1

Chapter 1

THE PROBLEM

Introduction

Nowadays, social anxiety is very common in this generation. Anxiety is

one of the most common disorders that most humans can either suffer from or

have endured before. Having anxiety is so discouraging and tiring. Everyone

experiences stress, everyone has fears and phobias. Anxiety and fears aren’t

unnatural, from an old man to a young child. Anxiety isn’t something that is fun

to have either. To children these certain “feelings” they aren’t just normal they

are essential. Overcoming your anxiety can formulate young people, and even

elders into getting over challenging experiences and hard conditions to life. In

many ways, anxiety can cause problems in people’s daily lives. This can be seen

in academic areas. Nowadays, more and more people are suffering from

situational anxieties in school, more specifically tests. However, it is hard to

determine if some students are doing poorly in schools because of this anxiety

or if they are not succeeding.

Young adults use social media more than any other demographic group.

16-24-year old’s use some form of social media site to communicate online with

others. Computer mediated communication (CMC) refers to any human

Communication that occurs through two or more electronic devices. There is

emerging evidence that CMC can be beneficial for Individuals with mental health
 2

problems. For example, self-report and interview data suggest participating in

online support groups and forums to discuss difficult feelings or experiences

reduces negative emotions and increases positive emotions. It was found that

participants felt greater emotional support after using CMC to talk to people with

similar experiences. Despite these positive experiences, one of the concerns with

CMC as a means of supporting mental health is that negatively-toned

interactions could exacerbate negative emotions.

Studies indicate that only about half of people with social anxiety ever

seek treatment. The disorder-specific fear of meeting a therapist may prevent

them from seeking counseling from mental health professionals. Therefore, the

Internet has been evaluated as a potential alternative tool for delivering

treatment. However, empirical results were necessary to understand how the

social anxiety would be affected in online interaction. Communication

apprehension, which is the fear or anxiety associated with communication with

another person, reportedly contributes to social anxiety. Some researchers

suggest that anxiety during interaction is learned by conditioning-based

reinforcement in communication. The Internet provides a new medium for

computer-mediated communication (CMC) without face-to-face interaction. As

the Internet enables anonymity and free self-presentation, the fluidity of self-

identity may attenuate concerns about criticism by others. Lack of direct face-

to-face interaction may also diminish concerns about negative evaluation from

others. Thus, CMC might make Internet users free from social rules and feel less
 3

subject to criticism from others. These ideas might suggest that CMC might

make a difference on the process of communication and decrease apprehension

for interaction online.

The internet has rapidly grown as a major communication medium. To

investigate the social anxiety online could understand how the symptoms were

presented in CMC. Further, to understand the difference in social anxiety in real-

word and online interaction could provide a directed insight to the effect of CMC

on social interaction. Lastly, how the subjects with social anxiety experience

their symptoms in CMC and whether the CMC would decrease social anxiety

more for them had never been evaluated. These are important to determine

whether the Internet was really an alternative media to deliver the treatment for

social anxiety. Social anxiety disorder is a disorder with a marked and persistent

fear of social situations in which embarrassment or humiliation might occur.

Sufferers might also fear such conditions online, but CMC might make them free

from such conditions. Thus, we hypothesize that CMC would decrease

apprehension for interaction more for subjects with high social anxiety because

this effect might be not significant for others without pathological apprehension.

Thus, it is hypothesized that social anxiety is lower during online

interaction than during real-life interaction. It is further hypothesized that

subjects with higher depression and internet addiction, show more decrease in

social anxiety after getting online. The present study will focus on computer-

mediated communication as a bridge for people with social anxiety.

 4

Theoretical Framework

This study will focus on Computer-Mediated Communication (CMC) as a

bridge to the people with social anxiety and how they can be able to overcome

this mental disorder and it also includes some information about people with

social anxiety and its factors.

This study is for educational purposes, and it should be taken seriously

for it serves as an additional knowledge concerning about the mental health and

the people who have been suffering from anxiety. In this study we will going to

find out some of the causes of the anxiety and how people who suffered from this

overcome the said mental disorder. We are also going to find out how does

Computer Medicated Communication related to the causes of most of the

student’s anxiety.

It found that 44% of students reported symptoms of depression, 37% reported

anxiety disorders and 15% reported having seriously considered suicide in the

past year.

Social anxiety arises from the desire to create a positive impression in

social settings along with a general lack of self-presentational confidence (Leary,

1983, Leary and Kowalski, 1995, Schlenker and Leary, 1982). Moreover, social

anxiety is a trait-like characteristic that remains relatively stable across temporal

and situational variations, often yielding negative interpersonal consequences

(Leary & Kowalski, 1995).

 5

Social anxiety hinders self-disclosure, obstructs relational uncertainty

reduction processes, and impedes relationship development (Leary & Kowalski,

1995). Indeed, compared to less apprehensive people, socially anxious

individuals are less disclosive, reveal relatively superficial information, and

divulge more negative content in interpersonal encounters (McCroskey and

Richmond, 1976, Wheeless et al., 1986). Moreover, social anxiety impedes the

uncertainty reduction process, which, in turn, hinders relationship development

(Schumacher & Wheeless, 1997; Wheeless & Williamson, 1992). In sum, as Leary

and Kowalski (1995, pp. 173) observe, “as a result of their tendency to be

inhibited and withdrawn, people who are prone to social anxiety often have

difficulty forming and maintaining satisfying relationships”.

Mental health challenges may come about as a reaction to environmental

stressors, including trauma, the death of a loved one, school issues, and/or

experiencing bullying. All these factors—and more—can lead to anxiety in kids

and adolescents. Children who experience teasing, bullying, rejection, ridicule or

humiliation may be more prone to social anxiety disorder. In addition, other

negative events in life, such as family conflict, trauma, or abuse, may be

associated with this disorder.

