a serious adjustment problem could
lead to students’ failure to complete their studies and withdraw.
2.2.2.3 Well-Designed Information to Male and Female
Students about SAD
Social phobia is a potentially debilitating disorder affecting
approximately two percent of the general population at any
particular point in time. It stops people from interacting and
forming relationships by evoking terror and, or avoidance at the
prospect of human contact. It exacts a heavy toll on the
professional and private lives of people who all too often find
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themselves under-educated, under-employed and lonely.
Compared with other anxiety sufferers in their mid-thirties,
Sanderson, Dinardo, Rapee and Barlow (1990) found more people
(about half) with social phobia who were ever married.
Thus the provision of suitable and positive information about
SAD will not be educational without knowing its epidemiology and
its etiology, thus it is necessary to review its’ Epidemiology.
Several researchers have explored social anxiety disorder
across gender, culture, race, and age (Lepine & Lellouch, 1995;
Lipsitz, & Schneier, 2000), which has helped psychologists
understand the complex nature and nurture of the disorder. This
section reviews several studies that have explored the prevalence
rates of social anxiety disorder and its’ etiology
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Prevalence Rates
Prevalence rates for social anxiety are generally thought to be
historically inaccurate due to the lack of sensitivity in the measures
used and the infrequency of socially anxious individuals seeking
treatment. The latter issue is highly influenced by the nature of the
disorder itself, as an individual who fears social interaction and
scrutiny from others is less likely to bring his or her issue to
friends, family members, or health care providers. This issue is
supported by early epidemiology studies that estimated a lifetime
prevalence rate between 1% and 4% (e.g. Schneier et al., 1992),
whereas more recent studies have found prevalence rates to be at
least double (Lipschitz & Schneier, 2000). For example, using more
current and sensitive assessment measures, as well as an extensive
sample from the National Comorbidity Survey, Magee et al., (1996)
found that the lifetime prevalence of social anxiety was 13.3%.
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Similarly high rates from the same researchers were found in
Canada (7.1%), Germany (8.7%), and Switzerland (16%). Likewise,
using a survey with empirically sound measures, Furmark et al.,
(1999) discovered a prevalence rate of 15.6% in 2000 randomly
selected Swedish adults. In a more recent study using the National
Comorbidity Survey-Replication (NCS-R), Kessler, Chiu, Demler,
and Walters (2005) found a 12-month prevalence rate of 6.8% for
social anxiety and a lifetime prevalence rate of at least double. The
following 12-month prevalence rates have been found for other
psychiatric conditions: Schizophrenia (1.1%), Panic Disorder (2.7%);
Generalized Anxiety Disorder (3.1%) Attention Deficit Hyperactivity
Disorder (4.1%); and Major Depressive Disorder (6.7%)
(NIMH,2006). Out of these disorders, the NCS-R study places Social
Anxiety as one of the most prevalent, followed only behind alcohol
abuse (6.9%; Grant et al., 2004). Although some may argue a
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greater prevalence of one disorder over another, what is clear is
that it is a very common disorder that requires a good deal of
research and clinical attention.
Etiology
Although studies looking at the origin of social anxiety are still
in their infancy, evidence for both genetic and environmental
influences have been found. Research thus far has investigated
several related areas, primarily: genetics (Kendler et al., 1992),
Logically, Social Phobia is probably caused by the same factor
that is responsible for any strong human emotional experience: our
genetic makeup, biological factors, and the culmination of learning
experiences throughout our lives (Antony & Swinson, 2008). It is
virtually impossible to single out one factor that "causes" social
anxiety; rather, it is more likely to be a combination of contributing
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causes that come together in the right place, at the right time.
Below we discuss three factors that are believed to play a role: Our
genes, our brains, and our life experiences.
Bodily Appearance
Since we know, social anxiety is an emotional disorder; the
reason for the problem may differ from person to person. It may be
due to some physical deficiency (being short, being too fat, other
such things or Stuttering), or it may rise because of some bad past
experiences or some other personal or social reason may be there
for the problem to arise.
A person may develop the fear of social situations if he/she is
short in height, or dark complexion, fat. In such a situation, the
person feels that everybody is looking at him/her and making fun of
their physique. To avoid such a situation to arise, they stop going to
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social gatherings or keeping themselves away from people, so
that people don’t notice them and laugh at them, Tarja Anchor
(www.TarjaAnchor.com)
Genetic Factors
A two-to three-fold increased risk of having social phobia has
typically been observed among first-degree relatives of social
phobics in clinical samples (Bruch & Heimberg, 1994; Fyer,
Mannuzza, Chapman, Liebowitz, & Klein, 1993; Fyer, Mannuzza,
Chapman, Martin, & Klein, 1995; Mannuzza et al., 1995; Reich &
Yates, 1988; Stemberger, Turner, Beidel, & Calhoun, 1995). Stein et
al. (1998) as acknowledged in Tomas Furmark (2000) noted that it
is the relative risk for the generalized subtype that is uniquely
higher (approximately 10-fold in their study) among relatives of
probands with generalized social phobia. Moreover, a positive family
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history of excessive social anxiety has been observed in social
phobics in the general population (Lieb et al., 2000; Tillfors,
Furmark, Ekselius, & Fredrikson, in press) and community studies
also suggest that the rate of social phobia is raised among mothers
of shy children (Cooper & Eke, 1999) as cited in Tomas Furmark
(2000) Because social phobia and other anxiety disorders tend to
cluster in families, a genetic cause might be suspected. However, in
the etiologic perspective family studies cannot properly distinguish
genetic from environmental influences.
To separate the genetic contributions, Kendler, Neale, Kessler,
Heath, and Eaves (1992) studied the concordance for social phobia
in monozygotic and dizygotic twin-pairs, and observed a
significantly higher concordance rate in the former group. The
heritability index was estimated at approximately 30% suggesting
that genetic factors explained one-third and nonshared
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environmental factors two-thirds of the variability in familial
transmission of social phobia (Kendler et al., 1992). Genetic
influences have also been noted on social fears defined in a broader
sense (Torgersen, 1983; Phillips, Fulker, & Rose, 1987) and on
other variables of relevance to social phobia such as behavioral
inhibition (Kagan, Reznick, & Snidman, 1988; see below) as cited by
Tomas Furmark (2000), neuroticism, and introversion (Henderson,
1982) . Taken together these data suggest that genetic factors play
at least a moderate role in the etiology of social phobia.
