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The Problem and its Background |1

CHAPTER 1 THE PROBLEM AND ITS BACKGROUND

The purpose of this chapter is to clarify the topic being investigated. The chapter includes the rationale of the study, the background of the problem, the objectives, the purpose and the significance of the study to the field of communication to the general people. The theoretical and conceptual framework in which the study was anchored will be included here.

INTRODUCTION

Shyness is defined in many ways, like shyness as individual involvement that shows apprehension and nervousness in social interactions (Zimbardo, 1977). It is described as a self-consciousness of expected societal behavior with awkwardness or as form of social anxiety.

Therefore, it is a burden on shy individuals and their growth. The reason for shyness is unclear, but you can also correlate it with anxiety (Eggum, Natalie; et.al, 2009). Shyness also affects academic performance. Scholars state that shyness has the negative relationship on school participation of the students. When the shyness of the students increases, his/her academic participation decreases (Chisti, Saeed-ul-Hasan, 2011).

Shy individual perceived in society negatively because of the way they act towards others that’s why an individual feel inferior. That makes them uncomfortable and

The Problem and its Background |2 self-conscious (Paulhus, D.L.; Morgan, K.L., 1997). People who are shy or those who truly lack the confidence in socializing and interacting with others usually find it difficult to maintain relationships that are actually fulfilling. One of the biggest bad things of being shy is you will have a possible to become more lonely. You may start to feel lonely from other persons if you are too shy (Cooper, nd).

Loneliness is usually defined separation, isolation or lack of friendship. Loneliness typically contains worried feelings about the absence of interaction with people. Loneliness also presents even you are surrounded by others. Some reasons for loneliness are emotional and social factors. Studies has shown that people in a relationship are lonelier than the others (Peplau & Perlman, 1982).

It can be a risk factor for suicide and also depression (Marano H., 2003), specifically the unwillingness or inability to live for other people, as the main cause of what he called selfish or egoistic suicide (Shelkova P., 2010). Loneliness is a major precipitant of alcoholism and depression in adults (Marano H., 2003). People who are being isolated to other people may report poor sleep quality, and thus have reduced healing processes (Hawkley, 2003). It has also been related to a Schizoid character type in which individual may experience social alienation and see the world in a different way, defined as the self in exile (Masterson & et.al, 1995).

Lack of social interactions of children can lead to some forms of self-destructive behavior in children. Loneliness often has a bad impact on memory and learning. Its disruption of sleep quality and patterns can have an important impact on the skill to function in daily life (Marano H., 2003).

The Problem and its Background |3 Given these information, shyness is related with loneliness. These two variables are key aspects in interpersonal communication or the communication with other people. In Communication Studies, researchers focused on the behavior of individuals. Communication researchers studied different kinds of behavior depending upon their interests (Knapp, M. L., & Daly, J. A., 2010) .Such researchers might use constructs like verbal and nonverbal behavior, behavioral communication or communication behavior. These categories do not represent a fixed set of behaviors; in all three cases, it is the scholars’ responsibility to classify the specific behaviors that they want to study (Overall, 2010).

A day-to-day behavior or Behavioral Communication of a person is a form of communication (Ivanov, 2010). Since the communication is considered as behavior, it is comprehended that the personality of an individual influences their communication behavior.

Shyness and loneliness have the tendency to connect, in the measures that they correlate the two variables are related to an “unsatisfactory social interaction” (Jones, Rose, & Russel, 1990). Thus, a person who is shy tends to avoid social interaction or interpersonal communication itself. When a shy person does not communicate interpersonally, loneliness occurs. Loneliness is defined as “a sense of isolation that persists over time” (Perse & Rubin, 1990).

Shy individuals also tend to be poor in their communication skills in interpersonal communication (Spitzberg & Canary, 1985). In turn, the deficiency separates the people their social activities that may decrease the level of loneliness (Perse & Rubin, 1990).

The Problem and its Background |4 In line with this, shyness is one of the reasons for loneliness and these two variables are important in interpersonal communication which could be classified in the styles of communication or communication behavior. Given this, the researchers intended to study the relationship between these three variables; Shyness, Loneliness, and Communication Behavior.

It is difficult for a shy person to communicate with people interpersonally. You might also reject many opportunities to go out and have fun because of you are scared or fear of meeting other people. You will not be able to enjoy parties and gatherings as much. You will find it harder to find work and relate to your schoolmates. Overall, your life would become more independent. Many people who are shy also have low selfesteem and insecurities. Shyness makes you more alone, on both the inside and outside (Cooper, nd).

In communicating one must engage themselves socially and people who commonly engage in this type of interaction are the youth. In this study, the chosen respondents are the youth or the college undergraduate students from the Polytechnic University of the Philippines. Since the most populated state university in the Philippines – the Polytechnic University of the Philippines-Manila.

BACKGROUND OF THE STUDY There are many studies in the Philippines and other countries about the level and concept of Happiness. Filipino Millennials are the least stressed and happiest in the world based on the research entitled “The Next Normal: An Unprecedented Look at Millennials Worldwide”. It surveys the 450 individuals from each of the 32 countries.

The Problem and its Background |5 Filipinos have a highest happiness level of 83 %. Next is India with 81%, then China with 80%, Close to Thailand, that have a happiness level of 78%, Malaysia with 77% and Singapore with 69% (Lozada, 2013).

From the news site “Gallup”, a thousand participants in 148 nations who responded the survey about the top 10 happiest countries. Guatemala and Philippines tied as the 7th and 8th with the sample of 82% from this country answered that they are really happy. The following countries are the top ten happiest nations and they are Panama that has 85%, Paraguay with 85%, followed by El Salvador with 84%, Venezuela with 84%, Trinidad and Tobago that has 83%, next is Thailand with 83%, Guatemala and Philippines are both 82%, then Ecuador with 81% and in the tenth place is Costa Rica that has 81%. Gallup announced that Singapore was the saddest country in another survey.

Singapore is the 6th happiest country (Networks, Viacom International Media, nd). On the contrary, the Gallup announced that Singapore is also the saddest country. Given this result, it is not enough to conclude that if a country is the happiest, the country is not possible to be the saddest also.

There are a lot of studies conducted that result to concluding that our country is one of the cheeriest countries. On the other hand, there are only a handful of studies made tackling on the level of shyness and loneliness of the Filipinos. The researchers want to know what is the level of shyness and loneliness of students in the Philippines and how it affects their communication behavior.

Filipinos are often experiencing inhibition, shyness, and intimidation in terms of

The Problem and its Background |6 communication. Also, this shyness that Filipinos portray as eccentric attribute is becoming a limitation for them to grab opportunities to improve their expertise, understanding, and proficiency (McKenzie, 2012).

A recent study by the students of Bachelor in Broadcast Communication entitled, “The Significant Relationship of Personality and Communication Behavior in the Family Setting of PUP Students”. The results show that the Dominant Communication Behavior was Assertive which has 71 percent or 285 out of 400 PUP Undergraduate students. Next to that was Passive which has 21 percent or 85 out of 400 PUP Undergraduate students, Passive Aggressive which has 17 percent or 68 PUP Undergraduate students and Aggressive which has 7 percent or 26 PUP Undergraduate students (Bandua, Beduya, Costales, & Zosimo, 2014).

The researcher wants to find out if the results will be the same if it is in the school setting. Wherein the respondents would be interacting with their co-students rather than their family which is their comfort zone.

Theoretical Concepts One of the personality trait that is related to social failure is shyness, it is conceptualized as “an affective-behavioral syndrome characterized by social anxiety and interpersonal evaluation” (Leary, 1986). From this standpoint, shy people are particularly motivated to create good impression on others yet also particularly doubtful of their ability to achieve that goal. It is also viewed as syndrome consisting of physiological, behavioral and cognitive-affective components (Cheek & Melchior, 1985). The concerns of being shy includes negative perception of intelligence, less friends and fewer dating

The Problem and its Background |7 experiences. Shy people have been shown to experience more internal feeling of anxiety, low self-esteem and loneliness (Jones & Briggs, 1984).

Loneliness differs from each individual. Loneliness happens when there is a disparity between an individual’s social interactions and their needed or wanted social interactions. There are many concepts and theories on how loneliness occurs to a person. One is that loneliness occurs when the basic social needs are not met or satisfied .The cognitive discrepancy model of loneliness states that when an individual gets lonely when their personal desire and expectations in a relationship are not met (Perlman & Peplau, 1998).

Individuals’ personalities and behaviors are diverse. Those who are extremely shy or those who truly lack the confidence in socializing and interacting with others usually find it difficult to maintain relationships that are actually satisfying. Therefore, these brings them loneliness. Another is that loneliness usually occur with precipitating events like a loss of someone important or the death of a loved one. Cultural ethics and norms can also affect the vulnerability of the person to loneliness. For an example, in the western cultures, they promote individualism or self-independence. Unlike in the eastern culture, they are family oriented and they promote close family relationships (Peplau & Perlman, 1982).

Another is that, an individuals’ social circumstances can also affect loneliness. They vary with their social interaction or their interpersonal communication. Some situational factors are very common. Examples of these are time, distance, and money. When these situational factors occur and overlap with each other loneliness usually occurs. The level of loneliness increases if an individual evaluates their own situation as

The Problem and its Background |8 worse than that of their friends or if they attribute the causes of their loneliness to own insufficiencies. (Perlman & Peplau, 1998).

The Triadic Causation of Bandura states that the relationship between the personal factors, environmental factors, and behavioral factors of an individual are threeway factor and that each factor affects the two other factors and vice versa (Bandura A. , 1989).

On the Environmental factor, it includes the relationship they have with the individual and their expectations on the person interacting with. Also, it could be the actual place an individual is in or the actual situation a person experienced or currently experiencing. Behavior factor is the behavior of an individual in a certain situation, place or people. Lastly, Personal factor points out the general disposition of an individual because of the changes in the person’s environment or behavior (Bandura A. , 1989).

Based on the three concepts above, the researchers utilized the IndependentDependent-Variable Model as the study framework of this study entitled: The Relationship between the Level of Shyness and Loneliness of the PUP Undergraduate Students to their Communication Behavior.

Conceptual Framework

According to the concepts the researchers have gathered, Leary (1986) stated that, shyness is a personality trait that can be related to failure in socialization. Also, Jones (1990) said in their study that being shy has the perception of lower

The Problem and its Background |9 intelligence, less friends, and fewer social interactions. This shows that shy people experience more anxiety, low self-confidence, and loneliness.

Another concept is the discrepancy model of loneliness. It explains that a person becomes lonely when their personal desire and expectations in a relationship are not met. Also, loneliness happens when there is an inequality between a person’s social interactions and their wants and needs for social interaction. The level of loneliness increases when an individual evaluates their own situation as worse than that of their friends or if they attribute the causes of their loneliness to their own insufficiencies (Perlman & Peplau, 1998).

The last concept is the Triadic Causation of Bandura. It states that the relationship between the personal factors, environmental factors, and behavioral factors of an individual are three-way factor and that each factor affects the two other factors and vice versa (Bandura A. , 1989).

The personal factor which is the level of shyness and loneliness affects behavioral factors which is the communication behavior of the respondents (level of assertiveness, aggressiveness, passive-aggressiveness, and passiveness) and can be affected by the environmental factors.

The personal and behavioral factor is both affected by the people co-interacting with the respondent. Examples are; block mates, colleagues, professors and school staff.

T h e P r o b l e m a n d i t s B a c k g r o u n d | 10

Level of shyness of PUP Undergraduate students

Level of assertiveness Level of aggressiveness

Level of loneliness of PUP Undergraduate students

Level of passiveaggressiveness Level of passiveness

Demographic Profile of the PUP undergraduate students (Sex, Year and College)

Figure 1: Conceptual Framework

Figure 1 shows that the demographic profile of the respondents affect the level of shyness and loneliness. Also the level of shyness and loneliness can affect each other. Lastly, the level of shyness and loneliness affect the level of assertiveness, aggressiveness, passive-aggressiveness, and passiveness of the respondents.

T h e P r o b l e m a n d i t s B a c k g r o u n d | 11 In this study, the researcher will further explore the relationship of the level of shyness and loneliness of the PUP Undergraduate students to their communication behaviour.

STATEMENT OF THE PROBLEM

One of the worst things of being shy is you will have a possible to become lonelier. You may start to feel lonely from other persons if you are too shy. It is difficult for a shy person to communicate with people interpersonally. You will find it harder to find work and relate to your schoolmates. Shyness makes you more alone, on both the inside and outside (Cooper, nd).

Shy individuals also tend to be poor in their communication skills in interpersonal communication (Spitzberg & Canary, 1985). In turn, the deficiency separates the people their social activities that may decrease the level of loneliness (Perse & Rubin, 1990).

With this information, the researchers have formulated the research problem, “What is the relationship between the level of shyness and loneliness of the PUP undergraduate students on their communication behavior?”

OBJECTIVES OF THE STUDY

This study will have the following objectives to address and support the abovestated research problem:

T h e P r o b l e m a n d i t s B a c k g r o u n d | 12 1.

To know the demographic profile of the PUP undergraduate students.

2.

To identify the level of shyness of PUP undergraduate students.