Nowadays the technology that can help communicate with others, wherein

people use computers and networks to communicate with one another, makes

communication across great distances and different time zones convenient,

eliminating the time and geographic constraints of in-person communication.

 6

CMC helps a lot with those people who suffer from anxiety, it facilitates

interaction between the teacher and students, and also between students

themselves. It also fosters the negotiation of meaning. The students feel

comfortable when CMC is used.

The above discussion presented will anchor the core of the study, which

will determine the computer-mediated communication as a bridge to people with

social anxiety.

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Student’s Profile Computer-Mediated

Communication
• Age Exposure

• Gender • Social Media

• Average Time spent on • Coping Anxiety

Socia- media

Figure 1. Schematic presentation showing interplay of variables in the study.

 7

Statement of the Problem

This study will investigate on computer-mediated communication as a bridge

of college students with social anxiety and how they deal with it.

Specifically, it will seek to answer the following questions:

1. What is the profile of the respondents in terms:

1.1 Age;

1.2 Gender;

1.3 Average Time spent on social media;

2. What is the level of exposure of the respondents in computer-mediated

communication in terms:

2.1 Social Media;

2.2 Coping anxiety;

3. Is there a significant relationship between the respondents’ profiles and

the exposure to computer-mediated communication especially on social

media and how they cope with anxiety when grouped according to:

3.1. Age

3.2. Gender

3.3. Average time spent on social media

 8

Hypothesis:

Problems 1, & 2 are hypothesis-free. Problem 3 will be tested at a 0.05

level of significance.

H01. There is no significant relationship between the respondents’ profiles

and the exposure to computer-mediated communication especially on social

media and how they cope with anxiety when grouped according to:

1. Age

2. Gender

3. Average time spent on social media

 9

Significance of the Study

The result of the study will be beneficial to the following:

Faculty - this will provide them information to promote, enhance understanding,

and raise awareness to the students specially for those people who’s currently

suffering with social anxiety.

Future Researchers - they will broaden their minds or knowledge about the

impact of Computer Mediated Communication towards people with social

anxiety. It will be also functional for further study.

Students - They will gain deeper understanding about the reality of the students

and most importantly for them to be aware in the disorder called social anxiety

and also learn more about the importance of Computer Mediated

Communication and how this can help to overcome anxiety.

Scope and Limitations of the study

This study will be limited to the students of Bachelor of Arts in St.

Peter’s College of Misamis Oriental, Incorporated, Barangay 2, Balingasag,

Misamis Oriental. This will categorize the impact of Computer Mediated

Communication to the students who is suffering from social anxiety.

 10

Definition of Terms

The following terms are operationally defined to achieve a better

understanding of the study.

Age – it refers to the age of the person that usually experiences social anxiety

Gender – refers to the socially constructed roles, behaviors, expressions and

identities of female, lesbian, male, gay and gender diverse people

Computer-Mediated Communication (CMC) – it is when people use computers

and networks to communicate with one another, makes communication across

great distances and different time zones convenient, eliminating the time and

geographic constraints of in-person communication.

Social Anxiety - an intense, persistent fear of being watched and judged by

others. A persistent, intense, and chronic fear of being judged by others.

Social media – the mean of interactions among people in which they create,

share, or exchange information and ideas in virtual communities and networks

 11

Chapter ll

Review on Related Literature

Social anxiety was compared between online and real-life interaction in a

sample of 2,348 college students. Severity of social anxiety in both real-life and

online interaction was tested for associations with depression, Internet

addiction, Internet activity type (gaming versus chatting), and scores on

Behavioral Inhibition System (BIS)/Behavioral Activation System (BAS) scales.

The results showed that social anxiety was lower when interacting online than

when interacting offline. Depression, Internet addiction, and high BIS and BAS

scores were associated with high social anxiety. The social anxiety decreased

more in online interaction among subjects with high social anxiety, depression,

BIS, and BAS. This result suggests that the Internet has good potential as an

alternative medium for delivering interventions for social anxiety. Further, the

effect of BIS on social anxiety is decreased in online interaction. More attention

should be paid for BIS when the treatment for social anxiety delivered online.

The diagnostic and statistical Manual of Mental Disorders defines social

anxiety as excessive fear of potentially embarrassing or humiliating situations.

Previous studies reported a 3–13 percent life-time prevalence of social anxiety.

Early onset of the disorder often results in a chronic course and functional

disability. Although both pharmacotherapy and psychotherapy are reportedly

 12

effective for social anxiety studies indicate that only about half of people with

social anxiety ever seek treatment. The disorder-specific fear of meeting a

therapist may prevent them from seeking counseling from mental health

professionals. Therefore, the Internet has been evaluated as a potential

alternative tool for delivering treatment. However, empirical results were

necessary to understand how the social anxiety would be affected in online

interaction.

Communication apprehension, which is the fear or anxiety associated with

communication with another person,9 reportedly contributes to social

anxiety.10 Some researchers suggest that anxiety during interaction is learned

by conditioning-based reinforcement in communication. The Internet provides a

new medium for computer-mediated communication (CMC)11 without face-to-

face interaction. As the Internet enables anonymity and free self-presentation,12

the fluidity of self-identity may attenuate concerns about criticism by others.

Lack of direct face-to-face interaction may also diminish concerns about negative

evaluation from others. Thus, CMC might make Internet users free from social

rules and feel less subject to criticism from others.11 These ideas might suggest

that CMC might make a difference on the process of communication and

decrease apprehension for interaction online.

