RELATIONSHIP BETWEEN SOCIAL ANXIETY AND LEVEL

OF SOCIAL SUPPORT SYSTEM AMONG SOCIAL WORK

Lady Carl Jamaica M. Alima

Jericho P. Go
Caraga State University
[email protected]

Gwyneth Brigette Guarino

Abstract

This study investigated the connection between social anxiety and social support systems
among social work students at Caraga State University. Data were collected on students’ age,
gender, family income, and residential status. Additionally, their social anxiety levels during
class presentations and report submissions, as well as their perceived support from family,
friends, and classmates, were assessed. The findings aimed to reveal whether a relationship
existed between their anxiety and the support they received. The study also examined
whether these feelings and support differed based on individual characteristics. This research
provided valuable insights for the future social workers in training.

Keywords: Social anxiety, social support, students, Caraga State University, class
presentations, report submissions.

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Introduction

Institutions of higher education worldwide have been grappling with a rising concern about
the mental well-being of their student populations. The pressures of modern academia
combined with the anticipation of future professional responsibilities have ushered in a set of
psychosocial issues. Prominent among these is social anxiety, an unsettling fear of negative
judgment in social interactions. This anxiety is particularly pronounced during group
discussions, class presentations, and even casual peer-to-peer interactions.

At Caraga State University, mirroring global higher education trends, A social work student,
tasked with understanding and alleviating societal challenges, might paradoxically shy away
from group engagements or withhold viewpoints in class discussions due to their social
anxiety. This not only hampers their academic growth but also poses challenges for their
future roles, which are fundamentally rooted in interpersonal interactions.

In the larger tapestry of student well-being, the role of social support systems is undeniable.
A robust support structure, encompassing family, friends, and peers, can significantly temper
the effects of stress and anxiety. However, within the context of Caraga State University’s
social work department, the intricacies of this support system remain somewhat nebulous. For
instance, do social work students, often attuned to the emotional and psychological nuances
of interactions, perceive and seek out support differently compared to their peers in other
disciplines?

Therefore, the central challenge is twofold: understanding the magnitude and intricacies of
social anxiety among the social work students of Caraga State University and deciphering
how their perception of available social support impacts this anxiety. Addressing this is vital
not only for the students’ current academic success but also to ensure they are well-prepared
emotionally and mentally for their impending professional journey.

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This study aims to analyze the demographic profile of social work students, assess their
social anxiety levels during academic activities, and evaluate their perceived social support
systems. It also seeks to determine correlations between social anxiety and social support and
identify any significant differences based on demographic profiles. The study offers a
comprehensive understanding of social work students’ experiences in academic and social
contexts.

This study helps the researchers to understand the difficulties that social work students face in
their studies, especially when it comes to feeling anxious in social situations related to
academics. It also shows how having support from family, friends, and classmates can make
a big difference in reducing this anxiety. By figuring out how these things are connected and
where they’re different, we can create specific ways to help social work students. These
approaches won’t just make them feel better, but they can also do better in their studies,
which is really important in the field of social work.

The current study aims to scrutinize the correlation between social anxiety and the level of
social support system among social work students at Caraga State University. The theoretical
framework, entitled “Relationship between Social Anxiety and Level of Social Support
System among Social Work Students at Caraga State University” delves into the impact of
the students’ social phobia on academic environments. This

framework is rooted in two fundamental theories that shed light on how the social support
system affects the students’ social anxiety.

The first theory Is derived from the Main Effect Theory (Cohen and Wills, 1985), which
argues that individuals with robust social support networks encounter fewer health-related
issues, both physical and mental, compared to those with weaker social networks.
Consequently, the quality of the social support group holds significant importance (Cohen
and Wills, 1985).

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The second theory draws from the Cognitive theory of anxiety (Beck, Emery, & Greenberg,
2002), which posits that negative thoughts and beliefs about oneself and social settings form
the foundation of social anxiety. According to this cognitive theory, anxiety arises from
unfavorable thoughts and beliefs about oneself, the external world, and the future. Beck
suggests that individuals grappling with social anxiety often harbor negative notions about
their interpersonal skills and ability to navigate social contexts. They may also fret about how
they are perceived by others.

