social phobia in nigeria schools

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

iv

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


4.1.7.1 Hypothesis 2: - - - - - - -112


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



5.5 Implication of the Result - - - - - -134

5.6 Recommendations - - - - - - -136

5.7 Conclusion - - - - - - - -137

5.8 Suggestions - - - - - - - -138

REFERENCE - - - - - - - - -139

APPENDIX

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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).




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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?


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.


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


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.


To what extent does the SAD Influence Academic Adjustment of

Male and Female Undergraduates?

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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.


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.


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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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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126

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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127

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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128

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?


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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129

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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130

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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131

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?


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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132

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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133

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).





students and the institution, and isolation therefore find it difficult

to adjust academically. As cited by Maria et; al (2009).

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134

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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136

Counseling Association of Nigeria (SCASSON) to carry out

proper orientation programmes in our institutions of learning.

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137

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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social phobia in nigeria schools

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