The Internet has rapidly grown as a major communication medium. To

investigate the social anxiety online could understand how the symptoms were

presented in CMC. Further, to understand the difference in social anxiety in real-

 13

word and online interaction (SA-RvsO) could provide a directed insight to the

effect of CMC on social interaction. Lastly, how the subjects with social anxiety

experience their symptoms in CMC and whether the CMC would decrease social

anxiety more for them had never been evaluated. These are important to

determine whether the Internet was really an alternative media to deliver the

treatment for social anxiety. Social anxiety disorder is a disorder with a marked

and persistent fear of social situations in which embarrassment or humiliation

might occur.13 Sufferers might also fear such conditions online, but CMC might

make them free from such conditions.10 Thus, we hypothesize that CMC would

decrease apprehension for interaction more for subjects with high social anxiety,

because this effect might be not significant for others without pathological

apprehension.

Depression is an important comorbid disorder of social anxiety.4 In

subjects with social anxiety, comorbid depression has a mutually deteriorating

course4,14,15 Thus, intervention programs for social anxiety should also

consider comorbid depression. The Internet is now recognized as an alternative

medium to deliver treatment for depression.16 However, the role of depression

in social anxiety during online interaction has not been evaluated.

Social anxiety is also reportedly associated with Internet addiction.17,18 The

CMC effect, which decreased social anxiety, has been suggested to explain the

association.17,18 The evaluation of whether subjects with Internet addiction

have higher SA-RvsO or not could examine the hypothesis claimed in previous
 14

studies. The Behavioral Inhibition System (BIS)/Behavioral Activation System

(BAS) scales were originally developed to apply Gray theory in measures of

sensitivity to punishment and reward, respectively.19 Subjects with high BIS

might have higher than normal anxiety in response to experiencing humiliating

social experience. As subjects with high BIS tend to be sensitive to aversive

results, they tend to avoid social interaction that can cause negative experiences.

Thus, high BIS is apparently a predisposing characteristic of social

anxiety.20,21,22 After getting online, the CMC effect could make them less

subject to criticism or embarrassing conditions.11 As some aversion results are

decreased in CMC, the contribution of BIS to social anxiety will be hypothesized

to decrease online. Further, subjects with higher BAS tend to be sensitive to

reward experiences. They may be more encouraged by the specific pleasures from

social interaction online, such as pleasure of control,12 or the rewarding designs

in online gaming or social interaction Web site. These effects might attenuate

their anxiety in social interaction online.

Thus, we hypothesized that social anxiety is lower during online

interaction than during real-life interaction. We also hypothesized that the

magnitude of decreased social anxiety online is larger in subjects with high social

anxiety. We further hypothesized that subjects with higher depression, Internet

addiction, and scores on BIS/BAS scales show more decrease in social anxiety

after getting online. The present study will (a) compare social anxiety between

online and real-life interaction (SA-RvsO), (b) compare SA-RvsO between subjects
 15

with high social anxiety and a control group, and (c) investigate the effects of

depression, Internet addiction, Internet activity type, and BIS/BAS

characteristics on SA-RvsO in order to validate the hypothesis. Social anxiety

arises from the desire to create a positive impression in social settings along with

a general lack of self-presentational confidence (Leary, 1983, Leary and

Kowalski, 1995, Schlenker and Leary, 1982). Moreover, social anxiety is a trait-

like characteristic that remains relatively stable across temporal and situational

variations, often yielding negative interpersonal consequences (Leary &

Kowalski, 1995).

Numerous studies have documented the detrimental effects of social

anxiety on interpersonal processes (for reviews see Jones et al., 1990, Leary and

Kowalski, 1995, Mendlowicz and Stein, 2000, Segrin, 2001). For instance,

Schneier et al. (1994) found that a majority of socially anxious individuals

reported their anxiety created problems with familial relationships, marriages,

romantic relationships, and friendships. One reason for the aforementioned

relational consequences is that “when they must interact with others, individuals

high in social anxiety tend to appear inhibited, reticent, and socially withdrawn”

(Leary & Kowalski, 1995, pp. 158, emphasis added). For example, studies

indicate that socially anxious people are more likely than less anxious

individuals to allow long silences to develop in conversations, avert their gaze

during interactions, and require longer response time than less anxious

individuals – all three of these behaviors are likely to be detrimental for

 16

interpersonal impression formation (for a review see Leary & Kowalski, 1995).

Furthermore, the disaffiliate behaviors arising from social anxiety might also

result in social isolation. For example, 77% of a sample of socially anxious people

indicated that they socialized in person for less than five hours per week, 36%

reported that they had no significant friendships, and 46% had no romantic

relationships (Erwin, Turk, Heimberg, Fresco, & Hantula, 2004).

Additionally, social anxiety hinders self-disclosure, obstructs relational

uncertainty reduction processes, and impedes relationship development (Leary

& Kowalski, 1995). Indeed, compared to less apprehensive people, socially

anxious individuals are less disclosure, reveal relatively superficial information,

and divulge more negative content in interpersonal encounters (McCroskey and

Richmond, 1976, Wheeless et al., 1986). Moreover, social anxiety impedes the

uncertainty reduction process, which, in turn, hinders relationship development

(Schumacher & Wheeless, 1997; Wheeless & Williamson, 1992). In sum, as Leary

and Kowalski (1995, pp. 173) observe, “as a result of their tendency to be

inhibited and withdrawn, people who are prone to social anxiety often have

difficulty forming and maintaining satisfying relationships”. Given the

interpersonal risks of social anxiety, one question researchers are faced with is

whether it is possible to moderate, or otherwise alleviate, the detrimental effects

of social anxiety? As the next section proposes, certain characteristics of CMC

may help socially anxious individuals attain more positive outcomes during
 17

initial interactions. The argument advanced and tested below is that the channel

(i.e., CMC) may moderate the effects of social anxiety during initial interactions.