3.

To determine the level of loneliness of PUP undergraduate students.

4.

To know the Communication Behavior of PUP undergraduate students based on

the following:

4.1. Aggressive

4.2. Assertive

4.3. Passive-Aggressive

4.4. Passive

5. To identify the relationship between the level of shyness of PUP undergraduate students and their demographic profile.

6. To determine relationship the level of loneliness of PUP undergraduate students and their demographic profile.

7. To know the relationship between the level of shyness and the level of loneliness of PUP undergraduate students.

T h e P r o b l e m a n d i t s B a c k g r o u n d | 13 8. To identify the relationship between the level of shyness of PUP undergraduate students and their Communication Behavior.

9. To identify the relationship between the level of loneliness of PUP undergraduate students and their Communication Behavior.

Hypotheses of the study

1. There is no relationship between the level of shyness of PUP undergraduate students in terms of their: 1.1 Sex 1.2 Year Level 1.3 College 2. There is no relationship between level of loneliness of PUP undergraduate students and their demographic profile according to their:

2.1 Sex 2.2 Year Level 2.3 College 3. There is no relationship between level of shyness and loneliness of PUP undergraduate

students.

4. There is no relationship between level of shyness of PUP undergraduate students in terms of their communication behavior particularly on:

4.1 Aggressive 4.2 Assertive

T h e P r o b l e m a n d i t s B a c k g r o u n d | 14 4.3 Passive-Aggressive 4.4 Passive . 5. There is no relationship between level of loneliness of PUP undergraduate students according to their communication behavior particularly on:

5.1 Aggressive 5.2 Assertive 5.3 Passive-Aggressive 5.4 Passive

SIGNIFICANCE OF THE STUDY

Shyness and loneliness have a big role in social interaction so the significance of the study is to determine if their level of shyness and loneliness can affect the way they communicate with other people verbally or their communication behavior. The researchers believe that this topic is worth pursuing because the study can determine how shyness and loneliness of the undergraduate students affect their interpersonal communication inside the school setting. Studying the relationship of shyness and loneliness of PUP students on their communication behavior could be great help and importance to the academe, to the Polytechnic University of Philippines and College of Communication administration, to the students or readers and to the researchers.

To the Researchers

T h e P r o b l e m a n d i t s B a c k g r o u n d | 15 Studying communication does not only refer to knowing the basic dynamics of communication itself, but also involves recognizing other people’s rights to express themselves in the way they can. Being able to recognize communication behavior of an individual would help the researchers be more effective and better communicators as it would enable them to easily adapt and adjust to whatever the situation calls for. With a better knowledge and understanding of how shyness and loneliness affect an individual’s communication behavior, researchers will be able to distinguish a proper approach to different individuals.

To the Academe

This study will contribute to knowing how communication works. Although there has been a lot of studies related to this topic, this study will further explain and educate how shyness and loneliness affect an individual in terms of communication behavior and how each level differ in result on how an individual is affected.

To the Polytechnic University of the Philippines Administration

Since one of the missions of the state university is the “provision of undergraduate and graduate education which meet international standards of quality and excellence”, this study will help the university to have more globally competitive students, the results of this study will further help the administration train and pursue students to be confident and outgoing in order for them to reach excellence.

If the findings of the study produce a high level response on the level of shyness and loneliness, this study can be referred to by the PUP Administration to further

T h e P r o b l e m a n d i t s B a c k g r o u n d | 16 address problems and produce self-development programs that effectively respond to individuals affected by their shyness and loneliness effect on their communication behavior.

To the College of Communication Administration

With the College of Communication being known for outspoken and confident individuals, there is still a small part of the population of the college that are practically and basically introverts. This study can contribute to the College of Communication Administration’s better understanding on shyness, loneliness and communication behavior.

Aligned with the mission statement of the institution to produce globally competitive professionals, this study would help the students to boost their attitude in the social environment. It would impart information and empirical data about shyness and loneliness to which present new knowledge on the underlying phenomenon. This study will also contribute in discussing a better understanding of how an interpersonal communication is affected by personalities such as shyness and loneliness.

To the students and readers

This study will be a great help for readers and students for them to know the different levels of shyness and loneliness and how this can affect an individual in terms of communication behavior. In line with this, they can know how to deal with these problems for their self-betterment. Students and readers will also benefit from this study

T h e P r o b l e m a n d i t s B a c k g r o u n d | 17 because of the discussions about how shyness and loneliness affect how an individual interpersonally communicate.

To the Future Researchers

The results of this study could be of practical use to the future researchers since the theoretical concepts of the study is a basis for enhancement of the study. They can further explore the topics of shyness, loneliness and communication behavior. Furthermore, the future researchers can also refer to this study about whether there are significant relationships on a person’s level of shyness and loneliness to their interpersonal communication.

LIMITATIONS OF THE STUDY

This study only discussed the levels of loneliness and shyness and how it affects a student’s communication behavior. Furthermore, this study will not touch the personal issues of students regarding their shyness and loneliness.

The data collection procedures of the study were also only restricted to survey methodology. No follow-up questions or interviews after the survey. The respondents are the students of undergraduate colleges of Polytechnic University of the Philippines.

The researchers only used the Cheek and Buss Shyness Scale in measuring the level of shyness of the PUP students and the University of California Loneliness scale to

T h e P r o b l e m a n d i t s B a c k g r o u n d | 18 measure the level loneliness of the PUP undergraduate students. The researchers did not use any other scale to measure the level of shyness and loneliness.

The researcher only used the Communication Behavior statements of the Newline Ideas to measure the level of Communication Behavior of the Pup Undergraduate Students. This was validated by a Psychology expert Dr. Marietta Diaz Subida from Psychological Association of the Philippines, she is also a member Philippine Mental Health Association, Cento Escolar University Research Development Foundation, PESERE, and Philippine Education Circle.

OPERATIONAL DEFINITION

This study is conducted with the aid of several words or phrases that were used subjectively. Below is a list of the terms used in this research paper.

Respondents - The students of undergraduate colleges of Polytechnic University of the Philippines.

Demographic Profile – Refers to the basic information of the PUP undergraduate students that classify them in the population. Among these examples are age, sex, and year level. For the purpose of the study, the course and the college of the respondents and their student numbers are also taken into consideration while their names were optional. Shyness –It is described as a self-consciousness of expected societal behavior with awkwardness or as form of social anxiety (Zimbardo, 1977).

T h e P r o b l e m a n d i t s B a c k g r o u n d | 19 Level Of Shyness - The degree of social anxiety of PUP undergraduate students

Loneliness- Separation, isolation or lack of friendship, typically contains worried feelings about the absence of interaction with people (Peplau & Perlman, 1982).

Level of Loneliness – the degree of loneliness of PUP undergraduate students

Loneliness Scale – the 20-item scale of University of California

Setting- the Polytechnic University of the Philippines, Sta. Mesa Manila

Communication behavior- The way of PUP undergraduate students connects and replies to the message intentionally or unintentionally. It is the behavioral pattern that effects in communication between individuals.

Aggressive- PUP undergraduate students who express their feelings with other students or people inside the university in an honest but inappropriate way. PUP students who view themselves better than the others.

Assertive- PUP undergraduate students who express their feelings without violating the rights of other PUP students or other people inside the university. PUP students who respect and value themselves like how they value or respect other PUP students or people inside the university.

Passive- PUP undergraduate students with low self-esteem and always avoiding to express their feelings with other people inside the university.

T h e P r o b l e m a n d i t s B a c k g r o u n d | 20 Passive Aggressive- PUP undergraduate students that show themselves as passive but also inappropriate way. This PUP student will leave you irritated

R e v i e w o f R e l e v a n t L i t e r a t u r e | 21

CHAPTER 2 REVIEW OF RELEVANT LITERATURE

This chapter consists of all the studies and literature that the researchers deemed fit and relevant to the study conducted. The chapter includes certain themes the researchers decided were related and helpful to the advancement of the topic being investigated.

Understanding Shyness

Definition and Concept of Shyness

Shyness is a term that has a very broad meaning. It could mean everything from being nervous or avoiding meeting new people, to manifesting physical signs of shyness such as being red-faced. (Zimbardo, 1977)

“Although there are many ideas about it, nobody knows what shyness exactly is.” This is a direct quote from Pilkonis. Shyness has a similarity to avoiding social relations and not succeeding to participate in a social gathering. It is the predisposition of being tensed, anxious, or complicated during social gatherings, especially with new people (Pilkonis, 1977).

Shyness is characterized as the discomfort and difficulty of an individual to find what to say and how to act in a social happening. It is very difficult for a person who experience shyness; the tendency is for the person to show awkward gestures and actions. A person who suffers this tends to think that he is unwanted and boring to be

R e v i e w o f R e l e v a n t L i t e r a t u r e | 22 with, drawing him more apart from people. Smiling, having a good stance and starting an interesting conversation are things very hard to do for a shy person (Saeed-ul-Hasan, 2011).

Development of social skills is one important feature of shyness. Like in school, teachers may implicitly assume that the student is capable of effective school participation or interaction. Coplan said that shy pupils do not have a chance to improve their skill to join in class activity and interact with other pupils. Tutors can ask questions in intimidating the manner to inspire the students to speak up in the classroom and interact with other students (Coplan, J. K.; Arbeau, K. A, 2008).

Shy people are often aloof during talks, which can result in other people having bad impressions on them. Sanguine people are up-front and aggressive towards shy individuals, they usually make ways for shy people to have greater confidence by forcing them to be outgoing, which makes them feel more ashamed with other people. Letting them feel that they are getting more unwanted attention. (Paulhus & Morgan, 1997).

There is an academic factor related to shyness. Studies show that there is an undesirable association between shyness and the school performance of an individual. So, the more a student feels shy, the lower the level of the school performance.(Saeedul-Hasan, 2011).

One of risky case of shyness is psychiatric illness. In 1980, it is recognized as social phobia but was then defined as rare (Lane, 2007). By 1994, however, it was called as social anxiety disorder, and 3% up to 13% of the whole population experienced this

R e v i e w o f R e l e v a n t L i t e r a t u r e | 23 disorder (Stone, 2000). Research was examining that 12% up to 18% of shy college students suffers in social anxiety disorder.

Misconceptions and Negative Aspects about Shyness

There are a lot of misconceptions or off beam impression about shy people. It happens because there are cultures that give importance to outgoing and sanguine behaviors and disregards timid and shy behaviors. People commonly think that if a person is shy, he is also dumb or has a lower intelligence level. Also, society views shy people as socio-phobic ones, which is not true (Paulhus & Morgan, 1997).

People often think that shyness is related to the level of knowledge of a person, but, it does not have one (Coplan, Hughes, Bosacki, & Rose-Krasnor, 2011). Based on a research, the reason why teachers see shy students as less competent and to be less intelligent is that they tend to be passive during class recitations and choose not to participate. In line with this, shy students tend to have a hard time engaging in school work that requires social interaction with other people. They are often self-reserved which makes them have a hard time having high grades and coping up with school activities. However, this kind of behavior does not have any relationship with the student’s level of intelligence. It is concerned with their social relationships (Hughes & Coplan, 2010).

Causes of Shyness

Shyness, affects a lot of people, so it is important to determine the causes of it to a person. There are many aspects that connect together to explain what causes

R e v i e w o f R e l e v a n t L i t e r a t u r e | 24 shyness. Despair or anxiety tends to cause the avoiding from social contact. Such circumstances can be destructive to self-confidence. These will shake almost each part of the person’s character, not only the shyness of the person. Another, some shy people results in their shyness from disturbing events that happened in their childhood or the earlier years. Situations like talking with people they don’t know is an example of this. Getting a dismissal can damage a person and escalate their anxiety to interact with other people again. Low self-confidence or self-perception results in shyness (Shynessonline.com, 2007).

Shyness also has a positive effect. It works for an individual and can protect an individual. It can give a person the awareness and intuition for the needed time to know if a person has done something hurtful to you before, or if a social condition looks frightening. It can also give a person the chance to reflect and to relax first and give a good first impression. It can be an indication that an individual is maturing socially.

Effects of shyness to a person

A shy person tends to be self-conscious, embarrassed, insecure and attempts to keep a low profile. These include, blushing, feeling “butterflies in the stomach”, perspiring palms, increased pulse of the heart, a thrashing heart, dehydrating of the mouth and shaking.

The feelings of being stammering and afraid are also uncomfortable. You might have problems doing normal things if you are very shy person, like going out to dinner, dating, getting a new job or meeting new people. The problem is that you will let the

R e v i e w o f R e l e v a n t L i t e r a t u r e | 25 feelings of being scared or afraid to dominate your life, and you never get an opportunity to live your aspirations and dreams (C, 2008).

Social interactions can be hindered by extreme shyness of a person, preventing them from interacting with people especially in a large group. Given this situation, shy people tend to avoid trying new stuff and discovering new things. Social phobia is a result of extreme shyness. People who are socio-phobic must consult a psychologist to overcome extreme shyness. (D'Arcy Lyness, 2013).

One of risky case of shyness is psychiatric illness. In 1980, it is recognized as social phobia but was then defined as rare (Lane, 2007). By 1994, however, it was called as social anxiety disorder, and 3% up to 13% of the whole population experienced this disorder (Stone, 2000). Research was examining that 12% up to 18% of shy college students suffers in social anxiety disorder.