Temperamental Factors
Temperament refers to natural biases towards certain moods
and emotional reaction styles (Mussen, Conger, Kagan, & Huston,
1990) as quoted in Tomas Furmark (2000) Jerome Kagan and
coworkers have depicted two temperamental styles of children
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called inhibited and uninhibited. Inhibited children are
characterized by withdrawal and increased autonomic arousal in
situations of uncertainty, in contrast to uninhibited children who
tend to react with spontaneity and approach in these situations
(C.f. Kagan et al., 1988) as reference by Tomas Furmark (2000)
about 10-15% of American (Caucasian) children belongs to each
category. Longitudinal studies suggest that children with a stable
pattern of behavioral inhibition have an increased risk for
developing phobic disorders, particularly social phobia. An
increased risk of social phobia has also been observed in the
parents of inhibited children (Rosenbaum et al., 1991). Thus, it is
possible that behavioral inhibition is a childhood precursor to social
phobia in adults. However, it is unclear whether behavioral
inhibition is a risk factor for later social phobia specifically or an
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anxiety proneness in general (Rosenbaum et al., 1991) as cited
by Tomas Furmark (2000)
Family Factor
If parents themselves are socially anxious their children might
acquire social fears and avoidance through processes of modeling
(Bandura, 1977). Öst (1985) reported that 15.6% of a studied
sample of social phobics attributed the acquisition of their phobia
to modeling factors. Also, families that are high in anxiety probably
socialize less with other people, thereby restricting the child’s
exposure to social situations as quote by Tomas Furmark (2000).
Under such circumstances, an anxious child has fewer
opportunities to develop social skills and to learn that social
situations are harmless (Hudson & Rapee, 2000) as reference by
Tomas Furmark (2000).Moreover; patients with social phobia tend
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to describe their parents as overprotective (Bruch & Heimberg,
1994; Rapee & Melville, 1997). A controlling or overprotecting
parenting style may be associated with fearful and socially
withdrawn behavior in children, although this might be true not
only for social phobics but for anxious individuals in general
(Hudson & Rapee, 2000) as quote by Tomas Furmark (2000).
Birth Order
Sibling position might have an impact on social phobia
because some studies have reported increased rates of social
anxiety or shyness among firstborn or only children relative to those
born later (Hudson & Rapee, 2000). Social anxiety may occur
because of an increased pressure placed on firstborn children to
succeed or because these children lack the benefits of having older
siblings as social role models. However, other investigators have
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reported that first born children show less trait anxiety than
later-born siblings (Gates, Lineberger, Crockett, & Hubbard, 1988)
and that increasing adult fearfulness correlates with increasing
birth order in the sibship (Croake, Myers, & Singh, 1987). Thus, to
date, reports on birth-order are inconclusive.
Peer-Rejection and Social Isolation
Childhood experiences of peer-rejection and subsequent social
isolation are not uncommon among individuals with social phobia.
Rapee and Melville (1997) noted that social phobics retrospectively
reported having fewer friends during middle childhood. Hudson and
Rapee (2000) review evidence supporting that “love shy” men often
retrospectively report peer-rejection experiences such as bullying,
being picked last for sport teams, or never having close friends to
play with. It is possible that negative life experiences early in life
sensitize the individual, e.g. so that aversive stimuli of milder
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intensity may become capable of exciting fear circuits in the
brain. Thus, the likelihood increases that the person will react with
anxiety when exposed to psychosocial stressors in the future. In
this case, social fears are acquired by non-associative learning.
Also, peer-rejection or neglect could lead to social isolation, which
in turn might hamper the development of social skills. Lack of
social skills, in turn, probably further augment social isolation
(Hudson & Rapee, 2000).
Conditioning and Ethological Factors
Classical conditioning models suggest that social phobia may
emerge from aversive social experiences through processes of
associative learning (Mineka & Zinbarg, 1995) as quoted in Tomas
Furmark (2000). Making a mistake or an unfavorable impression in
social situations, e.g. when talking in class (becoming the
conditioned stimuli), might result in the individual being ridiculed,
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laughed at, or exposed to hostility from others (the
unconditioned stimuli). Thereby a social situation acquires the
potential to elicit fear or anxiety reactions (a conditioned response)
in the future. There is evidence that social phobics frequently
attribute the onset of their phobia to such conditioning experiences.
For instance, Öst (1985) as quoted in Tomas Furmark (2000) noted
that conditioning was a likely etiologic pathway in 56.3% of the
social phobia patient sample whereas Stemberger et al. (1995) in
Tomas Furmark (2000) reported that 44% of their patient sample
had a history of traumatic conditioning. Hofmann and colleagues
observed, however, that although traumatic speaking events in the
past were common among speech phobics, only 15% reported such
events at the same time as their phobia started and none of them
reported traumatic speaking events before their phobia onset
(Hofmann, Ehlers, & Roth, 1995) as cited in Tomas Furmark (2000)
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This could mean that conditionings to contexts are more
important than conditioning to specific fear cues. In the brain, cue
conditioning is thought to be served by the amygdala whereas
contextual fear conditioning requires longer times to be
consolidated and is dependent on the hippocampus (Kim, Rison, &
Fanselow, 1993) as mentioned in Tomas Furmark (2000). It is
therefore possible that social phobics attain fear reactions with
more simplicity and/or show a higher resistance to extinction of
learned fear compared with non-phobics. A related issue is the
concept of preparedness (Seligman, 1971).
According to the preparedness theory, humans have an
evolutionarily formed predisposition to easily learn fear reactions to
objects or situations that were threatening to our early ancestors. In
a series of studies on fear conditioning, Arne Öhman and colleagues
(Öhman, 1986) have demonstrated that angry faces belong to the
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class of evolutionary fear-relevant stimuli, capable of bring out
conditioned fear reactions even when presented below the entrance
of conscious awareness. In the context of dominance hierarchies,
which have been evolutionarily important in the regulation of social
life in animals and humans, the angry face might mean an
increased risk of dominance conflict and potentially harmful
assault. Social phobia in turn might be related to fearful and
obedient behavior typically seen in defeated animals taking a lower
position in the hierarchy. Blushing and other symptoms of
embarrassment may constitute evolutionarily shaped appeasement
displays that reduce the likelihood that a dominant conspecific will
attack (Stein & Bouwer, 1997) as referred to in Tomas Furmark
(2000).
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Andrea Ashbaugh & Martin M. Antony (2002) suggested
that there are various psychological factors accountable for the
disorder and identified the following and how they elicit social
phobia in humans.
Learning and Personal Experiences
A person’s personal experiences are thought to influence the
enhancement of social anxiety disorder. For example, a history of
negative experiences in social situations (e.g., being tease at school
or verbally assaulted by a lecturer during lectures) may cause
someone to subsequently fear or avoid social situations (like class
activities) if being around people becomes associated or linked with
the negative experience. In addition, someone who is exposed to
others with extreme social anxiety (e.g., growing up with parents
who have social anxiety disorder) may learn to fear the same
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situations just through observation. The messages children
receive from parents, teachers, friends, and the media (e.g., it’s
important to always make a good impression) might also influence
the development of social anxiety disorder in some persons. Of
course negative social experiences alone are not enough to cause
social anxiety disorder, and only a small percentage of people who
have such experiences go on to develop the problem.
Cognitive Factor
In cognitive models of social anxiety disorder, social phobics
experience dread over how they will be presented to others. They
may be overly self-conscious, pay high self-attention after the
activity, or have high performance standards for themselves.