Leary and Kowalski (1995) argue that socially anxious individuals seek out less

threatening contexts to comfortably disclose personal information. We propose

that CMC is a less threatening context for impression management during initial

encounters. Indeed, extant CMC scholarship suggests that socially anxious

individuals are drawn to online social interaction, perhaps because it enhances

their self-presentational ability (see Caplan, 2005, Caplan, 2007). For example,

Caplan (2007) found a positive correlation between socially anxiety and the

degree to which people preferred online social interaction to FtF interaction.

Similarly, McKenna and Bargh (2000) found that socially anxious individuals

were more likely than those who were less anxious to form online social

relationships. Moreover, Mazalin and Moore (2004) reported that social anxiety

positively correlated with time spent in chat rooms, and that socially anxious

people used CMC to experiment with new roles or new ways of behaving. Even

more, introverted people, such as those with social anxiety, had greater difficulty

on several measures of relational involvement, including social support,

satisfaction, number of friends, and interpersonal competence, in FtF situations

than in CMC encounters (Ward & Tracey, 2004). On the other hand, the socially

anxious were more likely to communicate their true, inner selves online than FtF

(McKenna, Green, & Gleason, 2002). These published reports indicate that

socially anxious individuals may prefer computer-mediated contexts to FtF

 18

environments. However, the literature still lacks a detailed explication of how

and why CMC might moderate the impact of social anxiety on interpersonal

processes. To remedy this lack of knowledge, the study reported herein examined

whether channel (CMC or FtF) moderates the relationship between social anxiety

and impression formation in ways that might explain why the socially anxious

are apparently drawn to online social interaction.

Over all, people with social anxiety may prefer interacting via CMC and

show less inhibition and greater self-disclosure in such contexts. Active social

media use may reduce social anxiety by positively mediating communication

capacity, while improved communication capacity may reduce the contribution

of passive use to social anxiety.

 19

Chapter lll

METHODOLOGY

This chapter provides a fully detailed account of the research methodology,

the reasons that the various research strategies were selected, and the rationale

for the sample selection process. It represents the research design, research local

respondents of the study, sampling design, research instruments, scoring

procedure, data collection, and analytical procedures.

Research Design

This study employed a descriptive method of research particularly

quantitative-qualitative techniques. This descriptive method endeavored to

describe important phenomenon/phenomena in the descriptive method or based

on facts and evidence taken from the related literature and from the gathering of

data from the respondents. This information was summarized according to the

respondents view on the given questions. Questionnaires were utilized, this

technique was chosen because it offered the advantage of being flexible.

According to Creswell (2007), descriptive research involves collecting data to test

the hypothesis or answer questions concerning the status of the subject of the

study. It involves the description, recording, analysis, and interpretation of

conditions that now exist.

 20

Research Setting

This study was conducted at St. Peter’s College of Misamis Oriental Inc.

The school offers six different courses namely: BSEd – English, Math, Filipino;

BEEd, AB English, History; and BSBA. For the past years, the school has held

its title as the best school in Balingasag which produces competitive education

graduate students. It is located along the 15th de Septiembre Street, Población

2, Balingasag, Misamis Oriental facing Balingasag Hall of Justice.

St. Peter’s College of Misamis Oriental Inc. is a private non-sectarian

educational institution of all levels, is dedicated to the integral development of

the whole person, in knowledge, attitude, skills, and values, through quality

education to be professionally competent and globally competitive individual.

It was founded by Miguel D. Paguio and Escolastica Punongbayan Paguio

last January 1950. Unfortunately, last October 25, 1973, a great fire in

Balingasag burnt down almost all the commercial buildings, including the St.

Peter’s College building. Then, in April 1999, Mr. Paguio decided to put up a

three-story concrete building (Annex Building) on the old school site and it was

completed in May 2010 under the School Administrator Lita S. Ladera and

Judith A. Pundaodaya became the College Dean. In this year 2023, Dr. Elena R.

Orcales became the OIC Administrator and the Dean of the College.
 21

St. Peter’s College of Misamis Oriental since the school’s foundation, thousands

of students have graduated in different levels of education.

Figure 1. Location of the Study

 22

Sampling Design

The purposive Random Sampling Design was used considering that this

study was quantitative-qualitative research. The researchers had chosen thirty

college students. Each of them was requested to answer the same set of

questions. The items are knowledge and understanding of the effect of computer

mediated communication towards those people who suffers from social anxiety.

Respondents of the study

The respondents of the study consisted of thirty college (30) students of

St. Peter's College of Misamis Oriental, Inc. during school year 2023-2024. Only

those who willingly gave their consent to be part of this undertaking qualified as

respondents of the study.

 23

Data Gathering Procedure

First, the researchers sought the approval of the Dean through the

Program Head of the College of Arts to conduct the study. Second the

respondents were identified, before the survey the questionnaire will be

distributed, a short orientation will be done to inform the participants about the

objectives and purpose of the study. The participants will be informed of the

procedures and the treatment for the results of the study. They will be also

informed of the numbers of participants. The researchers will explain the

benefits to the participants and the educational community. Most importantly,

the participants are assured that the confidentiality of their responses will be

kept in high confidentiality, and it will not be used against them.

The researchers will collect and retrieve the questionnaire immediately

after the participants completely answered. The respondents are assured that

they are not vulnerable to any loss of benefits, or academic performance and

maintain their protection. They can freely choose to decide as what part of the

survey and as much as possible their participation should not be influenced by

the researcher's position in any aspect and should not feel threatened, should

they decide not to join as it was not taken against them.

 24

Research Instruments

The research instrument that is used in this study was primarily guide

questions developed by the researcher. The questions were based on the

statement of the problem. The questionnaire was organized into three parts. Part

1 contained a respondent’s profile while Part II, identified the social media

exposure. Part II of the instrument will use four-point Likert scale to gather

information, while the part III includes coping with social anxiety. The

researcher-made questionnaire was constructed after a careful and thorough

reading of books, articles, journals, and electronic sources related to the topic.