Benefits of Shyness

Shy individuals tend to criticize themselves. They have high goals in life and they usually resort to arts and activities that require a minimum amount of exposure to the public (Benton, 2004).

There are also benefits of being shy. One of those is that shyness or being modest is attractive. Commonly, shy people tend to be more discreet about their accomplishments than not shy individuals. Another, those who are not shy has a habit of being more careful with their decisions. This trait is very important in making lifechanging decisions in life. Shy people are calm. It can sometimes affect the people

R e v i e w o f R e l e v a n t L i t e r a t u r e | 26 around him, bringing calmness to other people who need it. Since shy people do not proclaim themselves in public, shy people tend to be more trusted also. Shy individuals develop deep friendships. It is hard to develop a relationship with people if you are shy, but shy people do, they avoid small talks, making the friendship go deeper. Since they do not have many friends, they tend to treasure the ones they have (Cuncic, 2014).

Different cultural views about shyness

Shyness is viewed as a flaw when cultures value frankness and over-confidence (Coplan R. J.-K., 2012). Also, a person who is shy is commonly mistaken to be unkind, unfriendly, conceited or indifferent, which is provoking for a shy person (Paulhus & Morgan, 1997).

However, in other cultures, those who are shy can be observed as being considerate, intellectual, they are good at listening and they think first of doing a move (Cain, 2011). Furthermore, those who have high confidence have some glitches in them. They usually have unwanted behaviors and a proud attitude.

Perceptions of Western cultures on Shyness

In the Western culture, shy people often get rejected (Rubin & Coplan, 2010). Shyness is not only because a person is self-contained but a shy person thinks that he will be rejected by the public and that he will be shamed. He believed that the cure for shyness is the familiarity with the society. A lot of shy people retreat in a serious attitude. To conquer such shyness, a shy individual must be more concerned about other people

R e v i e w o f R e l e v a n t L i t e r a t u r e | 27 and less of what other people will think of him, initiate sociable conversations, and try to cope up with what people are talking about. (Benson, 1908).

From the book "How the students' culture affects their behavior” (nd), In the Hispanic culture, students are not honored publicly if they did something great. They are usually rewarded secretly. They are usually reserved in classrooms. They usually appear to be shy even if they are not.

Kenya is one of the countries who are closed-minded in terms of social interaction. Kenyan children do not interact and communicate openly in socially during gatherings, and they spend a little time engaging in social activities and they are also less confident in social places. Self-expression and assertiveness in social interactions are related to shyness in that when a person is shy or reserved, he or she speaks little or none at all. People who lack self-confidence tend to be assertive.(Rubin & Coplan, 2010).

In the culture of Italians, they value the trait of being outspoken. They usually engage themselves in debates and argumentative discussions. They do not want children who are shy. They usually avoid shy people seeing them negatively. A shy person is perceived to be weak and those who show this character is viewed unpleasantly by their parents and peers. If you are a shy person in Italy, you will be a cast-off. People will avoid you seeing you in a negative perspective. These out-casted children express loneliness and accept within themselves that they lack social skills needed to socially interact with others (Rubin, Hemphill, Chen, & Hasting, 2006).

Perceptions of Eastern cultures about Shyness

R e v i e w o f R e l e v a n t L i t e r a t u r e | 28 In eastern cultures, they see shyness as a positive trait and shy individuals are viewed positively by people. Teachers and professors see shy students positively. They see them as achievers. Unlike the culture in Western Countries, being shy does not associate with loneliness or depression. In Eastern cultures, shyness and inhibition are positive traits. It is a sign of graciousness, honor, and thoughtfulness (Rubin & Coplan, 2010).

Measuring Scales for Shyness

Cheek and Buss Shyness Scale

The Cheek and Buss Shyness scale is a widely used scale that measures the shyness of students. The original scale was a 9 item questionnaire about psychometric properties. It has been devised by J.M. Cheek and A.H. Buss. On 1983, it was later on revised into a 13 item questionnaire to measure the shyness of the respondents. The items were answered on a five-point scale. (1=very uncharacteristic or untrue; extremely characteristic or true) We get scores by scoring four items and summing all answers. Scales on the 13 item scale run from 13- lowest shyness rate to 65- highest shyness rate.

The item below is the revised Cheek and Buss Shyness Scale.

1. “I feel tense when I'm with people I don't know well.” 2. “I am socially somewhat awkward.” 3. “I do not find it difficult to ask other people for information.”

R e v i e w o f R e l e v a n t L i t e r a t u r e | 29 4. “I am often uncomfortable at parties and other social functions.” 5. “When in a group of people, I have trouble thinking of the right things to talk about.” 6. “It does not take me long to overcome my shyness in new situations.” 7. “It is hard for me to act natural when I am meeting new people.” 8. “I feel nervous when speaking to someone in authority.” 9. “I have no doubts about my social competence.” 10. “I have trouble looking someone right in the eye.” 11. “I feel inhibited in social situations.” 12. “I do not find it hard to talk to strangers.” 13. “I am more shy with members of the opposite sex.”

The Shyness Scale

This scale was made to see the reasons why shy people get shy. It is usually used to see how shy people view themselves. This scale reduces confusion between variables. They see social anxiety and shyness differently. This scale was a development by James C. McCroskey and Virginia P. Richmond for their research study. The scale consists of 14 items. The respondents can only answer numbers, 1= Strongly Disagree and 5= Strongly Agree. (McCroskey, 1982)

The statements are as follows:

1. “I am a shy person.” 2. “Other people think I talk a lot.” 3. “I am a very talkative person.” 4. “Other people think I am shy.” 5. “I talk a lot.” 6. “I tend to be very quiet in class” 7. “I don't talk much.” 8. “I talk more than most people.” 9. “I am a quiet person.” 10. “I talk more in a small group (3-6), than others do.” 11. “Most people talk more than I do.” 12. “Other people think I am very quiet.” 13. “I talk more in class than most people do.”

R e v i e w o f R e l e v a n t L i t e r a t u r e | 30 Defining Loneliness

Definition and Concept of Loneliness

Loneliness is the feeling that derives from a sense of isolation. It is linked to the concept of self that it refers to the isolation or the sense of separation of one’s self. Loneliness results from experiences of being separated in a physical sense. With interpersonal communication, loneliness results from experiences at either the group or the dyadic level, when one feels alienated from one’s social group. (Ken J. Rotenberg, 1999)

Loneliness as the bad personal experience causing from the inconsistency of the attained levels of social affairs. Loneliness describes the reality of being alone or without friends or groups (Chipala, 2008).

Based on the given description above, it is likely for an individual to feel alone in a combined affiliation if the person’s expectations are not met and if he/she feels rejection (Chipala, 2008). Also, loneliness is defined as lack of companionship, lack of connectedness or isolation with other people (Peplau & Perlman, 1982).

Individual feels lonely for many reasons like the lack of friendship, rejection by other people, physical appearance or the absence of the presence of a significant person for the individual. Also, another symptom of a psychological problem is loneliness.

R e v i e w o f R e l e v a n t L i t e r a t u r e | 31 Misconceptions and Negative Aspects about Loneliness

Lonely people are very vulnerable to misconceptions about loneliness. Some of the common things they say to themselves are:

1.

"Loneliness is a sign of weakness or immaturity."

2.

"There's something wrong with me if I'm lonely."

3.

"I'm the only one who feels this way."

None of these are true. A lot of people think this way when they are lonely and, tactlessly, the more people see it this way, the worse their loneliness will be. Lonely people tend to expect others to discard them and they feel uncertain to affirm themselves and communicate with people, either one-on-one or as a group. They become easily disheartened, they lose their enthusiasm to mingle and separate ourselves more. (Wellington, 2011)

According to the book, “Boring way to be Happy, With a Dysfunctional Family (2006)”, If one believes these misconceptions, it will affect the person’s personality. People who tend to think this way will experience greater difficulties such as; having a hard time in socializing with new people, introducing one’s self, joining in groups, enjoying themselves at gatherings. They tend to distrust other people and to isolate one’s self from the others because of fear of rejection.

R e v i e w o f R e l e v a n t L i t e r a t u r e | 32 Effects of loneliness to a Person

The effect of loneliness that the involvement of being lonely may be traumatic or stressful. It may be relevant fact in life of everyone, or it may offer a chance for own improvement without influence of others. To Holmen, Ericsson and Anderson, the condition of being alone is self-chosen. Studies shows, Loneliness can send a person down a path toward bad health, and even more intense loneliness. New study recommends there's a straight biological connection between ill health and being lonely (Chipala, 2008).

Loneliness is tied to hardening of the arteries, inflammation in the body, and even problems with learning and memory. Even when is being isolated turns worse health and die sooner than those that interact with others, showing that social engagement may be hard-wired (Cacioppo & Patrick, 2008)

Loneliness is related to sadness and factor for individuals to commit suicide. Loneliness is unwillingness to live for others as the primary cause of egoistic suicide (Shelkova P. , 2010). In line with this, loneliness is describes as a main precipitant of alcoholism. Lonely people may report low sleep quality, and thus have reduced healing processes. Loneliness is related to a Schizoid or individual who views the world different from the others and self in exile (Cacioppo & Hawkley, 2010).

R e v i e w o f R e l e v a n t L i t e r a t u r e | 33 Measuring Scales of Loneliness

University of California Loneliness Scale

The UCLA loneliness scale was a scale used to measure loneliness on respondents. It was first published in 1978 by Russell, D., Peplau, L.A., and Ferguson, M.L., and was revised in 1980 and 1996. A 20-item scale designed to measure one’s subjective feelings of loneliness, as well as feelings of social isolation (Russell, 1978).

1. “I am unhappy doing so many things alone” 2. “I have nobody to talk to” 3. “I cannot tolerate being so alone” 4. “I lack companionship” 5. “I feel as if nobody really understands me” 6. “I find myself waiting for people to call or write” 7. “There is no one I can turn to” 8. “I am no longer close to anyone” 9. “My interests and ideas are not shared by those around me” 10.”I feel left out” 11. “I feel completely alone” 12. “I am unable to reach out and communicate with those around me”

R e v i e w o f R e l e v a n t L i t e r a t u r e | 34 13. “My social relationships are superficial” 14. “I feel starved for company” 15. “No one really knows me well” 16. “I feel isolated from others” 17. “I am unhappy being so withdrawn” 18. “It is difficult for me to make friends” 19. “I feel shut out and excluded by others” 20. “People are around me but not with me”

The Manual of the Loneliness Scale by the VU University Department of Sociology

The Scale was developed by Jenny De Jong Gierveld and her colleagues in 1999. This scale is used in scientific research programs. This is used for survey purposes only such as Face to face interview, Telephone survey, Survey Questionnaire, Mail and Electronic Surveys. The scale is consisting 11 items. There are 5 positive statements and 6 negative statements in this scale. However this measuring scale is difficult to use in large surveys. There has been an additional of 6 items for large surveys to have a more reliable instrument. This can also measure not only the loneliness of the respondents, but the emotion and the social loneliness also. This was revised by De Jong Gierveld& Van Tilburg in 2006 (Gierveld, 2006).

R e v i e w o f R e l e v a n t L i t e r a t u r e | 35

1.

“There is always someone I can talk to about my day-to-day problems.”

2.

“I miss having a really close friend.”

3.

“I experience a general sense of emptiness.”

4.

“There are plenty of people I can lean on when I have problems.”

5.

“I miss the pleasure of the company of others.”

6.

“I find my circle of friends and acquaintances too limited.”

7.

“There are many people I can trust completely.”

8.

“There are enough people I feel close to.”

9.

“I miss having people around me.”

10.

“I often feel rejected.”

11.

“I can call on my friends whenever I need them.”

The three-item loneliness scale

This scale is being derived from the original loneliness scale of the UCLA, The University of California Loneliness scale. This scale was developed by Mary Elizabeth Hughes, Linda J. Waite, Louise C. Hawkley and John T. Cacioppo for their study entitled, “A Short Scale for Measuring Loneliness in Large Surveys” This scale was formulated from telephone surveys. It was shorter from the UCLA loneliness scale; it only consists of 3 items but it appears to measure the loneliness as well (HUGHES, 2006).

R e v i e w o f R e l e v a n t L i t e r a t u r e | 36 1.

“How often do you feel that you lack companionship?”

2.

“How often do you feel left out?”

3.

“How often do you feel isolated from others”

Exploring Communication Behavior

Communication itself

Communication is the process of exchanging ideas, information and messages from the source through a channel or medium to the receiver. It is a process of delivery and transfer of messages that has the outcome of understanding in both parties. It has the aim to affect one’s outlook, knowledge, consciousness, and habits. It is effective if the message is conveyed by the sender and understood by the recipient.

It is a daily activity where a person is verbally speaking with the usage of words or non-verbally with the use of facial reactions, sign language and body language. A person can distinguish message is being sent. Communication is a process by which individuals direct what they feel to a certain person or situation (Wood, 2008).