According to the social psychology theory of self-presentation, a
sufferer attempts to create a well-mannered impression on others
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but believes he or she is unable to do so. Many times, prior to
the potentially anxiety-provoking social situation, sufferers may
deliberately go over what could go wrong and how to deal with each
unexpected case. After the event, they may have the perception they
performed unsatisfactorily. Consequently, they will review anything
that may have possibly been abnormal or embarrassing. These
thoughts do not just terminate soon after the encounter, but may
extend for weeks or longer, (www.socialanxietyassist.com)
Those with social phobia tend to interpret neutral or
ambiguous conversations with a negative outlook and many studies
suggest that socially anxious individuals remember more negative
memories than those less distressed. Furmark, Thomas (2000)
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The Symptoms Associated with (SAD) among Male and
Female.
According to Arlin Cuncic (2010) Social phobia indicator
consist of cognitive, physical, and behavioral complexity. Victims of
social anxiety may wonder whether their symptoms are severe
enough for them to be diagnosed with social anxiety disorder (SAD).
However the symptoms and their trigger situations are as follows:
Situational Triggers
Sufferers of SAD are frightened of being embarrassed or
humiliated in presence of others. Sufferers may perhaps be anxious
of one or many different types of social situations.
According to Arlin (2010), there are a few situations that activate
anxiety in victims of SAD and they include:
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• Giving a Speech
• Entering Classroom when others are sited
• Asking Questions during Lectures
• Making a Presentation in classroom/Lecturer hall
• Having a Conversation
• Going on a Date
• Going to a Party
• Eating In Front Of Others
• Writing in front of others
• Job Interviews
• Work Meetings
• Business Lunches
• Business Conferences
• Telephone Calls
• Athletic Competitions
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• Musical Performances,
Regardless of which specific situations that trigger social
anxiety disorder, the symptoms that victims experience will fall into
one of three broad categories: cognitive symptoms (what the sufferer
think), physical symptoms (what the sufferer feel), and behavioral
symptoms (what the sufferer do).
Cognitive Symptoms
The cognitive symptoms of SAD are the dysfunctional thought
patterns that accompany the disorder. People with SAD are weighed
down with negative thoughts and self-doubt when it comes to social
situations. If these negative thought patterns are allowed to
continue without treatment, they may wear down the person’s self-
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esteem over time. Below are some common issues that sufferer
may experience.
• Negative Bias: the person may tend to discount positive social
encounters and blow up the social abilities of others.
• Negative Thoughts: Negative thoughts are automatic negative
evaluations about once self in a social situation. Imagine
starting a new job or the first day of a new class. The
instructor or manager asks everyone to introduce themselves
to the group. Someone with social phobia may start to have
thoughts such as:
o “Everyone else looks so much more relaxed.”
o “What if I say something dumb?”
o “What if everyone notices my voice shaking?”
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The person’s thought begins to speedily curve out of control
to the point that the person don't hear anything anyone else has
said. When it comes to the person’s turn, the person say as little as
possible and hope that no one noticed his/her anxiety. Negative
thoughts often occur so automatically that sufferers are not even
aware of them.
• Negative Beliefs: people with SAD have strongly held beliefs
about their inadequacy/failure in social situations Arlin (2010)
Physical Symptoms
The physical symptoms of SAD are real and extremely
stressful. Some of the most common symptoms are:
Blushing, sweating, shaking, muscle tension, trembling voice,
shortness of breath, dry mouth, a racing heart , disorientation and
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in some sufferers, the symptoms may become so severe that
they escalate into a panic attack Arlin (2010)
Behavioral Symptoms
According to Arlin (2010) People with SAD tend to make
choices based on fear and avoidance rather than preferences,
desires or ambitions. If you are a sufferer of SAD, this problem may
be familiar. You may have dropped a class to avoid doing a
presentation or turned down a job promotion because it meant
increased social and performance demands.
People with generalized SAD are particularly at risk of having
poor quality of life. They may have few or no friends, no romantic
relationships, and drop out of school or quit their jobs, and may
use alcohol to tolerate anxiety.
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Underneath are some common behavioral symptoms:
• Avoidance: Those things that you do or don't do to reduce
anxiety about being in social situations.
• Safety Behaviors: Actions that you take to control or limit
your experience of social situations.
• Escape: Leaving or escaping from a feared situation.
2.2.3 SAD and Male Students
Men are not strangers to anxiety, nevertheless. At some point,
one in five men develops social anxiety disorder, Nauert, Rick
(2006).
Symptoms may vary between genders. In social phobia, for
example, men are more likely to avoid calling a person they don't
know well, while women express a greater fear of authority figures
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and being observed. Sometimes, anxiety may cause impotence
in men.
Many men are shy around women. When a guy gets really shy
around women, he learns to fear (hate) them. Men like this still
have active sex drives, and they often end up looking at
pornography as a substitute for normal sexual relations with
women, which they are unable to solicit. The more they look at
pornography, the less able they are to relate to real women. After a
while, even seeing a real woman on the street makes him feel like
compulsively clutching his genitals.
Prostitutes say that their customers are overwhelmingly men with
social anxiety they fear women and have to pay for sex.
Criminologists say that rapists are overwhelmingly men with
social anxiety. They fear women and are trying to perform "cognitive
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behavioral therapy" on themselves by raping them in order to get
over their fear of them, (www.socialphobiaworld.com).
Studies have shown that adjustment among first year
undergraduates has a strong impact on their academic achievement
(Martin Jr. et al., 1999; Sennett et al., 2003; Wintre & Bowers,
2007; Zuria, Noriah, & Syafrimen, 2004). Studies also have
indicated that gender is a significant predictor of students’
adjustment in university (Martin Jr. et al., 1999) and male students
are found to be better adjusted compared to the female students
(Enochs & Roland, 2006; Ruhani, 1998; Wintre & Yaffe, 2000).
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2.2.4 SAD and Female Students
Gender does appear to play a role for certain types of anxiety
disorders and phobias, as found out in a new report from Harvard
Medical School.
Female are twice as likely to suffer from panic disorder or social
phobia compared with men, and they are three times as likely to
have agoraphobia (fear of being in public places). They also face a
slightly higher risk for specific phobia (fear of a particular object or
situation). About 10% –14% of women will have post-traumatic
stress disorder (PTSD) in their lives, compared with 5% – 6% of
men. And 6.6% in women will have generalized anxiety disorder,
but just 3.6% of men will.
Differences in sex hormones may be a factor. Scientists know that
estrogen interacts with serotonin a neurotransmitter involved in
regulating moods, sleep, and appetite but they’re just beginning to
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tease out the relationship. Girls and women are also more likely
than males to be victims of physical or mental abuse, a known risk
factor for PTSD. Nauert, Rick (2006).
Thus Female students are found to demonstrate more
adjustment problems such as establishing social relationships in
campus compared to the male’s students (Cook, 1995). They are
less involved in campus activities and have less opportunity to be
appointed as leaders in clubs and societies in campus (McWhiter,
1997) as refer to in Maria et; al (2009)
2.2.5 SAD and Academic Performance
In spite of the fact that public speaking is a common academic
activity and that social phobia has been associated with lower
educational achievement and impaired academic performance, little
research has examined the prevalence of social phobia in college
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students. Thus prevalence of social phobia among the university
students was 11.6%. Women with social phobia had significantly
lower grades than those without the disorder. Fear of public
speaking was the most common social fear. (Baptista, Loureiro,
Lima, Zuardi, Magalhães, Kapczinski, Filho, Freitas-Ferrari, Crippa
2012)
In the same way Sharma and Sud (1990) found that female
student’s experience higher levels of test anxiety than do males
irrespective of their cultural background. The study involved
students from four Asian cultures. They further argue that the
major fundamental factor involved in the gender-related differences
in test anxiety among students may be a greater role expectation
conflict among females than among male students.