The modification of the survey instruments will be based on the review of the

related literature and the specific context of the study. The data that will be

gathered from the instruments will be analyzed and interpreted to generate

findings.
 25

Validity and Reliability Instruments

Test of validity and reliability of the measurements model. The test of

validity is the degree to which a measure captures what is supposed to measure.

Taherdoost (2017) as cited Ghauri and Granhaug (2005) that validity explains

how well the collected data covers the actual data investigation Validity means

measure what intended to be measured.

Test on the reliability of the instruments were determined to ensure the

internal consistency of measure of these instruments. Cronbach's alpha

reliability coefficient will be tested both instruments of spiritual leadership and

teacher's engagement. A high Cronbach's alpha coefficient (<0.7) is expected for

a test knowledge in a subject area or mastery in a particular skill. However, for

assessed preferences a lower correlation among the items is expected.

Accordingly, an alpha of 0.75 or greater is acceptable for instruments that

measure knowledge and skills while 0.50 or greater is acceptable for attitude and

preferences assessment (Aperocho, 2014).

A Cronbach's Alpha Test was used to test if the researcher- made

questionnaire is reliable before it will distribute to the actual participants of the

study. The instruments used in this study will be tested it's reliability and

internal consistency.

The researchers choose 10 college students of St. Peter College of Misamis

Oriental, Inc. who will be tested first using the instruments. The participants of

the pilot testing will be no longer participate in the final survey.

 26

Scoring Procedure

To facilitate the interpretation and analysis of data, scoring system and

procedure the following responses from the survey questionnaire will be

tabulated to measure the impact of computer-embedded communication on the

teacher’s performance as follows.

Scale Range Description Interpretation

4 3.25-4.00 At all times To a great extent

3 2.50-3.24 Oftentimes To a good extent

2 1.75-2.49 Seldom To a moderate extent

1 1.00-1.74 Never Not at all

Statistical Treatment

The following statistical tools will be employed to facilitate the analysis of

the interpretation.

The problems number 1, and 2, the researcher will use the descriptive

statistics analysis such as the mean, frequency, percentage distribution and

standard deviation to measure the impact of computer-embedded

communication in teaching and learning process.

For problem number 3, the Pearson r correlation will be employed to

establish the relationship between the impact of computer--embedded

communication and the college teachers.

 27

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION DATA

This chapter presents the results and findings as arranged according to

the specific problems of the study. The data are presented in tables in the order

of problems that they are intended to answer.

4. What is the profile of the respondents in terms:

4.1 Age;

4.2 Gender;

4.3 Average Time spent on social media?

Table 1. presents the profile of the respondents in terms of Age.

Table 1

Frequency Distribution of the Respondents’ Profile

In Terms of Age

Students Age Profile Frequency Percentage

30 years old and above 7 23%

25 – 29 years old 13 43%

20 and below 10 33%

Total 30 100%
 28

Table 1 revealed that among the thirty (30) respondents, age profile yielded

a data distribution that majority fall at the age from 25 years old to 29 and only

very few belonged to an older category from 31 years old and above.

As evident, there were 7 (23%) who’s aged are from 31 years old and above,

13 or 43% for 25-29 years old; Nevertheless, only 10 or 33% for younger

respondents with 20 old and below.

Younger students are usually considered to be more knowledgeable in

using social media and other devices better than the adults. The younger

generation often uses social platforms as an escape to the sad reality that causes

social anxiety and the fear of socializing and meeting new people. By social media

platforms they can be free on expressing their true self and social media use may

reduce social anxiety by positively mediating communication capacity.

Table 2

Frequency Distribution of the Respondents’ Profile

In terms of Gender

Students Gender Profile Frequency Percentage

Male 7 23%

Female 12 40%

Lesbian 4 14%

Gay 7 23%

Total 30 100%
 29

It can be seen in the table that most of our respondents are female with a sum

of 12 (40%) and the least numbered of our respondents are the lesbian which is

only 4 (14%) people.

Table 3

Frequency Distribution of the Respondents’ Profile

In terms of Average Time Spent on Social-Media

Average time spent on Soc-Med Frequency Percentage

15 hours and above 3 10%

6 -10 hours 23 77%

5 hours and below 4 13%

Total 30 100%

Seen in the table that most of the respondents spent 10-6 hours on social

media. On average student spend a significant amount of time on social media.

One study found that students spend an average time of 6-8 hours per day

surfing the internet, with some spending even more than eight hours. Another

study revealed that 45% of college student spend 6-8 hours per day checking

social media sites.

 30

5. What is the level of exposure of the respondents in computer-

mediated communication in terms:

5.1 Social Media

5.2 Coping anxiety

Table 4 shows the results of the mean distribution and standard deviation of

the respondents on social media exposure.

Table 4

Mean Distribution on the Social Media Exposure

Indicators Mean SD Description Interpretation

I spend the whole night on social 2.57 0.97 Oftentimes To a good

media. extent

I have multiple active social media 2.43 1.22 Seldom To a

accounts across various moderate

platforms. extent

I have high levels of engagement, 2.73 1.05 Oftentimes To a good

such as likes, comments, shares, extent

and retweets.

I am aware of and participate in 2.57 1.22 Oftentimes To a good

online trends, challenges, or extent

memes.
 31

I have strong emotional reactions 2.67 0.92 Oftentimes To a good

to social media content, whether extent

positive or negative.

TOTAL 2.59 1.08 Oftentimes To a good

extent

The results of the table show a total mean of 2.59, which is described as

“oftentimes”. This means that the respondents oftentimes have a good extent of

exposure to social media.