Verbal and Non-verbal Communication

Communication can either take the form of verbal and non-verbal. Verbal communication is a communication through written or spoken words and symbols. Verbal communication usually sends out directly what the sender wants to convey and, therefore, the receiver can get the message instantly. However, it does not guarantee

R e v i e w o f R e l e v a n t L i t e r a t u r e | 37 that if an individual understands the essence of verbal communication, the recipient receives the content of the message fully. There can be underlying meanings within the usage of nonverbal communication.

Non-verbal communication is sent through body language and behavior of a person. A study from the University of Pennsylvania also supported this claim that communication is conveyed non-verbally. The study showed that communication is transmitted 70% through body language, 23% through the tone of voice and 7% through words spoken.

Expression is one of the many features of non-verbal communication. (Kendon, 1983). It involves the process of communication through touch, communication with the use of eyes, with the use of space, use of body language and by the use of intonation, pitch, and speed when speaking. Eye contact is one of the important tools in effective communication to achieve better understanding and show the genuine feelings within the message (Pennycook, 1985).

A visible action that has a meaning given by an expression is a gesture.(Kendon, 1983). Actions such as giving signals, a wave of the hand and the touching of the nose is considered a gesture. It is not an action that contains the message. In addition to that gestures are actions done by the speaker to further elaborate the content of the message itself (Goodwin, 2014). Given these, gestures are actions that support the content of the verbal message to explain the meaning of the message more.

Involuntarily, there are actions and signals we always show when we mingle with others. From the simple way we sit and act toward others, the speed and the volume of

R e v i e w o f R e l e v a n t L i t e r a t u r e | 38 our voice when we talk, to the eye contact. There are meanings that can be conveyed to it. Communication does not only exist when we talk, it also does by the time we stop speaking silent person’s actions can still speak for himself. Sometimes the bodily actions that an individual portray does not support the meaning of the message he wants to deliver. The recipient will sometimes be confused with the actions and the verbal messages. Most likely, the receiver will rely on the non-verbal message than the verbal ones because it is the genuine and involuntary actions that mirror the true intents of the person.

An individual must be careful with the gestures he shows because when misunderstood, this can bring great confusion to the decoder and can generate doubt. When a gesture matches with the words the sender, this will be a great factor for the receiver to understand the message, and this will bring trust and can strengthen the bond between them.(Wertheim, 2014).

Human beings communicate more through non-verbal means. Some estimates are that so-called body language accounts for the majority of the human communication. It supports the fact that non-verbal communication is enormously significant in human interaction (Hall, 2001).

The study is bounded mostly on the non-verbal and interpersonal communication of individual. Since most of the time, an individual uses non-verbal communication a person could look on how an individual responds and send messages through this form. One should always make sure that when using non-verbal signals, he is sending the correct message that he wants to the receiver for the recipient to understand and to avoid misunderstanding between both parties.

R e v i e w o f R e l e v a n t L i t e r a t u r e | 39 Behavioral Communication

Communication is the process of sending messages from a source to a destination. There are also behaviors in communicating. According to a book, entitled “Communication in cognitive behavioral therapy”, non-verbal communication is a basic phenomenon or an important aspect of behavior in communicating. Non-verbal communication can be understood and delivered through gesture and touch, by body movements, eye contact and posture (Rimondini, 2010).

A communications expert, Dr. Michael Ivanov (2010), acknowledged that the dayto-day behavior of a person is a form of communication. He referred to it as the Behavioral Communication. Since the communication may be considered as behavior, it comprehends that the personality of an individual influences their communication behavior.

Many aspects of communication come down to not ‘what’ is said. A person can convey clear messages without saying a word but by using his body language or him altering the meaning of a message by changing emphasis or his tone of voice.

Behavior is a form of non-verbal communication. Human behavior is the term used to describe a person’s actions and conduct. Human behavior is like that; everything an individual do and say tells the world about what’s going on inside his mind.

Behavioral communication can establish and see much in the family setting on an individual, as it is an environment where their personality and behavior

R e v i e w o f R e l e v a n t L i t e r a t u r e | 40 Types of Communication Behavior

In behavioral communication,(nd) there are four types Communication Behavior, Aggressive Communication, Assertive Communication, Passive Communication & Passive-Aggressive Communication.

Relatively, a Licensed Clinical Professional Counselor who received a Carl Benedict (2005) offered Four Basic Communication Behavior also the Aggressive Communication, Assertive Communication, Passive Communication & PassiveAggressive Communication.

Aggressive Communication

A person with this type of behavior express their emotions and advocate and opinions for their needs and interrupts other people. Thus, those who communicate aggressively are physically and verbally abusive (Benedict, 2005).

Aggressive communication shows a lack of regard for other persons and thinks that others are less than the others. Somebody whose communication behaviors are aggressive disturbs others frequently, disrespects what others say and has no qualms about exactly taking over someone else’s space

Trying to dominate, humiliate, criticize and blame others is one of the characteristics of aggressive communicators. They are every impulsive, loud, demanding seize and intense eye contact and an overbearing posture when communicating to others. Moreover, they do not listen well, act threateningly and rudely

R e v i e w o f R e l e v a n t L i t e r a t u r e | 41 and have low frustration tolerance. Being superior and right is always the mindset of the aggressive communicators. They know that dominating and intimidating others is not hard task. They will get their way no matter what. They do not accept the blames, and they treat others by being bossy

and

pushy.

There are two types of student’s aggression, the reactive and proactive. Students who involve in proactive aggression initiate aggressiveness to take some outcome or goal. On the other side, students who involve in reactive are answering to observed fears around them. The two forms can involve physical violence, but the reason is very different (Larson, 2008).

Assertive Communication

A person with this type of behavior expresses their views clearly. It is the supporting of their needs and rights without disrespecting the right of other people. Assertive Communicator has a self-esteem that is high or high self-confidence. These persons value themselves, their name, and their feelings, physical and spiritual needs and are strong supporters for them while being very respectful of the rights of others (Benedict, 2005).

Much of our message is through non-verbal or body language. A person with an assertive style has a non-verbal or body language that takes openness and receptiveness. Movements are fluid and relaxed; posture is upright and the tone of the voice is clear and with inflection. A person with this type of communication behavior is

R e v i e w o f R e l e v a n t L i t e r a t u r e | 42 aware in personal space and makes good eye contact.

They talk to other people without violating their rights. The use of “I” statements, with close eye contact, composure of one’s self, relaxed and good voice in terms of tone is being observed by Assertive communicators. They also feel related and capable to others. Lastly, they stand up for their rights and do not allow others to manipulate or abuse them (Nielson, 2014).

The impact of the pattern of assertive communication which shows that these individuals can mature because they address issues and make an appropriate environment for other people to developed.

As an assertive communicator believes, everyone has their right to express themselves. They are assured about themselves, so they speak clearly, honestly and to the point. They deemed that they have choices in life, and they consider options. Placing high priority on having their right respected, getting needs met in a respectful manner, and a hundred percent responsibility for their happiness are the principles embarked in an assertive communicator (Dulwich College, 2014).

It is obvious that among the four types of Communication Behavior. Assertive is the most ideal and perhaps the most claimed to be his or her own behavior. Assertiveness allows an individual to protect himself and is important for good health relationship (Benedict, 2005). However, all the other types are still necessary depending on the situation an individual is experiencing.

R e v i e w o f R e l e v a n t L i t e r a t u r e | 43 Passive Communication

It is a style in which a person has established a pattern avoiding expressing their emotions and opinions. They are their privileges and meeting and identifying their needs. Passive communicator is being born of low self-confidence. These persons believe that they are not worth caring for (Benedict, 2005).

Different from assertive behavior, a person with type of communication behavior expresses with no confidence. Somebody whose communication behavior is passive shows signals of weakness via actions and behavior like lack of eye contact, poor posture, and quiet voice.

Allowing other people to infringe on their rights and failure to show their feelings are also one of the behavioral patterns observed in a Passive Communicator. They tended to speak softly or apologetically and exhibit poor eye contact and slumped body posture (Dulwich College, 2014). These individuals often feel anxious, depressed, resentful through unaware of it, confused and they are unable to develop because real problems are never being talked.

Passive communicators know or believe that they are unable to stand up for and acknowledge their rights, weak and unable to care for themselves and others not ever consider their opinions.

R e v i e w o f R e l e v a n t L i t e r a t u r e | 44 Passive-Aggressive Communication

Communication style in which a person is acting out anger in a subtle but appear passive on the surface, “behind-the-scenes” or indirect way (Benedict, 2005).

A person with passive-aggressive style of communication behavior leaves you irritated frustrated or even angry. You don’t know why they are not concerned about anyone’s feelings but their own or stubborn.

People who are passive-aggressive will prefer mutter to themselves than challenge the person or issue. They use sarcasm and deny the problem existing. When in anger, instead of showing their angst they smile instead (Dulwich College, 2014).

Similar to Aggressive Communicators, these individuals tend to alienate themselves from others. They remain stuck in weakness and release anger while real issue is never being talked so they can’t develop.

Overall, people with this style are always associated with Prisoners of Wars, Similarly, individuals who experience almost similar condition whether within the family can generate the same communication behavior.

Though Benedict Classification of Communication Behavior is much more versatile and apposite for the study, there are several more classifications that can be found. Nevertheless, this study will still be founded and aided by Benedict’s work for it provides detailed description of the different communication styles, and more evident

R e v i e w o f R e l e v a n t L i t e r a t u r e | 45 and deliberated constructs. This study provides different sources where classifications of Communication Behavior varies but carries out oneness in thought and contemplation.

Interpersonal Communication

One of the essential topics discussed when tackling communication is its diverse levels. These are categorized based on the number of individuals involved in the process. The levels are intrapersonal, interpersonal, mass and group communication. Intrapersonal communication is the term for communicating with one’s self.

In this study, the researchers will focus more on the interpersonal communication depending on what context it was being studied and the scholar who defined it. However, these definitions have the same context. As stated in the book “Skilled Interpersonal Communication: Research Theory and Practices” of Owen Hargie(2014), Interpersonal communication can be defined as a small group set process by which facts, outlooks, notions, and implications are shared by the people involved with the give-and-take process of verbal and non-verbal communication.

Interpersonal communication is the basis of personal identity and development, and it is the main ingredient in building relationships.(Wood, 2008). The thing that binds us together and strengthens us as a person is an effective communication with the people around us. Therefore, an ineffective communication reduces the essence of building foundations in relationships and can also ruin it.

Communication binds individuals, solves problems, improves personalities and deepens the connections.

In simpler words, it is essential to have interpersonal

R e v i e w o f R e l e v a n t L i t e r a t u r e | 46 communication. It is the essence of significant connections (Wood, 2008).

Based on Abraham Maslow’s Theory of Motivation, sense of belongingness is on the top three of what individuals needed to be motivated enough to achieve certain things, so it is important to practice an Effective Interpersonal Communication. A theory developed by William Schultz (1958) says that the ability needed to help us make and strengthen the connection is depending on how we meet these three primary necessities. First is love, the desire to give and receive affection. The longing to be included in groups is the second, and third is for the need to influence and affect people that surround us. The three basic needs speak of the family, the group of friends, and the formal environment of school or work. (Wood, 2008)

Interpersonal communication is fulfilled in two forms. It could be either in the verbal form, which concern the use of words or spoken symbols or non-verbal with the use of body language or shown symbols (Wang, 2009).

Interrelating Shyness, Loneliness and Communication Behavior

The Role of Shyness and Loneliness in Interpersonal Communication

Many studies have observed about the correlation between the level of shyness and loneliness but only few researchers made an effort on explaining about why does this two variables have a relationship. A study entitled “Towards explaining the association between shyness and loneliness: A path analysis with American college students” conducted by Jackson, Gunderson, Nagasaka and Fritch (2002), they used two hundred and fifty five American college students and studied their shyness,

R e v i e w o f R e l e v a n t L i t e r a t u r e | 47 loneliness, interpersonal competence and etc. The analysis showed that a high level of shyness was associated to a protective style of self-presentation. Low levels of interpersonal competence predicted reduction in social support and increases in level of loneliness. Results show that a level of shyness that is high is associated to protective manner of self-presentation. The result also show that the level of shyness and level of loneliness has a significant relationship, regardless the adjustment on the influences in social support. The result of their study also has shown that even if the adjustments are partially described to the situation, the relationship of the level of shyness and loneliness are still directly related.

One of the worst things of being shy is you will have a possible to become more lonely. You may start to feel lonely from other persons if you are too shy. It is difficult for a shy person to communicate with people interpersonally. You might also reject many opportunities to go out and have fun because of you are scared or fear of meeting other people. You will not be able to enjoy parties and gatherings as much. You will find it harder to find work and relate to your schoolmates. Overall, your life would become more independent. Many people who are shy also have low self-esteem and insecurities. Shyness makes you more alone, on both the inside and outside (Cooper, nd).

Shyness and loneliness have the tendency to connect, in the measures that they correlate the two variables are related to an “unsatisfactory social interaction” (Jones, Rose, & Russel, 1990). Thus, a person who is shy tends to avoid social interaction or interpersonal communication itself. When a shy person does not communicate interpersonally, loneliness occurs. Loneliness is defined as “a sense of isolation that persists over time” (Perse & Rubin, 1990).