An anxiety disorder typically has a period of commencement in
childhood, adolescence, and even adults resulting in significant
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disability in social and occupational functioning.
Epidemiological evidence suggests that persons with psychiatric
disorders and perhaps especially social phobia are at increased risk
for early withdrawal from school [Am. J. Psychiatry 157 (2000) as
cited in J Anxiety Disorder. (2003)
Students suffering from social anxiety disorder are more likely
to drop out of school as well as perform poorly in their academic
work than their counterparts who are normal. This is often
attributed to the fact that such students never ask questions in
class or in the individual discussion groups and they also do not
seek out for clarifications on areas they find difficult. Lack of
confidence to ask questions in class as well as fear of being
humiliated by others who may have understood the concepts often
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leading to intense sweating and any courage which had been
gathered is lost (Bandelow, 2004).
These Students also fail significantly in class presentations
especially when the teacher’s/lecturers award marks for students
who are confident during the presentation. Although the Students
may be in possession of relevant material/information required for
the presentation, their conduct which includes sweating, blushing,
stammering and incoherence of their speech may interfere with the
content. Many students often choose for no grades by pretend
sickness on that day rather than suffer from the humiliation and
embarrassment of failing in front of the others. The same case
applies during normal classes when the students suffering form
social anxiety disorder fail to seek clarifications in class in areas
which are quite difficult to comprehend such that they prefer failing
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in the exam to being embarrassed after asking a question in
class(Bandelow, 2004).
Students who have great potential of becoming leaders in
future as well as those with special talents are inhibited from
exploiting their full potential especially if they are suffering from
social anxiety disorder. The fear of standing in front of the otter
students in addition to making speeches is enough to make such
students concentrate so much on how they are going to prevent any
form of embarrassment from befalling them hence leaving no time
to carry out their academic work (Bandelow, 2004).
Similarly, such students may lack the motivation and
encouragement needed to identify and explore their talent. Such a
situation arises when an individual realizes that other students are
only interested in their hobbies so as to provide a platform for
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criticizing them. Similar notions reduce the enthusiasm which is
often associated with such interest and the demoralizing impact of
humiliation reduces the confidence which was initially present
(Wells, 1998).
The fear of being the best student and having to stand in front
of the other students when being recognized may appears as
something very intriguing to most people but not to those suffering
from social anxiety disorder. This reduces the instances of being
judged by others which calls for discussions and opening up to
people who may present embarrassing situations (Bandelow, 2004).
In order to further determine the impact of anxiety disorders
on school functioning and/or premature withdrawal from school,
201 patients meeting DSM-IV criteria for a primary anxiety disorder
completed a school leaving questionnaire as well as self-report
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measures of anxiety, depression, and social adjustment. About
49% (n = 98) reported leaving school prematurely and 24% of those
indicated that anxiety was the primary reason for this decision.
Patients who had left school prematurely were significantly more
likely to have a lifetime diagnosis of generalized social phobia, a
past history of alcohol abuse/dependence and a greater number of
lifetime diagnoses than those who completed their desired level of
education J Anxiety Disorder (2003).
A study carried out by Tinto (1996) revealed that 40% of all
students in America who started out in a four year college failed to
earn a degree; and nearly 57% of all dropouts left before the start of
their second year, as cited by Maria, Habibah, Rahil & Jegak (2009)
A different study conducted by Wintre and Bowers (2007) on
the persistence to graduate amongst 944 undergraduate students
in a Canadian university reported that within six years, 57.9% of
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the students had graduated, 9% remained enrolled, and 33.1%
were neither enrolled nor graduated. Research conducted showed
that this failure was caused by adjustment difficulties as cite by
Maria et; al (2009).
Students who are suffering from the social anxiety disorder are
more likely to shy away from requesting for food from the school
cafeteria in the presence of their friends such that they often give
way to other to place orders for lunch before they make their
requests. This makes them eat their meals after everyone else has
had their share and it leaves little time for preparing for the next
lesson. Similarly, the situation presented here leaves no time for the
body of the student to adapt to the new development of being fed
such that the process of digestion is delayed and it often stars
during the course of the lesson. Due to the intense energy being
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consumed during digestion, fatigue in the brain is experienced
and the learner could fail to perceive ideas which the teacher could
be presenting in the lesson (Bandelow, 2004).
Students suffering from social anxiety disorders often fail to
engage in co curricular activities in school which are also part of
their academic life. Sports and clubs are important aspects of
different schools as they help the learners to unwind during recess
as well as providing an avenue for interactions among students who
are in different classes. These activities help the students to prepare
for subsequent classes as well as in reducing tension and fatigue
associated with studying such that the student will be well
prepared to learn more. Therefore, when that particular student
does not get the chance to unwind, they lack the refreshed mind
which possessed by the student who engaged in a round of
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basketball during leisure time and their performance will thus
be greatly different (Wells, 1998).
The transition from home to university can be traumatic;
McInnis (1998) argues that it is during the first year that outlooks,
values and patterns of behaviour are determined with respect to
higher education.
Pascarella and Terenzini (1991) found that college environments
which are perceived by students as supportive are associated with
high levels of adjustment and achievement as cited in Russell and
Shaw (2006: P, 10)
2.2.5 SAD and Academic Adjustment
Attending college or university is supposed to be a very
appealing experience that could give satisfaction to students.
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However, there are many students who are unable to complete
their studies.
Besides academic achievement, university adjustment also
involves the idea of personal growth. An adjusted student is the one
who will show good personal growth in terms of non-academic
potential with reference to accomplishments outside of the
classroom such as in art and music, creativity, debates, relating
well with peers/ course mates, performing well in social activities
and leadership. However it’s very essential to note that Social
anxiety disorder (SAD or SAND) according to (DSM-IV 300.23), also
recognized as social phobia, is an anxiety disorder characterized by
extreme fear in social situations causing considerable distress and
impaired ability to function in at least some parts of daily life. The
diagnosis of social anxiety disorder can be of a specific disorder
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(when only some particular situations are feared) or a
generalized disorder. Generalized social anxiety disorder typically
involves a persistent, intense, chronic fear of being judged by others
and of being embarrassed or humiliated by one's own actions.
These fears can be triggered by perceived or actual scrutiny from
others. While the fear of social interaction may be recognized by the
person as excessive or unreasonable, overcoming it can be quite
difficult. Physical symptoms often accompanying social anxiety
disorder include excessive blushing, sweating (hyperhidrosis),
trembling, palpitations, nausea, and stammering often
accompanied with rapid speech. Panic attacks may also occur
under intense fear and discomfort.
