Social Anxiety, Self-Esteem, and Academic Performance among Students at a Philippine State University: Inputs for Support Services

Abstract

Social anxiety remains a relevant concern in higher education because college students are regularly exposed to evaluative, interpersonal, and performance-based academic situations. This study examined the levels of social anxiety, self-esteem, and academic performance among students in a Philippine state university as a basis for strengthening student support services. Using a cross-sectional descriptive research design, data were gathered from 370 undergraduate students across six campuses through adapted self-report instruments measuring social anxiety, academic performance, and self-esteem. Results revealed that students had a moderate level of social anxiety, with speaking in public or talking to people in authority identified as the situation that elicited the highest anxiety. Students also demonstrated high levels of academic performance, particularly in achievement motivation, and high levels of self-esteem, indicating a generally positive and balanced view of the self. These findings suggest that although social anxiety was not severe, specific social-evaluative situations may still affect classroom participation, help-seeking, student–teacher communication, and involvement in academic activities. The high level of self-esteem may function as a personal resource that supports students’ academic functioning despite social discomfort. The study highlights the need for mental health-responsive student support services, including public speaking support, counseling access, self-esteem enhancement activities, faculty awareness training, and programs that promote safe and supportive academic engagement. The findings further underscore the importance of adopting preventive and developmental approaches that build on students’ existing strengths while addressing barriers to participation and communication. They may assist university administrators, guidance personnel, faculty members, and student affairs practitioners in designing coordinated interventions that support both psychosocial well-being and academic success.