R e v i e w o f R e l e v a n t L i t e r a t u r e | 48 Shy individuals also tend to be poor in their communication skills in interpersonal communication (Spitzberg & Canary, 1985). In turn, the deficiency separates the people their social activities that may decrease the level of loneliness (Perse & Rubin, 1990).

Measure of shyness and loneliness naturally show a correlation ranging from .40 to .50 (Ashe, D., McCutcheson, & E, 2001) Shyness and Loneliness are related (Ashe, D., McCutcheson, & E, 2001) but they don’t have a clear relationship because of the intervening variables, (Dill, J.C, Anderson, & C.A, 1999).

The Relationship between shyness and communication behavior

There is as significant relationship between the level of shyness and the assertiveness of youth and was found to be high on both samples. The results show that the higher the score on the shyness, the higher the level of shyness and the lower the score of the assertiveness, the lower the assertiveness. (Denis Bratko, 2002)

Also, based on a book entitled, “Shyness: Perspectives on Research and Treatment” by Warren H. Jones, Jonathan M. Cheek, and Stephen R. Briggs, Shyness have a very strong relationship with Assertiveness. (Warren H. Jones, 2013)

Aggressiveness has not been linked to either shyness or loneliness, nor is it strongly associated with measures relating to either construct, therefore aggressiveness is not expected to be a significant mediator in the shyness-loneliness relationship. (Fitts, 2009) Based on the study entitled, “Passive Students in Junior HighSchool: The Associations with Shyness, Perceived Competence and Social Support”, findings

R e v i e w o f R e l e v a n t L i t e r a t u r e | 49 suggest that there is a significant relationship between shyness and passiveness or passivity. (Murberg, 2006). The Relationship between loneliness and communication behavior

Assertive people are believed to be competent in communicating their thoughts and feelings through manners that shows their respect for others (Wolpe, Joseph, Lazarus, & A., 1966). Individuals that are assertive develops confidence to their ability to communicating with other people (Masters, Burish, Hollon, & Rimm, 1987); but individuals that are not assertive shows more loneliness and dissatisfaction when socially interacting and lessens their confidence in their opinions (E., V., & Splaver, 1986). College students that are assertive and under stress are able to gain from relationships that provide support with a sense of social integration and personal worth (Elliott & Gramling, 1990). Now it is reasonable for assertive persons to be expected of being effective in utilizing support that is available in their interpersonal environment.

An assertive individual is less likely to be lonely due to the fact that assertive people make use of support that they get from their interpersonal environment. Thus, giving the conclusion that assertive people are not lonely.

Loneliness affects one fourth of North Americans (Perlman & Peplau, 1981). The result has shown that loneliness is connected to aggressiveness. (Zilboorg, 1938) It has been argued that chronically lonely people are aggressive. Study showed that loneliness and aggressiveness are related (Diamant & Windholz, 1981). They found that results in University of California Los Angeles Loneliness Scale (Russel, Peplau, & Ferguson, 1978) have significant relationship with results of the Hostility guilt inventory (Buss &

R e v i e w o f R e l e v a n t L i t e r a t u r e | 50 Durkee, 1957). Though there are evidences that people who are lonely are also aggressive in their communication behavior. Lonely people have low level of assertiveness (Perlman & Peplau, 1981) that’s why they have feeling of anger but usually hide it. Also, as (Edmunds, 1980)

described, old-style measures of

aggressiveness do not show the actual level of aggression.

According to a research, a lonely person is liked and preferred less to be friend and is thought to be passive and weaker than a non-lonely person (Lau & Gruen, 1992). People who are lonely are often passive and likely to endure without even attempting to change situation (Cacioppo & Patrick, 2008). But still, loneliness is referred as a passive state of personality in which a person feels a social isolation that is undesirable for said person (Wang, Zhu, & Shiv, 2012). This agrees with the interpretation of the table that lonely persons tend to be more passive.

The Filipino Youth and the PUP Undergraduate Students

Youth is defined in many ways according to organizations worldwide. They have adopted a definition in line with their mandate, mostly accompanied by an age range.

The United Nations defined youth as those who are aged between 15 and 24 years old. This is the most common age range used and is advocated by the UNICEF or the UN Children’s Emergency Fund, the World Bank, the UN Development Programme and the International Youth Foundation.

However, in many parts of the world, youth is not determined by age but by factors such as achieving economic independence, leaving the parental home, getting

R e v i e w o f R e l e v a n t L i t e r a t u r e | 51 married, and having children. Therefore, another way of understanding youth is as a “transitional age in life between childhood and adulthood”. This allows for the exploration of the specific factors that determine the transition into adulthood into different contexts (Bejado, et al., 2014)

In practice, the definition of youth varied from country to country depending on the cultural, institutional and political factors. In the Philippines, by virtue of the Republic Act (RA) 8044 or the Youth in Nation Building Act, the ‘Youth’ is defined as the “critical period in a person’s growth and development from the onset of adolescence towards the peak of mature, self-reliant and responsible adulthood comprising the considerable sector of the population from the age of 15-30 years old.

Also, the National Youth Commission categorized the youth into three ages: Ages 15-17 years old are known to be virtually still children by legal definition and psychoemotional characteristics, economically dependent and expected to be either completing secondary education or starting college.

Next, the youth under 18-24 years old which are called the core youth. They are adolescents, making the transition to adult life, becoming more economically independent and can vote and have more legal rights.

And lastly, young adults who are 25-30 years old. They should have reached psycho-emotional maturity, economically independent, have been married with kids and can be elected into public office.

R e v i e w o f R e l e v a n t L i t e r a t u r e | 52 The Polytechnic University of the Philippines

The University described their self as a co-educational. PUP is established on October 19, 1904 at Sta. Mesa Manila. The first name of the university is Manila Business School, (About PUP, nd).

According to Commission on Audit (2013), PUP is administered by RA 8292 also known as the1997 Higher Education Modernization Act, and its applying regulations and rules controlled by the CHED Memorandum Circular number 4. The PUP System is the largest and first polytechnic university not only in Metro Manila but also in the Philippines, and the high school students take an entrance examination in 2013 was 68,249 students. PUP has three campuses found in Manila, along with twenty-one campuses/extension and branches strategically located all over the Philippines. PUP is popular because of the cheapest tuition ever in all universities and colleges in the country at 12 pesos per unit, This rate not changed in 36 years,(Thousands Swarmed PUP, 2012). One of the article of Philippine Daily Inquirer (2013), wrote that PUP has 14 colleges in their 21 campuses found all over the country. According to Commission on Audit (2013), PUP is composed of 13 undergraduate Colleges, its Graduate School, College of Law, the Institute of Technology, the Open University and Laboratory High School. PUP has the largest student body with a population of 68, 249.

Mabini Campus is the main campus of PUP. This campus holds the executive offices and administration (Polytechnic University of the Philippines, 2012). It was named after the revolutionary Apolinario Mabini during the Spaniard colony in the Philippines. A

R e v i e w o f R e l e v a n t L i t e r a t u r e | 53 house where he lived can be found inside the Mabini Campus.

The PUP Undergraduate Students

The 2011 Annual Poverty Indicators Survey discovered that of the evaluated 8 million, 16 to 24 years of age females across the country, Around 25.6 percent were going to college and post-graduate courses during the school year from June 2011 to March 2012. This is higher that the extent of males with 20%. In summary, there were 80 males to every 100 females. In line with the 2011 Annual Poverty Indicators Survey, Commission on Higher Education (CHED) reported that the total enrollment nationwide for the A.Y. 2011-2012 is 3,033,967. There were local 1,678,741 female enrollees while there were 1,385,226 male enrollees. These documents proved that women dominated men on the college level.

This also reflects the information in the book called “The Rise of Women”. Authors explained that children at a very young age, for example kindergartens, females have “better average social and behavioral skills than boys, and that relates to girls’ higher average grades at each stage of school and why girls are more likely to earn a degree” (Grasgreen, 2013, para 6.). The authors of the book also found out that in the context of history, boys are cultivated to think that they do not need rules or regulation to follow. Because even though males did not finish their studies, they will still get professions and wages that are akin to better-educated females (DiPrete & Buchmann, 2013).

Based on the enrollment figure of Polytechnic University of the Philippines on the first semester of A.Y. 2015-2016, the total enrollees of undergraduate students is 41,

R e v i e w o f R e l e v a n t L i t e r a t u r e | 54 334. the total enrolled freshmen are 13,613 while the the 5 th year students, comprising only of 1,297 students. The reason for this small number of students is because only the College of Architecture and Fine Arts and College of Engineering offers a 5-year course in the PUP. The total enrolled females are 24,396 or 60%, while the male students are only 16,938 or 40%.

Synthesis

The themes presented above were used to outline the topics and ideas and is being tackled in the study. First is shyness and loneliness, these were the key points together with communication behavior that will be the integral points of the study.

The researchers started off by defining the key terms in the study, namely Shyness, Loneliness and Communication Behavior. From the information collected by the researchers, they dug deeply by connecting point by point the level of shyness and loneliness to communication behavior itself and its types.

The researchers characterized each variable by defining them, knowing its types, its misconceptions, and negative aspects, effects and benefits to the behavior of the college student.

The themes and the review of literatures were relevant and related to the study being conducted. The researchers also utilized these literatures to strengthen whatever claim the study will be.

R e v i e w o f R e l e v a n t L i t e r a t u r e | 55 Having the variables reviewed and studied by the researchers, they went on finding and studying the theory suited for the study. It led on the Bandura’s Triadic Reciprocal Determinism. The theory supported the relationship of the relationship of the environment, behavior and personality.

Given this literature, the researchers utilized a survey questionnaire with four parts. The first part was the demographic of the respondents, the second part is “Shyness Scale by Cheek and Buss”, the third part was the “University of California Loneliness Scale” and finally, the third part was about statements that will measure the communication behavior of the respondents.

The themes and the review of related literature were relevant and related to the study being conducted. The researchers utilized these literatures to strengthen whatever claim the study will result in.

D e s i g n a n d P r o c e d u r e | 54

CHAPTER 3 DESIGN AND PROCEDURE

This chapter serves as the blueprint for the whole study to be conducted. It explains the step-by-step study procedure to be done and the reasons for doing so. It includes the research paradigm and design, the sample and respondent and how they are selected, the instruments to be used in the course of the research and the statistical formula to be used.

The Research Design

The research paper entitled “The Level of Shyness and Loneliness of PUP Undergraduate Students and its relationship to their Communication Behavior” adapted a quantitative approach. Quantitative research is “everything that forms a research process – objectives, design, sample, and the question that you planned to ask of respondents – is predetermined” (Kumar, 2005).

The researchers opted to use the quantitative research approach due to the reason than this study aims to measure the level of shyness and loneliness and its relationship to the communication behavior of PUP undergraduate students.

This study made utilized of correlation research technique which is intended for the researchers to accumulate data about presence existing condition required in the chosen field of study. The main emphasis in a correlational research study is to discover

D e s i g n a n d P r o c e d u r e | 55 or establish the existence of a relationship/association/independence between two or more aspects of situation (Kumar, 2005).

The correlation research approach was chosen for this study because it can help the researcher in understanding the level of shyness and loneliness and its relationship to the communication behavior of PUP undergraduate students.

Research Method Used

This research used survey as the primary method in gathering data. Survey is a way to produce statistics, that is, quantitative or numerical description about some aspects of the study population (Fowler, n.d)

The researchers find that the survey is the most effective way of collecting the needed data. It would answer the study’s main problem and its research objectives

The secondary data were gathered from several internet sources, journals, thesis and dissertation, books and other related documents.

Sample and Sampling Techniques

The respondents of the study were the 396 undergraduate students from the Polytechnic University of the Philippines Sta. Mesa Campus. They were randomly selected to maintain objectivity. The researchers chose the respondents according to their year, college and section. From the list of colleges, they put the section numbers in

D e s i g n a n d P r o c e d u r e | 56 a fishbowl and picked a number of the section from where they would choose the respondent randomly per year. The researchers used the Slovin’s formula on determining the respondent’s sample size. The sample size can be obtained using the formula:

Slovin’s Formula is written as:

n≥

N 1+ Ne2 Where:

n = sample size; N = PUP undergraduate students; and e = 0.05 margin of error

.05 ¿ ¿ 1+ ( 41334 ) ¿ 41334 n≥ ¿

n≥

41334 1+ ( 41334 ) (.0025 )

334 Sample size (n) = 396 Margin of error (e) = 0.05 Confidence level = 95%

n ≥396.15∨396

Population = 41,

D e s i g n a n d P r o c e d u r e | 57 Through this, the researchers were able to come up with greater than or equal to three hundred ninety-six PUP undergraduate students as an ideal total sample size for the whole study. From there, the researchers calculate the sample size of each college with the Percentile Formula.