An early diagnosis may help minimize the symptoms and the
development of additional problems, such as depression. Some
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sufferers may use alcohol or other drugs to reduce fears and
inhibitions at social events. It is common for sufferers of social
phobia to self-medicate in this fashion, especially if they are
undiagnosed, untreated, or both; this can lead to alcoholism, eating
disorders or other kinds of substance abuse (psychology.wikia.com).
2.2.6 SAD and Social Adjustment
Individuals suffering from social anxiety disorder often tend to
be reserved and most of them remain single for the rest of their
lives. They tend to fear social gatherings such as parties, discussion
groups as well as recreational sites. The fear of going blank as well
as uncontrolled sweating and stammering makes them abstain from
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any place which may expose them to such embarrassing
conditions (Wells and Papageorgious, 1998).
This reduces their chances of meeting new people as well as
establishing acquaintances such that these people hardly have
friends. They tend to develop poor workplace relations as well as
reluctance to get involved in discussion groups back in school. The
same case applies for indulging and cooperation with their
counterparts in collective problem solving which makes the whole
process enjoyable and easier for both (Bandelow, 2004).
Friends and acquaintances are few and most of them are
people who have grown up with the individual such that they are
able to understand their problem. Making new friends becomes an
uphill task while moving to new areas, a new school or changing the
workplace becomes even problematic. Fear of failing to be accepted
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in the new environment makes the problem worse as such an
individual will be portrayed as one with a big ego while in real sense
it is a psychological problem. This gets worse especially where the
organizational culture of the new place is biased such that everyone
appears so busy and the new comer is left alone to discover for
themselves their new environment. Therefore, it takes longer to
make new friends as well as adapting to any new environment and
the individual may end up feeling lonely in addition to being more
anxious (Wells, 1998).
Young men suffering from social anxiety disorder may take
longer to approach and establish relationships with the young
ladies due to fear of rejection. The humiliation and embarrassment
associated with rejection makes the process even difficult for them
as they will be paranoid that the entire cliché or class will be
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scrutinizing their moves. Consequently, the procedure may
involve a lot of sweating, blushing such that at some point words
end up being mixed up and the wrong message is relayed to the
other party thus, increasing the embarrassment (Shaw, 2005).
In most cases when a young man who has the social anxiety
disorder is turned down by a particular girl, they may end up with
increased fear of being rejected by subsequent girls hence they are
more likely to remain single. Sometimes the fear may adversely
affect the self-esteem of the person such that they fail to seek for
ways of coping with their condition and they end up being rather
desperate. They then end up avoiding social places where the
chances of meeting the same people are high thus limiting their
social life (Shaw, 2005).
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During discussions with their friends, people with the
social anxiety disorder can choose to be overly quite especially when
there are strangers amongst them. This reduces the opportunities
presented to them for widening up their circle of friends.
Psychologists usually argue that by sharing problems that are
affecting the day to day activities, individuals are able to reduce
cases of undergoing through stressful circumstances in life.
Therefore, individuals who are reluctant to share their feelings with
others due to fear of being seen as a failure or as a being bad leads
to episodes of depression as well as stressful situations which
impair decision making processes among individuals suffering form
social anxiety disorder (Shaw, 2005).
In addiction Andrea A. & Martin M. A. (2002) also affirmed
that avoidance of social situations prevents people with social
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anxiety disorder from learning that social and performance
situations are not as “dangerous” as they think. Thus, certain
anxious behaviors (e.g., avoiding eye contact, standing far away
from others, speaking quietly) may lead some people with social
anxiety disorder to actually be judged more negatively by others,
thereby maintain the anxious beliefs.
Summary of Reviewed Literature
A considerable number of literatures by various authors and
practitioners in the medical and psychological fields have been
reviewed as regards their studies, reports and understanding of the
concept of social anxiety disorder or social phobia and its influence
on the day-to-day activities of human.
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In this view, the literatures cited has equally shown
theoretical frameworks and empirical data’s in these areas, equally
the influence of social anxiety disorder on the behaviors of
individuals and students (university undergraduates) has been
proved from the works of foremost researchers in the existing
literature.
Thus the symptoms of social anxiety disorder also form part of
this research review such that could assists readers to be abreast
with jam-packed knowledge to educate male and female
undergraduates and steer their pattern of behaviour in social
situations appropriately.
Finally wide-ranging of review has been made on the causes of
social anxiety disorder (SAD) in order to enable university
undergraduates and other readers to be vigilant behaviorally and in
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ways of thinking while going about their day by day activities
especially in social situation.
It is therefore hoped that this study will be one of such work
carried out to contribute to knowledge in this field of study in
particularly.
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CHAPTER THREE
RESEARCH METHOLOGY
This chapter deals with the various methods of research and
techniques adopted in conducting this research.
3.1 Research Design
The research design utilized for this study is descriptive
survey which is designed to find out the influence of social anxiety
disorder on the academic and social adjustment of university
graduates. Descriptive survey was chosen for this study because it
will assist the researcher to collect data from a large sample drawn
from a given population, and also describe certain features of the
sample which are of interest to the researcher (Jackson, 2009)
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3.2 Area of Study
The research will be conducted in two universities in Rivers
state which include university of Port Harcourt (one of the foremost
universities in Nigeria) and the Ignatius Ajuru University of
Education (Iaue), also in Port Harcourt.
3.3 Population of Study
The population of the study consists of both new and old
undergraduates in Ignatius Ajuru University of Education (Iaue),
and undergraduates from university of Port Harcourt which were
drawn from various departments in both universities. During the
time of this research, the population of regular undergraduates in
the University of Port Harcourt is 35,000, while the population of
undergraduates in Ignatius Ajuru University of Education (Iaue) is
15,000. This population was gotten by the application of marginal
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estimate method. The marginal estimate method of data
collection implies that an exact and specific figure cannot be
acquired as the population is too large and the data changes
constantly.Therefore, figures are acquired by studying data
behaviour overtime (past data in relation to present data).
(http://en.wikipedia.org/wiki/University_of_Port_Harcourt)
3.4 Sampling Techniques: Sampling Technique
The selection of sample size, which consists of 320 university
undergraduates160 from each university, was drawn from two
Universities viz: university of Port Harcourt (Uniport) and Ignatius
Ajuru University of Education (Iaue) all in Rivers State using simple
random sampling technique that was achieved through balloting.
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3.5 Instruments for Data Collection
The instrument used in collecting data for this study was a
likert scale questionnaire named “Influence of Social Anxiety
Disorder on University Undergraduates” (ISADUU) developed by the
researcher.
The Questionnaire comprises of two (2) sections A and B.
Section A contains personal data of respondents, while section B
contains the items to be treated. Respondents will be asked to tick
items that represent their interest on the likert scale questionnaire
UNIVERSITIES SAMPLE SIZE
University of Port Harcourt 160
Ignatius Ajuru University of Education 160
Total 320
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that ranges from Strongly Agree (SA), Agree (A), Disagree (D)
Strongly Disagree (SD).
3.6 Validity of Instrument
The validity of the instrument was ascertained by giving the
instrument to three experts familiar with the study to evaluate.
Their comments and assessment showed that the items were
measuring what it was designed to measure; for this reason the
instrument was judged to possess validity.