The indicator with the highest mean is “I have high levels of engagement, such as

likes, comments, shares, and retweets.” It has a mean of 2.73, which is described

as “oftentimes”. It shows that most of the respondents have high levels of

engagement, such as likes, comments, shares, and retweets.

One of the reasons why people are fun of commenting is because of the lack of

attention, some people comment to get attention. They may feel ignored or

invisible in real lives and posting comments on social media can give them the

attention they crave. Also, by engaging in social media like sharing, retweeting

and commenting they can express their selves more and they can connect to the

outside world which helps reduce social anxiety.

 32

Table 5

Mean Distribution on Coping with Social Anxiety

Indicators Mean SD Description Interpretation

Reducing the pressure of face-to- 2.50 0.97 Agree To a great

face communication. It allows extent

individuals to communicate at

their own pace and comfort level.

Engaging in online conversations 2.63 0.93 Agree To a great

and interactions can help extent

individuals with social anxiety

gradually build confidence and

social skills in a less intimidating

environment.

Allowing users to interact with 2.40 1.00 Disagree To a

others under pseudonyms or moderate

without revealing their full extent

identity. This can provide a sense

of anonymity and reduce the fear

of judgment or scrutiny.

Connecting, sharing, and 2.80 1.03 Agree To a great

providing support to each other. extent

 33

Finding like-minded individuals

can be comforting and reassuring.

6. Is there a significant relationship between the respondents’ profiles and

the exposure to computer-mediated communication especially on social

media and how they cope with anxiety when grouped according to:

3.4. Age

3.5. Gender

3.6. Average time spent on social media

Table 6

Test of Relationship between Respondent’s Profile

Exposure to Social Media and Coping Social Anxiety

Exposure to Social-Media Coping Social Anxiety

Respondent’s Profile
r-value p-value r-value p-value

Age 0.223 0.008** 0.009 0.606*

Gender 0.000 0.950* 0.002 0.793*

Average Time Spent

0.037 0.305* 2.960 0.999*
on social media

Legend: Significant ** Not Significant*

 34

The result in the table indicate that the age of the respondents has a

significant relationship with computer mediated communication as evidence by

a p-value of 0.008 in the exposure to social media, so it means that the exposure

to social media depends on what age you are and does not have any significant

relationship with coping social anxiety which means how old nor young you are

you can cope with social anxiety.

Additionally, this age group (18-25) is also the most vulnerable to negative effect

such as depression, anxiety, and negative self-image. It just proves that there is

significant relationship between age and its exposure to social media.

The gender does not have any significant relationship with exposure to

social media same as the relationship between the gender and its way of coping

social anxiety. It means that whatever your gender is, gay, lesbian, male or

female you can be expose to social media as long as you want to spend your time

there and also whatever gender you are, you are capable of coping with social

anxiety.

It really proves that Computer mediated communication really helps

student with social anxiety to show to the world their true self by being expose

to social media. By social media plat forms they can communicate to the outside

world which help them to cope with their social anxiety. Although social media

use may contribute to negative mental health outcomes, it is also possible that
 35

individuals who are already experiencing symptoms of anxiety and loneliness

may use social media as a coping mechanism or to seek social support.

 36

Chapter 5

Summary, Conclusions and Recommendations

This chapter presents the summary of the study that includes the

findings, conclusion and recommendations based on the results presented in the

previous chapter.

Summary

This study determines how Computer Mediated Communication helps

people with Social Anxiety overcome their fears.

The descriptive method of research was applied utilizing questionnaires as data

gathering instruments. The researcher determined the impact of Computer

Mediated Communication and how it can help students in coping their social

anxiety based on their profile, their gender, age and even the average time they

spent on social media and also in terms of social media exposure and their ways

of coping social anxiety. The researcher also finds outs how beneficial it is to use

social media as an instrument that will help students who suffers from social

anxiety to still connect on the outside world. All data were processed using

frequency counts, percentage, mean, standard deviation, and Pearson r

correlation to facilitate the analytical interpretation.

 37

Findings

The findings of the study are summarized as follows:

• Majority of the respondents aged between 25-29 years old most of them

are female they are also the one who spent most of their time on social

media with a total average of 77%. It also shows that young adult students

are really fond of using social media compare to younger ones because

they enjoy using social media which helps them connect to the outside

world without even showing their self.

• Most of the respondents are oftentimes feels to have a strong emotional

reaction to social media content weather positive or negative. Students

really enjoy posting comments and meddling with others life that

temporarily makes them forget that they have social anxiety.

• Most of the respondents agree to connect, share, and provide support to

each other. Finding likeminded individuals can be comforting and

reassuring. Most of the students love to support each other and spread

positivity which is a really great help with those students who suffers from

social anxiety.

• There was significant relationship between respondents age profile with

the exposure to social media which means older students that age thirty

years old and above are not really fond of using social media because they

think that using social media plat forms waste their time and it cannot

help with their social anxiety.

 38

Conclusions

Based on the foregoing findings, the following conclusion was drawn:

The female respondents that aged between 25-29 are more likely to spend

lot of time on social media. Out of 30 respondents 23 or 77% of them spend

10-6 hours on social media cause spending time on social media really

helps them forget that they have social anxiety for the moment.

It only proves that active social media use may reduce social anxiety by

positively mediating communication capacity, it temporarily soothes

feelings of embarrassment and self-consciousness that people with social

anxiety disorder may experience in face-to-face interactions but it doesn’t

cure them.
 39

Recommendations

Given the findings and conclusions of the study, the following recommendations

are presented:

1. How old you are, whatever your gender is, even if you spend all of your

time on social media it cannot cure the social anxiety disorder that you

are experiencing, the best thing to do is to is to start practicing yourself

to face other people and to mingle with others, by doing that it can help

you overcome your fears specially the fear of facing other people or also

known as social anxiety.