Perceived social support is the individual’s cognitive assessment of the availability and
adequacy of social resources in their environment (Rowman and Littlefield, 2010). It is a
mental feeling of belonging, being accepted and loved, and affection (Researches Approaches
in the Social Sciences, 2013). Individuals with low perceived social support may feel
personal incompetence, anxiety, and social rejection (Journal of Psychosocial Oncology,
2010).

On the other hand, Social anxiety disorder is a mental health condition in which people
experience significant anxiety in social situations. They may fear being judged, evaluated, or
criticized by others, and they may avoid social situations altogether (American Psychiatry
Association, 2013).

Relationship between perceived social support and social anxiety disorder. Research has
shown that perceived social support can play a protective role against social anxiety disorder.
Individuals with high perceived social support are more likely to cope effectively with social
stressors and less likely to experience symptoms of social anxiety (Barnett et al., 2021;
Kraus, 2011).

H¹: Therefore the researchers hypothesize that if social work students have a stronger social
support system, then they are less likely to develop social anxiety in academic settings.

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Method

The participants for this study comprised all social work students of Caraga State University
which totals about 515 students. Using Stratified Random Sampling, the researchers will
conduct their research with (220) two hundered twenty respondents.

The questionnaire provided by the researchers is divided into 3 sections. First part
compromises the Demographic profile of the students which includes the Age, Gender,
Family Income, and Residential Status. The second section comprises the levels of perceived
social anxiety of the students which is divided into 2 subsections and these are oral recitation
and academic reporting. And the last section comprises the social support system of the
students which is divided into 3 subsections and these are family, friends, and classmates.

This study employs a descriptive research design to investigate the relationship between
social anxiety and the level of social support systems among social work students at Caraga
State University. The procedures that the researchers did is providing an official permission
letter was presented to the Dean of the College of Humanities and Social Sciences of Caraga
State University to allow the distribution of questionnaires to the social work students,
students were informed about the purpose and objectives of the research, informed consent
was obtained from all participants, and the questionnaire was distributed, ensuring
confidentiality and anonymity.

The data collected for this research will be analyzed using a combination of statistical
methods. Descriptive statistics will be employed to summarize the demographic profiles of
the respondents, social anxiety levels, and perceived social support levels. Inferential
statistics, including correlation analysis and inferential tests, will be used to investigate
relationships, differences, and associations between variables. These statistical techniques
will help assess the significance of the relationships between social anxiety and social
support, as well as the impact of demographic variables on social anxiety and perceived
social support levels among social work students at Caraga State University.

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Acknowledgment

We, the researchers extend our heartfelt gratitude, firstly to our parents who supported us
specially on our financial expenses, to our almighty God for giving us strength and wisdom,
and guiding us. To our advisor, Sir Junar T. Lingo for his invaluable guidance, unwavering
support, and expert insights. Their mentorship was instrumental in shaping the direction of
this research. Also, we would like to acknowledge our gratitude to Sir Rex Makinano for
helping and guiding us on our research study. Additionally, we would like to express our
appreciation to our colleagues and friends who generously contributed their time and
expertise, offering constructive feedback and valuable insights that significantly enhanced the
quality of this study.

References

Beck, A. T., Emery, G., & Greenberg, R. L. (2002). Cognitive therapy of anxiety disorders:
Science and practice. New York: Guilford Press.

Cohen, S., & Wills, T. A. (1985). Social support and the buffering hypothesis. Psychological
Bulletin, 98(2), 310.

American Psychiatry Association. (2013). Diagnostic and statistical manual of mental

Barnett, M. D., Maciel, I. V., Johnson, D. M., & Ciepluch, I. (2021). Social anxiety and
perceived social support: Gender differences and the mediating role of communication styles.
SAGE Journals.

Kraus, C. A. (2011). Actual and perceived social support in social anxiety. University of
Nebraska-Lincoln.

Researches Approaches in the Social Sciences. (2013). Perceived social support.

Rowman and Littlefield. (2010). Perceived social support.

Journal of Psychosocial Oncology. (2010). Individual with low perceived social support feel
the personal incompetence, anxiety and social rejection.