Xi Population ¿ each college = 600 Total population ¿ thirteen colleges

Polytechnic

University

of

the

Philippines has 41, 334 undergraduate students in first semester in school year 20152016, 1st semester. The researchers obtained 41, 334 undergraduate students by Slovin’s formula as a unit of sample size. From these 41, 334 undergraduate students, the researcher were able to get greater than or equal to 396 undergraduate students as a unit of analysis. From 396, the sample size per college was narrowed down and rounded up into following figures:

MATRIX 1 Sample breakdown of the PUP Sta. Mesa per College Colleges

POPULATION 1,108

% on population 3%

No. of respondents 12

College of Architecture and Fine Arts College of Engineering College of Communication College of Education College of Human Kinetics College of Science College of Tourism, Hospitality, and Transport and Management College of Accountancy and Finance College of Arts and letters

6,335 2,954 3,205 753 3,106 2,414

15% 7% 8% 2% 7% 6%

59 28 32 8 27 24

7,385

18%

71

1,638

4%

16

D e s i g n a n d P r o c e d u r e | 58

College of Business Administration College of Computer and Information System College of Political Science and Public Administration College of Social Science and Development TOTAL

6,605

16%

63

2,415

6%

24

869

2%

8

2,447

6%

24

41, 334

100%

396

Instrumentation

The researcher – formulated survey questionnaire and a modified test instruments called “13-item Cheek and Buss Shyness Scale”, “20-item University of California Los Angeles Loneliness Scale”, and “20-item New Line Ideas Communication Style Statements” were used as primary tools in gathering data. The instrument has been divided into four major parts.

The first part of the instrument is composed of questions regarding the respondent’s demographic profile such as name, sex, year level, college.

The second part of the questionnaire, which aimed to determine the level of shyness of the PUP undergraduate students, was adapted with revision from the 13-item Revised Cheek and Buss Shyness Scale. The researcher reverse the four positive statements of the scale into negative statements (statement 3, 6, 9, & 12) and used the 4-range liker scale. The respondents answered it by checking the appropriate boxes, the response format ranges from 1 = Strongly Disagree, 2 = Somewhat Disagree, 3 = Somewhat Agree, 4 = Strongly Agree.

D e s i g n a n d P r o c e d u r e | 59 The part of the instrument which aimed to determine the level of loneliness of the PUP undergraduate students was adapted with revision from the 20-item University of California Loneliness Scale. A 20-item scale was made to measure the subjective feelings of the respondents, their loneliness and the feeling of being a social castoff. The respondents answered each item by checking the appropriate box, the response format ranges from 1 = Strongly Disagree, 2 = Somewhat Disagree, 3 = Somewhat Agree, 4 = Strongly Agree.

Lastly, the part of the instrument which was mainly about the communication behavior of PUP Undergraduate Students was the Communication Behavior. Communication Behavior Questions are adopted with revision in the 20 communication style statement from the New Line Ideas. The researchers arranged the statement for 15 represents the Assertive Behavior, 6-10 for their Aggressive Behavior, 11-15 represents their Passive-Aggressive Behavior and lastly 16-20 represents the Passive Behavior. Since the three questionnaires were used is all modified test questionnaires, we need to validate it to a trusted expert from the field of Psychology so we can use it in a Philippine context. This was validated by a Psychology expert Dr. Marietta Diaz Subida, a member of the Psychological Association of the Philippines, Philippine Mental Health Association, Cento Escolar University Research Development Foundation, PESERE, and Philippine Education Circle.

The pre-test was conducted last September 2, 2015. This was conducted on 20 randomly selected respondents to test if the questionnaire could produce data that would answer the research objectives. The pre-test of the instrument was distributed and

D e s i g n a n d P r o c e d u r e | 60 answered by the respondents after has been analyzed and validated by the expert in the field of psychology.

Data Collection Procedure

The researchers conducted the survey on the second week until the third week of September where regular classes are observed. A lengthy time for data collection was set because of the number of respondents needed for the completion of the study and with the matter of tallying. 10-15 minutes was the average time allotted for each of the respondents to answer the questionnaire. The data collected from the respondents served as the primary data through a self-administered survey questionnaire to ensure the confidentiality of the data. The respondents have the right to refuse in answering the survey questionnaire. The secondary data came from the thesis, books, journals, and online websites that the researchers studied and scrutinized in order to fully understand and analyze the result of the survey and the focus of the study which is the level of shyness and loneliness of respondents and its relationship to their communication behavior. The researchers travelled to local libraries, namely the College of Communication Library and Ninoy Aquino Library Learning and Resource Center for their books and thesis references used for the study. Statistical Formula Used The data that were collected in this study were subjected to certain statistical treatments. The data were coded, tallied and tabulated for a better presentation and interpretation of the results.

D e s i g n a n d P r o c e d u r e | 61 The statistical formulas and analysis used in the study were validated by the Institution of Data and Statistical Analysis (IDSA). The analysis of the study included frequency and percentage, weighted mean, Independent Sample t-test, One Way between groups ANOVA, and Pearson correlation coefficients. These formulas were used to analyze the figures acquired by lists used in this study. The researchers used the SPSS 22.0 package to analyze the data. The researchers also used a .05 level of significance in the study.

1. Frequency and Percentage

The frequency and percentage distributions were used to classify the respondents according their sex, year level and college. The percentage of each item were computed by dividing it with the sample total number of respondents who answered the survey. The formula that was used in the application of this techniques is:

% = (f/n) x 100 where: % = percentage f = frequency n = number of cases or total sample

2. Weighted Mean

Another statistical technique that was used by the researchers is the weighted mean. It determine the average responses of the different option provided in the various

D e s i g n a n d P r o c e d u r e | 62 part of the survey questionnaire. It was solved by the formula:

x ̅ =∑ fx /n

∑ fx

where :

x̅ =weighted mean

= the sum of all the product of f and x

f = frequency of each weight x = weight of each operation n = total number of respondents

MATRIX 2 Scale and Description for Level of Shyness Answer 1 – Strongly Disagree 2- Disagree 3 – Agree 4 – Strongly Agree

Scale 1.00 – 1.50 1.51 – 2.50 2.51 – 3.50 3.51 – 4.00

Description Not shy at all Low level of Shyness Moderate Level of Shyness High Level of Shyness

MATRIX 3 Scale and Description for Level of Loneliness Answer 1 – Strongly Disagree 2- Disagree 3 – Agree 4 – Strongly Agree 3. Independent Sample t-test

Scale 1.00 – 1.50 1.51 – 2.50 2.51 – 3.50 3.51 – 4.00

Description Not shy at all Low level of Loneliness Moderate Level of Loneliness High Level of Loneliness

D e s i g n a n d P r o c e d u r e | 63 The researcher used Independent Sample t- test to determine the difference between male and female PUP undergraduate students on their level of shyness and loneliness. Independent Sample t-test formula is written as:

t=

x 1−x 2

√

SD 11 SD22 4. One Way between groups ANOVA + N1 N2

The researchers used One-way between groups ANOVA to determine the statistical difference between PUP undergraduate students according to their Year Level and College to their Level of Shyness and Loneliness. The One Way between groups ANOVA formula is written as:

´x − x´ GM ¿2 SS ( B ) =∑ n ¿

5. Pearson Correlation Formula

The final and most important formula to be used is the Pearson Correlation Formula. Pearson Correlation Formula shows the linear relationship between two sets of data. To test the relationship between two different variables, it is best to use The Pearson Correlation Formula. This was chosen as it measures how well related the correlation between the set of data is. The Pearson Correlation Formula is written as:

D e s i g n a n d P r o c e d u r e | 64

xy x y ∑¿ ¿ ¿ ¿ n∑ x2 ¿ y ¿2 ∑¿ ¿ y 2−¿ n∑ ¿ ¿ ∑ ¿¿ ∑ ¿−¿ n¿ r=¿

Where:

D e s i g n a n d P r o c e d u r e | 65

N

= number of pairs per score;

∑ xy

= sum of the product of paired scores;

∑x

= sum of x scores;

∑y

= sum of y scores;

∑ x2

= sum of squared x scores; and

∑ y2

= sum of y scores.

MATRIX 4 Ranging System for Pearson Correlation Ranges

Verbal Interpretation

± 0.01−± 0.10

Very Weak

± 0.11−± 0.25

Weak

± 0.26−± 0.50

Moderate

± 0.51−± 0.75

Strong

± 0.76−± 0.99

Very Strong

The Ranging system for Pearson correlation is intended for the range and verbal interpretation of the correlation of level of shyness and loneliness of PUP undergraduate students on their communication behavior.

The secondary data for the study were sourced from related literature and studies gathered by the researchers, which purposely supports the general, concept of the relationship between the level of shyness and loneliness to communication behavior.

Presentation, analysis, and interpretation of data | 65

CHAPTER 4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter contains the presentation of the results of the study and the explanation of all the figures in tabular form. The analysis regarding the results will also be discussed in this chapter and the interpretation of the results based on general observation and studies on the level of shyness and loneliness of PUP undergraduate students and its relationship on their communication behavior.

PART 1: RESPONDENTS’ DEMOGRAPHIC PROFILE

The following table shows the demographic profile of the respondents which states the characteristics of the population such as, for this study, their year level, college and sex. The respondents’ demographic profile will then serve as independent variables that will be used for the test of a significant relationship in relation to shyness, loneliness and communication behavior as shown in the later part in this chapter.

Table 1 Respondents’ sex Sex Male Female Total

Frequency 158 238 396

Percent 39.9 60.1 100

Table 1 shows that majority of PUP undergraduate student were female or 60% and male have 40%.

Presentation, analysis, and interpretation of data | 66 Female students dominated the number of respondents on the study. This supports the enrollment figure of Polytechnic University of the Philippines on the first semester of S.Y. 2015-2016. The total enrolled females are 24,396, while the male students are only 16,938.

This result matches the information on the 2011 Annual Poverty Indicators Survey. It discovered that of the evaluated 8 million, 16 to 24 years of age females across the country, around 25.6 percent were going to college and post-graduate courses during the school year from June 2011 to March 2012. This is higher that the extent of males with 20%. In summary, there were 80 males to every 100 females. In line with the 2011 Annual Poverty Indicators Survey, Commission on Higher Education (CHED) reported that the total enrollment nationwide for the A.Y. 2011-2012 is 3,033,967. There were local 1,678,741 female enrollees while there were 1,385,226 male enrollees. These documents proved that women dominated men on the college level.

This also reflects the information in the book called “The Rise of Women”. Authors explained that children at a very young age, for example kindergartens, females have “better average social and behavioral skills than boys, and that relates to girls’ higher average grades at each stage of school and why girls are more likely to earn a degree” (Grasgren, 2013). The authors of the book also found out that in the context of history, boys are cultivated to think that they do not need rules or regulation to follow. Because even though males did not finish their studies, they will still get professions and wages that are akin to better-educated females (DiPrete & Buchmann, 2013).

Presentation, analysis, and interpretation of data | 67 Table 2 The year level of the respondents Year Level 1st Year 2nd Year 3rd Year 4th Year 5th Year Total

Frequency 127 88 83 86 12 396

Percent 32.1 22.2 21.0 21.7 3.0 100

Table 2 shows that Most of the PUP undergraduate student were from the 1st year level which has 32% of the total sample population, 2nd year level with 22%, 3rd year level with 21%, 4th year level with 21.7% and the 5th year level with 3%.

First year students dominated the number of respondents on the study. This supports the enrollment figure of Polytechnic University of the Philippines on the first semester of A.Y 2015-2016, the total enrolled freshmen are 13,613 while the minorities of the respondents are from the 5th year students, comprising only of 1,297 students. The reason for this small number of students is because only the College of Architecture and Fine Arts and College of Engineering offers a 5-year course in the PUP.

Presentation, analysis, and interpretation of data | 68 Table 3 The college of the respondents College CAF CS CHK COED CAL CBA CCIS CPSPA CSSD COC CE CAFA CTHTM TOTAL

Frequency 71 27 8 32 16 63 24 8 25 28 62 9 23 396

Percent 17.9 6.8 2.0 8.1 4.0 15.9 6.1 2.0 6.3 7.1 15.7 2.3 5.8 100.0

Table 3 shows that a big majority of the respondents are from the College of Accountancy and Finance. While both the College of Human Kinetics and the College of Political Science and Public Administration each got 2.0% of the sample population.

This matches the enrollment figure of Polytechnic University of the Philippines on the first semester of A.Y. 2015-2016. The highest among the enrollees are from the College of Accountancy of Finance (CAF) with the total number of 7, 385 students. The reason for this enormous number of students from CAF is because of the cheap but quality education that is being provided by the university. The “Polytechnic University of the Philippines, Sta. Mesa Campus” belongs to top Accounting schools in the Philippines based on the performance of candidates in the CPA Licensure Examinations (San Beda Alumni, 2010). On October 2013, Certified Public Account Licensure Examination, the PUP has a 40.84% national passing percentage (Polytechnic University of the Philippines, 2013). On July 2014, two students from PUP made it to the top 10

Presentation, analysis, and interpretation of data | 69 successful examinees who took the Certified Public Accountant Licensure Examination (Professional Regulation Commission, 2014). Minority of students in PUP came from the College of Human Kinetics comprising only of 753 students and College of Political Science and Public Administration comprising of only 869 students.

PART 2: The Level of Shyness of respondents

The following table in this section contain the level of shyness of the PUP undergraduate students: This will then serve as an additional independent variables that will be used for the test of significant relationship in relation to loneliness and communication behavior shown in the later part of the chapter.