2. It is true that using social media can lessen the burden that we feel

inside but how long do we have to use social media as an escape with

the reality? We should start to communicate and to come out in our

safe haven, we should do things that will help us conquer our fears.

3. Social media is just a bridge for those people whose suffering from

social anxiety, it’s not a cure it is just an option for those people to still

have access to the outside world and it is temporary, you cannot just

hide on your safe place all your life. Male, female, gay and even lesbian

has the capabilities of showing their true self we just need to push them

to have a self-confidence let us be aware of our surroundings and never

let anyone suffer from social anxiety because no one deserve that.
 40

References

Alhajji, M., Bass, S., & Dai, T. (2019). Cyberbullying, mental health, and violence
in adolescents and associations with sex and race: data from the 2015 Youth
Risk Behavior Survey. Global pediatric health, 6, 2333794X19868887.

American Psychiatric Association. (2013). Diagnostic and statistical manual of

mental disorders (DSM-5). American Psychiatric Pub.

American Psychiatric Assn WDU. Diagnostic and statistical manual of mental

disorders. 4th. Washington, DC: American Psychiatric Association; 2000

B.A Erwin et al.

The National Institute of Mental Health (NIMS) is part of NIH, a component of the
U.S Department of Health and Human Services
(2004)

Barak, A., Boniel-Nissim, M., & Suler, J. (2008). Fostering empowerment

in online support groups. Computers in human behavior, 24(5), 1867-1883.

Bellafiore, D. R., Colón, Y., & Rosenberg, P. (2004). Online counseling groups. In
R. Kraus, J. Zack, & G. Stricker (Eds.), Online counseling: A handbook for mental
health professionals (pp. 197–216). San Diego, CA: Elsevier Academic Press.

Berger T. Hohl E. Caspar F. Internet-based treatment for social phobia: a

randomized controlled trial. Journal of Clinical Psychology. 2009;

Best, P., Manktelow, R., & Taylor, B. (2014). Online communication, social media
and adolescent wellbeing: A systematic narrative review. Children and Youth
Services Review, 41, 27-36.

Cody, M. W., & Teachman, B. A. (2010). Post-event processing and memory bias
for performance feedback in social anxiety. Journal of anxiety disorders, 24(5),
468-479.

Colón, Y., & Friedman, B. (2003). Conducting group therapy online. In

Technology in Counselling and Psychotherapy (pp. 59-74). Palgrave, London.

Cousineau, D. (2005). Confidence intervals in within-subject designs: A simpler

solution to Loftus and Masson’s method. Tutorials in quantitative methods for
psychology, 1(1), 42-45.
 41

E.P. Bucy
Interactivity in society: Locating an elusive concept
The Information Society
(2004)

Erdoğdu, M. Y. (2016). Parental attitude and teacher behaviours in predicting

school bullying. Journal of Education and Training Studies, 4(6), 35-43.

Erwin, B. A., Turk, C. L., Heimberg, R. G., Fresco, D. M., & Hantula, D. A. (2004).
The Internet: home to a severe population of individuals with social anxiety
disorder?. Journal of anxiety disorders, 18(5), 629646.

Galegher, J., Sproull, L., & Kiesler, S. (1998). Legitimacy, authority, and
community in electronic support groups. Written communication, 15(4), 493-530.

Høybye, M. T., Johansen, C., & Tjørnhøj Thomsen, T. (2005). Online interaction.
Effects of storytelling in an internet breast cancer support group. Psycho
Oncology: Journal of the Psychological, Social and Behavioral Dimensions of
Cancer, 14(3), 211-220.

Ipser JC. Kariuki CM. Stein DJ. Pharmacotherapy for social anxiety disorder: a
systematic review. Expert Review of Neurotherapeutics.
(2008)

J.A. Bargh et al.

Can you see the real me? Activation and expression of the “true self” on the
internet
Journal of Social Issues
(2002)

Johnsen, J. A. K., Rosenvinge, J. H., & Gammon, D. (2002). Online group

interaction and mental health: An analysis of three online discussion forums.
Scandinavian journal of psychology, 43(5), 445-449.

J.T. Hancock et al.

formation in computer-mediated communication revisited: An analysis of the
breadth and intensity of impressions
(2001)

Keller MB. Social anxiety disorder clinical course and outcome: review of
Harvard/Brown Anxiety Research Project (HARP) findings. Journal of Clinical
Psychiatry.
(2006)
 42

K.W. Duthler
The politeness of requests made via e-mail and voicemail: Support for the
hyperpersonal model
Journal of Computer-Mediated Communication
(2006)

L. Anolli et al.
Personality of people using chat: On-line research
CyberPsychology and Behavior
(2005)

Leary, M. R., & Kowalski, R. M. (1995). The self-presentation model of social

phobia. Social phobia: Diagnosis, assessment, and treatment, 94-112.

Lin, W. (2004). Internet use and depression, communication anxiety of medical

students. Chinese Mental Health Journal, 18(7), 501-503.

Lundy, B. L., & Drouin, M. (2016). From social anxiety to interpersonal

connectedness: relationship building within face-to-face, phone and instant
messaging mediums. Computers in Human Behavior, 54, 271-277.

Mallen, M. J., Vogel, D. L., & Rochlen, A. B. (2005). The practical aspects of
online counseling: Ethics, training, technology, and competency. The Counseling
Psychologist, 33(6), 776-818.

Mazalin, D., & Moore, S. (2004). Internet use, identity development and social
anxiety among young adults. Behaviour Change, 21(2), 90-102.

McCroskey JC. Oral communication apprehension: a summary of recent theroy

and research. Human Communication Research. 1977

McLean, C. P., Asnaani, A., Litz, B. T., & Hofmann, S. G. (2011). Gender
differences in anxiety disorders: prevalence, course of illness, comorbidity and
burden of illness. Journal of psychiatric research, 45(8), 1027-1035.