3.7 Reliability of the Instrument
The reliability of the instrument was determined using test-
retest method.
The instrument was administered on a sample of fifteen male fifteen
females that will not be used for the study. After the first
administration, within three weeks interval, the test was re-
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administered and the Pearson’s product moment correlation
coefficient yielded 0.88 indicating high correlation and thus the
instrument was found to possess reliability.
3.8 Administration and Scoring of Instrument
The instrument was administered with the aid of two final
year students and a lecturer that help in the process of explaining
the aim of the study to the undergraduates, an completed
instruments were collected.
All items will be assigned 4 for strongly agreed (SA), 3 for Agreed (A),
2 for Disagree (D) and 1 for strongly disagree (SD).
3.9 Data Analysis Techniques
The data collected with the instrument was analyzed using
relevant tables, frequencies, percentages while the hypotheses were
analyzed and tested with chi-square
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CHAPTER FOUR
DATA PRESENTATION AND RESULTS
This chapter deals with presentation and analysis of data as well as
the result interpretations of the study. The data and result of each
research questions were presented first on different tables and the
results and data for each hypothesis were presented on different
tables under the research questions from which they were derived
from. The summary of results is presented at the end of this
chapter.
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PRESENTATION OF FREQUENCY DISTRIBUTION
Table 4.1.1: Analysis of Age of Respondents
Variable 4 which has 18 respondents with percentage of (5.6%)
fell within the age range of over 30 years had the least number of
respondents, the next were variable 3 and 2 both had 72, and 94
respondents with percentage representation of (22.5%) and (29.4%)
respectively. Whereas variable 1 which has 136 respondents with
AGE RANGE (YEAR) FREQUENCY PERCENTAGE (%)
Under 20 136 42.5
20 - 25 94 29.4
25 - 30 72 22.5
Over 30 18 5.6
Total 320 100
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percentage value 42.5% fell within the age range of under 20
years and had the highest respondents. This implies that majority
of the respondents were unmarried youth with enough vigor to
sustain them in most of their endeavors.
Table 4.1.2: ANALYSIS OF SEX RESPONDENTS
SEX FREQUENCY PERCENTAGE %
Male 140 43.7
Female 180 56.3
The table above shows the sex of the respondents. The least is
variable 1 with 140 respondents represented by percentage of
43.7% which represents the male while 180 represented with
percentage of 56.3% represent the female. These shows that female
were in the majority of the students sampled
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Table 4.1.3: FREQUENCY ANALYSIS OF MARITAL STATUS
OF RESPONDENTS
Marital status Frequency Percentage (%)
Single 282 88.1
Married 38 11.9
Divorced 0.00
Widow 0.00
Total 320 100
Table 4.1.3 shows that variable 3 and 4 had no respondents
indicating percentage of 0.00% for each, but variable 2 had 38
respondents with 11.9% and are engaged with family
responsibilities, whereas variable 1 has the highest respondents of
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282 with percentage of 88.1% and they belong to the set of
active, enthusiastic beings in our society.
Table 4.1.4: Research Question 1:
To what extent does the Male and Female Student Exhibit SAD in
School?
Sex Agreed Score Disagreed Score Total Df Tcal Tcrit
Female 103 (106.9) 77 (73.1) 180
Male 87 (83.1) 53 (56.9) 140
1
0.80
3.94
Total 190 130 320
The data presented in the above table shows that 77
female and 53 male respondents disagreed that they exhibit SAD in
school, this table in addition shows that 103 female respondents
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agreed that they exhibits SAD in school which is the largest .
Therefore the result indicates that there is high level exhibition of
SAD by female university undergraduates, and as well as their male
counterpart. The x2 value 0f tcal is 0.80.
Table 4.1.5: Research Question 2
To what extent does the SAD Influence the Academic Performance
of Male and Female Undergraduates?
Sex Agreed Score Disagreed Score Total Df Tcal Tcrit
Female 122 (123.7) 58 (56.3) 180
Male 98 (96.3) 42 (43.7) 140
1
0.19
3.94
Total 220 100 320
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The above table with x2 of 0.19 shows that 122 females agreed
that SAD influence their academic grade, whereas 56 females
disagreed that SAD doesn’t influence their academic grade.
However 99 male agreed that SAD influenced their academic grade
as undergraduates, 41 males totally disagreed.
In the overall the highest was 122 females, which implies that
SAD strongly influenced the academic grades of female
undergraduates more that their male folks.
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Table 4.1.5.1: Hypothesis 1 There is no significant influence
of (SAD) on the academic performance of male and female students.
Chi square analysis of academic performance of male and
female students.
Sex Agreed Score Disagreed Score Total Df Tcal Tcrit
Female 166 (150.75) 14 (29.25) 180
Male 102 (117.25) 38(22.75) 140
Total 268 52 320
1
21.55
3.94
From the above table it was observe that tcal of 21.55 greater than
3.94 of tcrit we therefore reject the null hypothesis which state that
there is no significant influence of SAD on the academic
performance of male and female university students because most
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students that have had has SAD have the fear of being the best
student and naïve to stand in front of the other students when
being recognized, which often appears as something very intriguing
to most people but not to those suffering from SAD
Table 4.1.6: Research Question 3
To what extent does the SAD Influence Social Adjustment of Male
and Female Undergraduates?
Sex Agreed
Score
Disagreed
Score
Total Df Tcal Tcrit
Female 134 (126) 46 (54) 180
Male 90 (98) 50 (42) 140
1
3.87 3.94
Total 224 96 320
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The data analyzed in the table above showed that x2 value
is 3.87, 134 females agreed that SAD had influence on their public
adjustment; meanwhile 46 females disagreed. But on the other
hand 90 male agreed that SAD influenced their public adjustment,
on the contrary 50 male disagreed. Therefore the result showed that
the highest group that displayed public adjustment due to SAD
influence was female respondents of 134.
Table 4.1.7.1: Hypothesis 2 There is no significant influence of
(SAD) on the social adjustment of male and female students.
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Chi square analysis of social adjustment of male and female
students.
Set SA SD Total Df Tcal Tcrit
Female 175 (154.1) 5 (25.9) 180
Male 99 (119.9) 41 (20.1) 140
1
Total 274 46 320
45.07
3.94
The value for x2 tcrit is 3.94 at 5% level of significance /45.07/
greater than /3.94) we therefore reject the null hypothesis which
state that there is no significant influence of SAD on social
adjustment of male and female university student.
Table 4.1.8: Research Question 4
To what extent does the SAD Influence Academic Adjustment of
Male and Female Undergraduates?
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Sex Agreed Score Disagreed Score Total Df Tcal Tcrit
Female 115 (109.1) 65 (70.9) 180
Male 79 (84.9) 61 (55.1) 140
1
1.85
3.94
Total 194 126 320
The above data presentation shows that the x2 Value of tcal is 1.85,
115 female undergraduates agreed that SAD had influence on their
school life, whereas 65 female undergraduates disagreed with their
fellow female undergraduates. On the other hand, 79 male
undergraduates agreed that SAD does influenced their school life,
whereas 61 male respondents disagreed with the majority of their
fellow male students. From the above statistical analysis it was
observed that 115 female represented the group with the largest
respondents who agreed that SAD had influence on the school life
of undergraduate female students more.