Table 4 The Level of Shyness of the respondents 13-item Revised Cheek and Buss Shyness Scale Statements “I feel tense when I'm with people I don't know well.” “I am socially somewhat awkward.” “I find it difficult to ask other people for information.” “I am often uncomfortable at parties and other social functions.” “When in a group of people, I have trouble thinking of the right things to talk about.” “It takes me long to overcome my shyness in new situations.” “It is hard for me to act natural when I am meeting new people.” “I feel nervous when speaking to someone in authority.” “I have doubts about my social competence.”

Weighted Mean 2.59

“I have trouble looking someone right in the eye.” “I feel inhibited in social situations.” “I find it hard to talk to strangers.” “I am most shy with members of the opposite sex.”

2.27 2.27 2.42 2.21

Interpretation

2.44 2.28

Moderate Level of Shyness Low Level of Shyness Low Level of Shyness

2.41

Low Level of Shyness

2.35

Low Level of Shyness

2.42

Low Level of Shyness

2.49

Low Level of Shyness

2.75

Moderate Level of Shyness Moderate Level of Shyness Low Level of Shyness Low Level of Shyness Low Level of Shyness Low Level of Shyness

2.51

Presentation, analysis, and interpretation of data | 70 Grand Weighted Mean

2.42

Low Level of Shyness

Table 4 shows that the statement “I feel nervous when speaking to someone in authority” has the highest weighted mean with (xx=2.75) in the range of Moderate Level of Shyness (2.51-3.5) and the statement “I am most shy with members of the opposite sex” has the lowest weighted mean with (xx =2.21) in the range of Low Level of Shyness (1.5-2.51). Three out of thirteen statements fell into Moderate Level of Shyness and the other ten statements fell into Low Level of Shyness. Overall, the average level of shyness of PUP undergraduate students are in the range of Low Level with a weighted mean of 2.42.

Shyness is a term that has a very broad meaning. The statement” I feel nervous when speaking to someone in authority” have the highest weighted mean like Zimbardo said that shyness could mean everything from being nervous or avoiding meeting new people, to manifesting physical signs of shyness such as being red-faced (1977). It has similarity to avoiding social relations and not succeeding to participate in a social gathering. It is the predisposition of being tensed, anxious, or complicated during social gatherings, especially with new people (Pilkonis, 1977).

There is an academic factor related to shyness. Studies show that there is an undesirable association between shyness and the school performance of an individual. So, the more a student feels shy, the lower the level of the school performance.(Saeedul-Hasan, 2011).

In eastern cultures or in Asia, they see shyness as a positive trait and shy individuals are viewed positively by people. Teachers and professors see shy students

Presentation, analysis, and interpretation of data | 71 positively. They see them as achievers. Unlike cultures in Western Countries, shyness is not associated with loneliness or depression. In Eastern cultures, shyness and inhibition are positive traits. It is a sign of graciousness, honor, and thoughtfulness (Rubin & Coplan, 2010).

PART 3: The Level of Loneliness of the respondents

The following table in this section contain the level of loneliness of the PUP undergraduate students: This will then serve as an additional independent variables that will be used for the test of significant relationship in relation to shyness and communication behavior shown in the later part of the chapter.

Table 5 The Level of Loneliness of the respondents 20-item Revised University of California Los Angeles Loneliness Scale Statements “I am unhappy doing so many things alone”

Weighted Mean 2.16

“I have nobody to talk to”

1.68

“I cannot tolerate being so alone”

2.11

“I lack companionship”

1.83

“I feel as if nobody really understands me”

2.15

“I find myself waiting for people to call or write”

2.28

“There is no one I can turn to”

1.83

“I am no longer close to anyone “

1.68

“My interests and ideas are not shared by those around me”

2.00

”I feel left out”

1.98

“I feel completely alone”

1.71

Interpretation Low Level of Loneliness Low Level of Loneliness Low Level of Loneliness Low Level of Loneliness Low Level of Loneliness Low Level of Loneliness Low Level of Loneliness Low Level of Loneliness Low Level of Loneliness Low Level of Loneliness Low Level of Loneliness

Presentation, analysis, and interpretation of data | 72 “I am unable to reach out and communicate with those around me”

1.87

“My social relationships are superficial”

2.02

“I feel starved for company”

1.88

“No one really knows me well”

2.28

“I feel isolated from others”

1.95

“I am unhappy being so withdrawn”

2.10

“It is difficult for me to make friends”

1.83

“I feel shut out and excluded by others”

1.96

“People are around me but not with me”

2.17

GRAND Weighted mean

1.97

Low Level of Loneliness Low Level of Loneliness Low Level of Loneliness Low Level of Loneliness Low Level of Loneliness Low Level of Loneliness Low Level of Loneliness Low Level of Loneliness Low Level of Loneliness Low Level of Loneliness

Table 5 shows the statements “I find myself waiting for people to call or write” and “No one really knows me well” have the highest weighted mean with (xx =2.28) and the statements “I have nobody to talk to” and “I am no longer close to anyone” have the lowest weighted mean with (xx =1.68). All the twenty statements fell into Low Level of Loneliness (1.5-2.51). Overall, the average level of loneliness of PUP undergraduate students are in the range of Low Level with the weighted mean of (xx =2.42).

According to the book “Loneliness in Childhood and Adolescence”, Loneliness is the feeling that derives from a sense of isolation. It is linked to the concept of self that it refers to the isolation or the sense of separation of one’s self. Loneliness results from experiences of being separated in a physical sense. With interpersonal communication, loneliness results from experiences at either the group or the dyadic level, when one feels alienated from one’s social group (Rotenberg, 1999)

Presentation, analysis, and interpretation of data | 73 Loneliness is a bad personal experience that is caused by the inconsistency of levels attained of social affairs (Linda Chipola (2008). Loneliness describes the reality of being alone or without friends or groups.

PART 4: THE COMMUNICATION BEHAVIOR OF THE RESPONDENTS

The following table in this section contain the level of communication behavior of the PUP undergraduate students. Namely, assertive, aggressive, passive and passiveaggressive. This will then serve as an additional independent variables that will be used for the test of significant relationship in relation to shyness and loneliness shown in the later part of the chapter.

Table 6 The Level of Assertiveness of the respondents New Line Ideas Assertiveness Statements “I express my opinions honestly, openly and appropriately all of the time.” “I can get angry and am comfortable letting this show.” “I find it difficult to say ‘no’ to my schoolmates/block mates.” “If my schoolmate or my professor asks me to do something that I don’t want to do, I complain about it.” “If someone knows more than me I feel comfortable in asking for help from them.” Grand Weighted Mean

Weighted Mean 2.81 2.41 2.65 2.29

2.98 2.62

Interpretation Moderate Level of Assertiveness Low Level of Assertiveness Moderate Level of Assertiveness Low Level of Assertiveness Moderate Level of Assertiveness Moderate Level of Assertiveness

Presentation, analysis, and interpretation of data | 74 Table 6 shows that the statements “If someone knows more than me I feel comfortable in asking for help from them” have the highest weighted mean with the score of 2.98 or in the range of Moderate Level Assertiveness and the statement “If my schoolmate or my professor asks me to do something that I don’t want to do, I complain about it” have the lowest weighted mean with the score of (xx=2.29) or in the Low Level of Assertiveness. Three out of five statements fell into moderate level and the other two statements fell into low level. Overall, the average level of assertiveness of PUP undergraduate students are in the range of Moderate Level with the weighted mean of (xx =2.62).

Based on the article of the website “SkillsYouNeed” (2015), Assertive communication

is thought to be the halfway point between passive communication and

aggressive communication. The result of our study have shown that Assertiveness is second dominant communication behavior of PUP undergraduate students with the score of 2.29.

In the study entitled, “The significant relationship of personality and communication behavior in the family setting” by the PUP broadcast communication students, the results show that in the family setting, the dominant communication behavior of PUP undergraduate students is Assertive. The second dominant communication behavior is Passive. Next is Passive Aggressive and the least dominant communication in the family setting is Aggressive. This is the total opposite from the results the researchers found out. According to the researchers study, the study shows that Aggressive is the most dominant communication behavior in the school setting. The second dominant communication behavior is Assertive. Next is Passive and the least dominant communication behavior is Passive-Aggressive (Banua et al,2014).

Presentation, analysis, and interpretation of data | 75 It is a communication style in which persons expresses their feelings and opinions clearly. It is the supporting of their needs and rights without disrespecting the right of other people. Assertive Communicator has a self-esteem that is high or high selfconfidence. These persons value themselves, their name, and their feelings, physical and spiritual needs and are strong supporters for them while being very respectful of the rights of others (Benedict, 2005). Assertive is the most ideal and perhaps the most claimed to be his or her own behavior. Assertiveness allows an individual to protect himself and is important for good health relationship (Benedict, 2005). However, all the other types are still necessary depending on the situation an individual is experiencing.

Table 7 The Level of Aggressiveness of the respondents New Line Ideas Aggressiveness Statements

“I feel guilty if I don’t attend a class because of a valid reason and my classmates are all present.” “I can be sarcastic.” “I think my way of doing things is better than my schoolmates.” “If someone at school takes advantage of me, I find a way of getting my own back.“ “I feel I have a right to say no to other people’s requests.” Grand Weighted Mean

Weighte d Mean 2.83 3.09 2.37 2.55 2.91 2.75

Interpretation

Moderate Level of Aggressiveness Moderate Level of Aggressiveness Low Level of Aggressiveness Moderate Level of Aggressiveness Moderate Level of Aggressiveness Moderate Level of Aggressiveness

Based on table 7, the statements “I can be sarcastic” have the highest weighted mean with the score of (xx=3.09) or in the range of Moderate Level of Aggressiveness and the statement “I think my way of doing things is better than my schoolmates” have the lowest weighted mean with the score of (xx=2.37) or in the Low

Presentation, analysis, and interpretation of data | 76 Level of Aggressiveness. Four out of five statements fell into moderate level and the other one statement fell into low level. Overall, the average level of aggressiveness of PUP undergraduate students are in the ranged of Moderate Level with weighted mean of (xx =2.75).

According to study of Kenneth Dodge (Larson, 2008) has recognized two types of students aggression, the reactive and proactive. Students who involve in proactive aggression initiate aggressiveness to take some outcome or goal. On the other side, students who involve in reactive are answering to observed fears around them. The two forms can involve physical violence, but the reason is very different.

The results have shown that the dominant communication behavior of PUP undergraduate students is Aggressive with the score of 2.75 but like the level of assertiveness they are both in the same range of Moderate Level. A persons with this style express their emotions and advocate and opinions for their needs and want in a way that violates the human rights of other people (Benedict, 2004). Being superior and right is always the mindset of the aggressive communicators. They know that dominating and intimidating others is not hard task. They will get their way no matter what. They do not accept the blames, and they treat others by being bossy and pushy.

Table 8 The Level of Passive-Aggressiveness of the respondents New Line Ideas Passive-Aggressiveness Statements “If I am in a class meeting, I do not speak up.”

Weighte d Mean 2.30

“I like to be in control of a class situation.”

2.33

Interpretation

Low Level of PassiveAggressiveness Low Level of Passive-

Presentation, analysis, and interpretation of data | 77

“If the class situation dictates, I can stare people down.” “I make good eye contact with other people at school.”

2.20

“If I am unsure about a school requirement, I find it uncomfortable to ask for help.” Grand Weighted Mean

2.29

2.63

2.35

Aggressiveness Low Level of PassiveAggressiveness Moderate Level of PassiveAggressiveness Low Level of PassiveAggressiveness Low Level of PassiveAggressiveness

The table 8 shows that the statement “I make good eye contact with other people at school” have the highest weighted mean with the score of (xx=2.63) or in the range of Moderate Level of Passive-Aggressiveness and the statement “If the class situation dictates, I can stare people down” have the lowest weighted mean with the score of (xx =2.20) or in the Low Level of Passive-Aggressiveness. Four out of five statements fell into low level and the other statement fell into oderate level. Overall, the average level of passive-aggressiveness of PUP undergraduate students are in the range of the Low Level with a weighted mean of (xx =2.35).

The result have shown that this is the least communication behavior of PUP undergraduate students with a score of 2.35 or in a low level. A person with this communication behavior is acting out anger in a subtle but appear passive on the surface, “behind-the-scenes” or indirect way (Benedict, 2005)

Table 9 The Level of Passiveness of the respondents New Line Ideas Passiveness Statements

“I have been known at school to talk about other

Weighte d Mean 1.77

Interpretation

Low Level of

Presentation, analysis, and interpretation of data | 78 people behind their backs.” “When I have to deal with someone in authority at school, I find it difficult to look them directly in the eye.” “I am a good listener and equally other people listen to what I have to say.” “If someone offended me at school about an issue, instead of talking to them about it, I will just show them I’m not happy.” “I am not afraid to be direct with someone at school, even if they think I am being rude.” Grand Weighted Mean

2.36

3.00 2.56

2.47 2.43

Passiveness Low Level of Passiveness Moderate Level of Passiveness Moderate Level of Passiveness Low Level of Passiveness Low Level of Passiveness

Based on table 9, the statements “I am a good listener and equally other people listen to what I have to say” has the highest weighted mean with the score of (xx =3.00) or in the range of Moderate Level of Passiveness and the statement “I have been known at school to talk about other people behind their backs” have the lowest weighted mean with the score of (xx=1.77) or in the Low Level of passiveness. Three out of five statement fell in to low level and the other two statements fell into moderate level. Overall, the average level of Passiveness of PUP undergraduate students are in the range of Low Level with a weighted mean of (xx =2.43).