McKenna, K. Y., & Bargh, J. A. (1999). Causes and consequences of social

interaction on the Internet: A conceptual framework. Media psychology, 1(3),
249-269.

McQuail, D. (2005). Book Review: Comparing media systems: Three models

of media and politics. European Journal of Communication, 20(2), 266-268.

Naslund, J. A., Aschbrenner, K. A., Marsch, L. A., & Bartels, S. J. (2016). The
future of mental health care: peer-to-peer support and social media.
Epidemiology and psychiatric sciences, 25(2), 113-122.
 43

Pierce, T. (2009). Social anxiety and technology: Face-to-face communication

versus technological communication among teens. Computers in Human
Behavior, 25(6), 1367-1372

Sadock BJ. Sadock VA. Kaplan & Sadock's synopsis of psychiatry. 10th.
Philadelphia: Lippincott Williams & Wilkins;
(2007)

S. Booth-Butterfield et al.
The communication anxiety inventory: Validation of state- and context
communication apprehension
Communication Quarterly
(1986)

Schroeder JE. Ketrow SM. Social anxiety and performance in an interpersonal

perception task. Psychological Reports. 1997

S.E. Caplan
A social skill account of problematic Internet use
Journal of Communication
(2005)

S.E. Caplan
Relations among loneliness, social anxiety, and problematic Internet use
CyberPsychology and Behavior
(2007)

Shalom, J. G., Israeli, H., Markovitzky, O., & Lipsitz, J. D. (2015). Social anxiety
and physiological arousal during computer mediated vs. face-to-face
communication. Computers in Human Behavior, 44, 202-208.

Singh JS. Hope DA. Cognitive-behavioral approaches to the treatment of social

anxiety disorder. Israel Journal of Psychiatry and Related Sciences. 2009;

Sheeks, M. S., & Birchmeier, Z. P. (2007). Shyness, sociability, and the use of
computer-mediated communication in relationship development.
CyberPsychology & Behavior, 10(1), 64-70.

Shepherd, R. M., & Edelmann, R. J. (2005). Reasons for internet use and social
anxiety. Personality and individual Differences, 39(5), 949-958.
Siriaraya, P., Tang, C., Ang, C.S., Pfeil, U. and Zaphiris, P., 2011. A comparison
of empathic communication pattern for teenagers and older people in online
support communities. Behaviour & Information Technology, 30(5), pp.617-628.
 44

Stein MB. Stein DJ. Social anxiety disorder. The Lancet. 2008;Stritzke, W. G.,
Nguyen, A., & Durkin, K. (2004). Shyness and computer-mediated
communication: A selfpresentational theory perspective. Media Psychology, 6(1),
1-22.

Suler, J. (2004a). The online disinhibition effect. Cyberpsychology & behavior,

7(3), 321-326.

Tanis, M. (2007). Online social support groups. In A. Joinson, K. McKenna, T.

Postmes, & U. D. Reips (Eds.), The Oxford handbook of internet psychology (pp.
139–154). New York: Oxford University Press.

Taylor, J., & Macdonald, J. (2002). The effects of asynchronous computer-

mediated group interaction on group processes. Social Science Computer Review,
20(3), 260-274.

Wang PS. Lane M. Olfson M, et al. Twelve-month use of mental health services
in the United States: results from the National Comorbidity Survey
Replication. Archives of General Psychiatry. 2005;62Yen, J. Y., Ko, C. H., Yen,
C. F., Wu, H. Y., & Yang, M. J. (2007). The comorbid psychiatric symptoms of
Internet addiction: attention deficit and hyperactivity disorder (ADHD),
depression, social phobia, and hostility. Journal of adolescent health, 41(1), 93-
98.

Yougovcouk. (2019). Yougovcouk. Retrieved 24 September, 2019, from

https://yougov.co.uk/ratings/technology/popularity/social-networks/
45
46
 47

CURRICULUM VITAE

A. CONTACT INFORMATION
Name: Michelle Krizzia M. Melo
Address: San Juan Balingasag Misamis Oriental
Cell Number: 09917077467
Email Address: [email protected]

B. PERSONAL INFORMATION
Date of Birth: September 20, 2000
Place of Birth: Tandang Sora, Quezon City
Citizenship: Filipino
Religion: Roman Catholic
Civil Status: Single

C.EDUCATION
Elementary: San Juan, Elementary School
Secondary: San Juan, National High School
College: St. Peter’s College of Misamis Oriental Inc.,

D.LANGUAGES
English
Filipino
Bisaya
Karay-a
 48

CURRICULUM VITAE

A. CONTACT INFORMATION
Name: Leizl P. Entera
Address: Macasandig Cagayan de Oro City
Cell Number: 09979629072
Emai Address: leizlentera@ yahoo.com

B. PERSONAL INFORMATION
Date of Birth: Nov.06,1981
Place of Birth: Nazareth CDO
Citizenship: Filipino
Religion: Roman Catholic
Civil Status: Married

C.EDUCATION
Elementary: South City Central School
Secondary: Cagayan de Oro National High School
College:
Professional World Academy
2 years Tourism Services
St. Peter College of Misamis Oriental
AB English Language
 49

D.LANGUAGES
English
Filipino
Bisaya

E. WORK EXPERIENCE
Lab Staff
REL EMB DENR
(2020 – 2023)
Lab. Assistant
REL EMB DENR
(2019 – 2020)
Lab. Aide
EMB DENR
(2017 – 2018)
Hostel Caretaker
EMB DENR
(2014 – 2017)
Saleroom Cashier
Oro Bjj Petron Carmen branch
(2013-2013)
Accounting Staff
MIAMI INN
(2013 – 2013)
Secretary
GOLDEN ENGINEERING
(2012-2013)