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Table 4.1.9: Hypothesis 3 There is no significant influence of
(SAD) on the academic adjustment of male and female
undergraduates.
Chi square analysis of academic adjustment of male and female
undergraduates.
SEX Agreed
Score
Disagreed
Score
Total Df Tcal Tcrit
Female 170 (145.1) 10 (34.9) 180
Male 88 (112.9) 52 (27.1) 140
1
50.41
3.94
Total 258 62 320
From the above table the tcal of 50.41 greater than tcrit of 3.94 this
implies that the null hypothesis which states that. There is no
significant influence of SAD on the academic adjustment of male
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and female under graduate is hereby rejected because as a
student you either become accustomed to the role of being a
student and to the various aspects of the school environment
property or otherwise you become a misfit and automatically
flushed out of the academic system. Which is in line with Tinto
(1996) major cause of student’s withdrawal from collage where
academic difficulties academics adjustment, financial inadequacies
etc.
4.2 Summary of Result
Findings based on the Research Questions were as follows:
Research Question 1:
The result generated from this research question shows that
(59.4%) of female university undergraduates represented the
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highest respondents, which therefore declared that there is high
level exhibition of social anxiety disorder by university
undergraduates.
Research Question 2:
The findings from this research questions shows that 122
(38.1%) female university undergraduates having a greater
percentage, acknowledged that social anxiety disorder influenced
their academic performance.
Research Question 3:
The result from this investigation shows that (70.0%) of
university undergraduates mostly females agreed that there is high
influence of social anxiety disorder on the social adjustment of
university undergraduates.
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Research Question 4:
According to the findings gathered for this research question it
shows that (60.6%) of university undergraduates, were females on
other hand their male counterpart has the lower percentage
indicating that there is substantial influence of social anxiety
disorder on their academic adjustment of university
undergraduates.
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CHAPTER FIVE
Discussion, Conclusion, Implications and Recommendation
This chapter deals with interpretation and discussion of
results, recommendation based on results obtained; summary and
suggestions for further studies.
5.1 Research Question 1:
To what extent does the Male and Female Student exhibit SAD
in School?
According to the data presented 77 female and 53 male respondents
disagreed that they exhibit SAD in school, the findings in addition
shows that 103 female respondents agreed that they exhibits SAD
in school which is the largest . Therefore the result indicates that
there is high level exhibition of SAD by female university
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undergraduates, and as well as their male counterpart. The x2
value 0f tcal is 0.80.
The outcome points out that there is high level exhibition
of social anxiety disorder by female university undergraduates.
This attributes to the reality that tertiary educational system in
Nigeria no longer puts into consideration social skills that will
encourage undergraduate especially the female folks to face future
challenges of tomorrow.
Andrews et, al (1994) further stated that people with social
phobia thinks that being judged negatively may result from being
seen to be anxious (for example, blushing, sweating, trembling, or
shaking), from saying or doing something embarrassing, appearing
awkward or making a mistake. Some also believe that there is some
aspect of their appearance or behavior that may attract criticism.
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According to them, the feared situations comprise public
speaking (including tutorials and presentations), parties, writing or
signing one's name under scrutiny, standing in a line, using the
phone with others around, eating or drinking in public, using
public toilets, and public transportation. Some individuals fear that
embarrassing physical functions will occur inappropriately, for
example, losing control of bowel or bladder, passing flatus,
vomiting, stomach noises.
Research has shown that adjustment among first year
undergraduates has a strong impact on their academic achievement
(Martin Jr. et al., 1999; Sennett et al., 2003; Wintre & Bowers,
2007; Zuria, Noriah, & Syafrimen, 2004). Studies also have
indicated that gender is a significant predictor of students’
adjustment in university (Martin Jr. et al., 1999) and male students
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are found to be better adjusted compared to the female students
(Enochs & Roland, 2006; Ruhani, 1998; Wintre & Yaffe, 2000).
According to Nauert, Rick (2006) feminine are twice as liable to
suffer from panic disorder or social phobia compared with men, and
they are three times as likely to have agoraphobia (fear of being in
public places). They also face a slightly higher risk for specific
phobia (fear of a particular object or situation). About 10% –14% of
women will have post-traumatic stress disorder (PTSD) in their
lives, compared with 5% – 6% of men. And 6.6% in women will have
generalized anxiety disorder, but just 3.6% of men will.
Differences in sex hormones may be a factor. Scientists know
that estrogen interacts with serotonin a neurotransmitter involved
in regulating moods, sleep, and appetite but they’re just beginning
to tease out the relationship. Girls and women are also more likely
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than males to be victims of physical or mental abuse, a known
risk factor for PTSD.
In conformity Bella and Omigbodun (2008:21) a study
conducted in Nigeria that included 500 university students, the
lifetime prevalence of social phobia was 9.4% and the previous year
cross-sectional survey of student at the university of Ibadan
(Nigeria) using the Composite International Diagnostic Interview
(CIDI) revealed a prevalence of social phobia at 8.5% the
participants were most anxious when speaking in front of an
audience (100%) or a small group (94.9%).
5.2 Research Question 2
To what extent does the SAD Influence the Academic
Performance of Male and Female Undergraduates?
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Hypothesis 1: There is no significant influence of (SAD) on the
academic performance of male and female students.
The findings according to the statistical analysis shows that
122 (38.1%) female university undergraduates representing greater
percentage, of respondents acknowledged that social anxiety
disorder influenced their academic performance. This mean there is
significant influence of (SAD) on the academic performance of male
and female university undergraduates.
In spite of the fact that public speaking is a common academic
activity and that social phobia has been associated with lower
educational achievement and impaired academic performance, little
research has examined the prevalence of social phobia in college
students. Thus prevalence of social phobia among the university
students was 11.6%. Women with social phobia had significantly
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lower grades than those without the disorder. Fear of public
speaking was the most common social fear. (Baptista, Loureiro,
Lima, Zuardi, Magalhães, Kapczinski, Filho, Freitas-Ferrari, Crippa
2012)
For that reason (Bedfellow, 2004) students with social anxiety
will tend to stay away from school activities such as sports, choir,
and band where their “performance” can be criticized. These same
students are often seen by others as loners, snobby, or just
uninterested in anyone or anything.
In addition when it comes to classroom participation there is
little or none on part of the student with social anxiety. In groups,
the person with social phobia may not voice his or her opinion
about something even if she or he wants to; assignments that
require the student to do public speaking will probably not be done
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by the student. In high school academics, social anxiety suffers
who don’t participate in class or ask for help might be overlooked by
educators that think the student is uninterested with academics
which will further make them overlooked (Bandelow, 2004)
The result here signifies that there is significant influence of
social anxiety disorder on the academic performance of male and
female university undergraduates.
Now it’s very apparent that most undergraduates that performs
below expectation or graduates with lower grades and drop-out of
institution of higher education are not totally dull in learning but
are suffering from a disorder which no body seems to acknowledge.
This is so because according to (Bandelow, 2004) students
suffering from social anxiety disorder are more likely to drop out of
school as well as perform poorly in their academic work than their
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counterparts who are normal. This is often attributed to the fact
that such students never ask questions in class or in the individual
discussion groups and they also do not seek out for clarifications on
areas they find difficult. Lack of confidence to ask questions in
class as well as fear of being humiliated by others who may have
understood the concepts often leading to intense sweating and any
courage which had been gathered is lost.
Students with social anxiety disorder also fail drastically in
group presentations especially when the teacher’s/lecturers is
giving marks to students who are confident during the presentation.
Although the Students may be in possession of relevant
material/information required for the presentation, their conduct
which includes sweating, blushing, stammering and incoherence of
their speech may interfere with the content. Many students often
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choose for no grades by pretend sickness on that day rather
than suffer from the humiliation and embarrassment of failing in
front of the others (Bandelow, 2004).
5.3 Research Question 3
To what extent does the SAD Influence Social Adjustment of
Male and Female Undergraduates?
Hypothesis 2: There is no significant influence of (SAD) on the
social adjustment of male and female students.
According to the data analyzed x2 Value is 3.87, 134 females
agreed that SAD had influence on their public adjustment;
meanwhile 46 females disagreed. But on the other hand 90 male
agreed that SAD influenced their public adjustment, on the
contrary 50 male disagreed. Therefore the result showed that the
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highest group that displayed public adjustment due to SAD
influence were female respondents of 134.
Therefore the second hypothesis which states that there is no
significant influence of SAD on the social adjustment of male and
female is rejected because there is significant influence of SAD on
the social adjustment of male and female undergraduates.
The findings show that social anxiety disorder influences the
social adjustment of university undergraduates.
This tells us that most Nigerians see tertiary institution as a
certificate or awards making ventures, thus attend universities to
acquire certificates and ignore other fundamental areas of human
development such as socialization.
In-line with this study (Wells and Papageorgious, 1998) those
suffering from social anxiety disorder regularly tend to be reserved
and most of them remain single for the rest of their lives. They tend
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to fear social gatherings such as parties, discussion groups as
well as recreational sites. The fear of going blank as well as
uncontrolled sweating and stammering makes them abstain from
any place which may expose them to such embarrassing conditions.
This reduces their chances of meeting new people as well as
establishing acquaintances such that these people hardly have
friends. They tend to develop poor workplace relations as well as
reluctance to get involved in discussion groups back in school. The
same case applies for indulging and cooperation with their
counterparts in collective problem solving which makes the whole
process enjoyable and easier for both (Bandelow, 2004).
In the same way Female undergraduate are found to show
evidence of more adjustment problems such as establishing social
relationships in campus compared to the male’s students (Cook,
1995). They are less involved in campus activities and have less
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opportunity to be appointed as leaders in clubs and societies in
campus (McWhiter, 1997) as refer to in Maria et; al (2009)
5.4 Research Question 4:
To what extent does the SAD Influence Academic Adjustment
of Male and Female Undergraduates?
Hypothesis 3: There is no significant influence of (SAD) on the
academic adjustment of male and female undergraduates.
The statistical finding shows that the x2 Value of tcal is 1.85, 115
female undergraduates agreed that SAD had influence on their
school life, whereas 65 female undergraduates disagreed with their
fellow female undergraduates. On the other hand, 79 male
undergraduates agreed that SAD does influenced their school life,
whereas 61 male respondents disagreed with the majority of their
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fellow male students. From the above statistical analysis it was
observed that 115 female represented the group with the largest
respondents who agreed that SAD had influence on the school life
of undergraduate female students more.
Percentage illustrating this study shows that there high
academic adjustment predicament in Nigeria tertiary institutions by
undergraduates as a result of debilitating socio-economic and
educational system we have.
For that reason (Krishnan, 1977) adjustment is a major
concern in all developmental stages; Good adjustments makes
individuals proud and self-satisfied, motivate them for future
success, encourage them to be independent thinking persons and
build their confidence and in turn improve the mental health. The
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environment created in the school as well as home either
accelerates or retard the development of any pupil.
Also adjustment among first year undergraduates has a tough
impact on their academic achievement this is so those of them that
find it difficult to adjustment will perform below expectation in their
academic (Martin Jr. et al., 1999; Sennett et al., 2003; Wintre &
Bowers, 2007; Zuria, Noriah, & Syafrimen, 2004).
According to Tinto (1996), seven major causes of students’
withdrawal from college were academic difficulties, adjustment
difficulties, uncertain, narrow, or new goals, weak and external
commitments, financial inadequacies, incongruence between the
students and the institution, and isolation therefore find it difficult
to adjust academically. As cited by Maria et; al (2009).
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5.5 Implication of the Result
The dilemma of SAD has been in existence for long but little or
no preventive step has been taking by government, Non-
governmental organizations, parents and other relevant agencies to
tackle such psychiatric disorders leaving sufferers to live without
adequate knowledge and information.
This implies that the labour market will be overflowing with
half-baked graduates that cannot differentiate their left, from their
right, people that will not be productive, graduates that cannot
stand the test of time.
It also means that there will be increased school drop-out,
drug abuse, cultism and other anti-social behaviours in the society.
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5.6 Recommendations
From the findings highlighted in the study, the following
recommendations have been made:
1. Policy makers in the nation’s educational sector and
administrators of tertiary institutions should pay attention to
psychiatric disorders so as to elevate our educational system
and institutions, by introducing academic / school
adjustments auxiliary aids, or services in the nation’s
institutions of learning.
2. The federal government and ministry of education should as a
matter of urgency introduces compulsory guidance services in
all levels of the nation’s institutions of learning from primary
to tertiary levels.(especially female students)
3. Government at all should fund professional organizations
such as Counseling Association of Nigeria (CASSON), Students
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Counseling Association of Nigeria (SCASSON) to carry out
proper orientation programmes in our institutions of learning.
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5.7 CONCLUSION
The issue of social anxiety disorder is a reality and cannot be
battled by the sufferers along, therefore is a societal problem which
should be fought by everybody.
As can be seen from the study it can be traced to various factors of
human life which we cannot do without.
So the utmost involvement of the government, Ngo’s, school
administrators and the society at large to save these future leaders
of tomorrow (university undergraduates) from the social life killer
“social anxiety disorder” will make us have a better tomorrow.
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5.8 SUGGESTIONS
Base on the limitation of the study, the researcher suggests that
other researchers who might be interested in this area of study
should:
1. Investigate the occurrence rate of SAD in male and female
students.
2. Investigate the occurrence rate of SAD in primary and
secondary schools.
3. Investigate the comorbidities associated with SAD
4. Investigate the influence of SAD on fresh/year one students in
tertiary institutions particularly the females.
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APPENDIX
Department of Educational
Psychology, Guidance and Counseling,
University of Port Harcourt
Port Harcourt.
Dear Sir/Madam
I am a fourth year student of the above named department
and university carrying out research on influence of social anxiety
disorder on the academic and social adjustment of university
undergraduates.
Every, information is to be used purely for this research I
therefore importune for your collaboration and promise to keep all
information’s classified.
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