Like the passive-aggressive, the score of passive is also in the range of low level with a score of (xx =2.43). A person with this type of communication behavior has established a pattern avoiding expressing their emotions and opinions. They are their privileges and meeting and identifying their needs. Passive communicator is being born of low self-confidence. These persons believe that they are not worth caring for (Benedict, 2005).

Table 10 Overall level of communication behavior of the respondents

Presentation, analysis, and interpretation of data | 79 Level of Assertiveness

Level of Aggressiveness

Level of Passive Aggressiveness

Level of Passiveness

2.62

2.75

2.35

2.43

Moderate Level of Assertiveness

Moderate Level of Aggressiveness

Low Level of PassiveAggressiveness

Low Level of Passiveness

The table shows the overall level of communication behavior of the PUP undergraduate students. The results show that the dominant communication behavior of the respondents is aggressive with the mean level of 2.75 next to that is assertive with the mean level of 2.62 and then passive with the mean level of 2.43 and last is passiveaggressive with the mean level of 2.35.

PART 5: THE RELATIONSHIP OF LEVEL OF SHYNESS OF THE RESPONDENTS TO THEIR DEMOGRAPHIC PROFILE

This part will present the tables on the level of shyness of the respondents in relation to their demographic profile using Independent Sample t-test and One Way between groups ANOVA, this will answer the researchers’ objective on determining the significant relationship of the respondents’ level of shyness and factors such as sex, year level and college.

Table 11 The Level of Shyness of the respondents according to their Sex

Level of Shyness

Sex

N

Mean

Male Female

155 237

1.97 2.03

Std. Deviation .586 .610

t-value 1.06

pvalue .288

Presentation, analysis, and interpretation of data | 80

Based on table 11, it can be interpreted that the male students level of shyness is (xx =1.97, SD= 0.586 & N=155) and the shyness level of Female students is (xx= 2.03, SD= 0.610 & N=237). Therefore, it can be interpreted that female students feel more shyness than male students. Though the female shows as slight increase in shyness level than male, they are still both on the range of Low Level of Shyness. In finding out the difference between the two groups, the researchers use the independent sample ttest. The t-value was found as t(390)= 1.06 (p=.288, p>.05) so that a statistical difference was not found between two group of students in terms of sex variable.

In the recent study of Afshan, Askari & Manickam (2015) entitled ‘Shyness, Selfconstrual, Extraversion-Introversion, Neuroticism, and Psychoticism: A Across-Cultural Comparison among College Students’ the result showed that Indian, African and Maldivian female college students are more shy than male. In Indian perspective, shyness is considered to be a quality of female, and if anyone possesses more male character, then she is considered to be brash, bold, and none-feminine being (Sinha, 2011).

Based on a study entitled,” An Investigation of shyness levels of university students with different gender roles” by R. Akdoğan, G. Can, it is said that gender has a significant effects with the level of shyness of university students. However, the results they had were opposite to what we had. The results of their study suggest that the masculinity or femininity of students have something to do with their shyness and levels and that male respondent are less shy than female students. (R. Akdoğan, 2011).

Table 12

Presentation, analysis, and interpretation of data | 81 The Level of Shyness of the respondents according to their Year Level Year Level 1st Year 2nd Year 3rd Year 4th Year 5th Year

N 122 88 82 85 10

Mean 2.05 2.02 1.99 1.95 2.00

Std. Deviation .615 .727 .555 .510 .000

F-value .349

p-value .845

Table 12 shows that First year students has the highest score in terms of the Level of Shyness which has (xx =2.05, SD=0.615 & N=127), while Fourth year students has the lowest score in terms of Level of Shyness with the score of (xx=1.95, SD=.510 & N= 85). Based on the result PUP undergraduate students in terms of year level are in the same range of Low Level of Shyness (1.51-2.50). The researchers used the OneWay ANOVA to test the difference and found out that there is no difference in level of shyness of PUP undergraduate students when they are grouped according to year level (174>.05,p>.05).

In the study ‘Shyness in Ethnic Minority Students during College Transition’ conducted to 76 first-year college students by Angela Calvin, Tracy Walters and Nina Mounts (nd) from Northern Illinois University, the result have shown that shyness have a significant role on first year students’ adjustment on college. Transitioning to college can be a dare for youth, creating new relationship with other students. For students with high level of shyness, interacting with other students can be challenging because they feel tense, uncomfortable and socially inhibited (Angela Calvin, Tracy Walters, Nina Mounts, nd).

Table 13 The Level of Shyness of the respondents according to their College College

N

Mean

Std. Deviation

F-value

p-value

Presentation, analysis, and interpretation of data | 82 CAF CS CHK COED CAL CBA CCIS CPSPA CSSD COC CE CAFA CTHTM TOTAL

71 27 8 32 16 63 24 8 24 28 59 9 23 392

2.10 2.07 2.00 1.94 2.25 2.00 1.88 1.88 1.92 2.04 1.95 2.22 1.91 2.01

.636 .616 .000 .669 .683 .622 .612 .354 .282 .637 .600 .667 .596 .600

.784

.667

Based on table 13, the College of Tourism, Hospitality and Transportation Management has the lowest level of shyness with the score of (xx=1.91, SD=.596 & N=23) and College of Arts and Letters has the highest level of shyness with the score of (xx =2.25, SD=.683 & N=16). Based on the result PUP undergraduate students according to their college are in the same range of Low Level of Shyness (1.51-2.50).

The

researchers used the One-Way ANOVA to test the difference and found out that there is no difference in the level of shyness of PUP undergraduate students when they are grouped according to their college (816>.05,p>.05).

As shyness affects every aspect of students’ life and it has effects even in choosing courses of education (Woolnough, 1994). The College of Tourism, Hospitality and Transportation Management offers two science courses which is BS Tourism Management and BS Hospitality and Restaurant Management and College of Arts and Letters offers four arts courses which is AB in English, AB in Filipino, AB in Philosophy and AB in Theater Arts According to study of Afshan, Askari and Manickam (2015), Indian and African College students enrolled in science courses have low level of

Presentation, analysis, and interpretation of data | 83 shyness than students enrolled in Arts courses.

PART 6: THE RELATIONSHIP OF LEVEL OF LONELINESS OF THE RESPONDENTS TO THEIR DEMOGRAPHIC PROFILE

This part will present the tables on the level of loneliness of the respondents in relation to their demographic profile using Independent Sample t-test and One Way between groups ANOVA, this will answer the researchers’ objective on determining the significant relationship of the respondents’ level of loneliness and factors such as sex, year level and college.

Table 14 The Level of Loneliness of PUP Undergraduate Students according to their Sex

Level of Loneliness

Sex

N

Mean

Std. Deviation

t-value

Male Female

154 235

1.88 1.75

.689 .686

1.79

pvalu e 0.74

In analyzing table 14, it can be interpreted that the male students level of loneliness is (xx =1.88, SD= .689 & N=154) and the loneliness level of Female students is (xx = 1.75, SD= .686 & N=235) it can then be said than male students feel more lonely than female students. Though the male shows as slight increase in loneliness level than female, they are still both on the range of Low Level of Loneliness. In determining the difference of the two groups, the researchers used the independent sample t test. The tvalue was found as t(387)= 1.79 (p=0.74, p>.05) so that a statistical difference was not found between two group of students in terms of sex variable.

Presentation, analysis, and interpretation of data | 84 According to a study entitled, “Correlates of loneliness among university students”, there is no significant relationship between the socio-demographics such as age, gender and religion and loneliness of the youth. (Tuncay, 2008)

This study is supported by Mehmet ATASAYARa and Neşe GÜLERb who conducted a research entitled, “A Study of the Relationship between Problem Solving Skills Level and the Loneliness Level of the Elementary and High School Students. The results according to their t-test was that there was n significant relationship between the gender and the level of loneliness of students. (ATASAYARa, 2012)

This is the complete opposite with the study entitled,” Relationship between Gender Traits and Loneliness: The Role of Self-Esteem” by Jiong Yang from the Graduate School of Arts and Sciences

Brandeis University in Waltham, Massachusetts, which state that gender contribute to one’s loneliness. Based on their research, men have higher global loneliness than women (Yang, 2009).

Table 15 The Level of Loneliness of the respondents according to their Year Level Year level

N

Mean

SD

F-value

p-value

1st

126

1.94

.649

2.89

.022

2nd

88

1.72

.726

3rd

82

1.74

.644

4th

84

1.69

.694

5th

9

2.11

.928

Total

389

1.80

.689

Presentation, analysis, and interpretation of data | 85

Based on table 15, Fifth year students has the highest score in terms of the Level of Loneliness which has (xx =2.11, SD=.928 & N=9), while Fourth year students has the lowest score in terms of Level of loneliness with the score of ( xx=1.69, SD=.694 & N= 84). Based on the result PUP undergraduate students in terms of year level are in the same range of Low Level of Loneliness (1.51-2.50).

The researchers used the One-Way ANOVA to test the difference. The ANOVA was significant, (f(4=384)=2.89), p=.022). Thus, there is significant difference in the Level of Loneliness of PUP undergraduate students when they are grouped according to their year level.

According to a study, there is a significant relationship between the year level and the loneliness of the students. Freshmen students particularly, feels the most loneliness than other university students. Research indicates that loneliness experienced by an individual in his/her university life varies with time. Loneliness increases significantly upon entry to a university and decreases at the end of a semester (Tuncay, 2008).

Also, based on a study by Esra CEYHAN and A. Aykut CEYHAN, entitled, “Loneliness and Depression Levels of Students Usıng a University Counseling Center” there is a relationship between the year level of youth students and their level loneliness. The study showed that the loneliness level of freshmen counseling seekers were significantly higher than that of sophomores, juniors and seniors. (CEYHAN, 2011)

Presentation, analysis, and interpretation of data | 86 Table 16 The level of loneliness the respondents according to their college College CAF CS CHK COED CAL CBA CCIS CPSPA CSSD COC CE CAFA CTHTM TOTAL

N 71 27 8 32 16 62 24 8 24 28 58 9 22 389

Mean 1.75 1.93 1.88 1.88 1.75 1.73 1.71 2.25 1.83 1.82 1.84 1.89 1.64 1.80

Std. Deviation .670 .616 .354 .609 .683 .813 .464 1.035 .565 .670 .790 .333 .727 .689

F-value .673

p-value .778

Table 16 shows that CPSPA students has the highest score in terms of the Level of Loneliness which has (xx =2.25, SD=.1.035 & N=8), while CTHTM students has the lowest score in terms of Level of loneliness with the score of ( xx=1.64, SD=.727 & N= 22). Based on the result PUP undergraduate students in terms of colleges, they are in the same range of Low Level of Loneliness (1.51-2.50).

The researchers used the One-Way between groups ANOVA to test the difference. The ANOVA was significant, (f(12=376)=.673), p=.778). Thus, there is no significant difference in the Level of Loneliness of PUP undergraduate students when they are grouped according to their year level.

PART 7: THE RELATIONSHIP OF LEVEL OF SHYNESS AND LONELINESS OF THE RESPONDENTS

Presentation, analysis, and interpretation of data | 87 This part will present the tables on the level of shyness of the respondents in relation to their level of loneliness using Pearson Correlation, this will answer the researchers’ objective on determining the significant relationship between the respondents’ level of shyness and loneliness.

Table 17 The Relationship between the Level of Shyness and Loneliness of the respondents Pearson Correlation Level of Shyness

.264

Level of Loneliness P -value Decision .001

Reject Ho

Conclusion Correlation Significant, Positively Moderate

Table 17 shows that in determining the relationship between the level of shyness and loneliness of PUP undergraduate students, the researchers used the Pearson moments coefficient test. When the results was analyzed, it showed that there is no significant statistical correlation (r=.264,p=.001) between the PUP undergraduate students’ shyness and loneliness level. Therefore, as the level of shyness increases, the level of loneliness also increases and as the level of shyness also decreases, the level of loneliness also decreases.

Many studies have observed about the correlation between the level of shyness and loneliness but only few researchers made an effort on explaining about why does this two variables have a relationship. A study entitled “Towards explaining the association between shyness and loneliness: A path analysis with American college students” conducted by Jackson, Gunderson, Nagasaka and Fritch (2002), they used

is

Presentation, analysis, and interpretation of data | 88 two hundred and fifty five American college students and studied their shyness, loneliness, interpersonal competence and etc. The analysis showed that a high level of shyness was associated to a protective style of self-presentation. Low levels of interpersonal competence predicted reduction in social support and increases in level of loneliness. Results show that a level of shyness that is high is associated to protective manner of self-presentation. The result also show that the level of shyness and level of loneliness has a significant relationship, regardless the adjustment on the influences in social support. The result of their study also has shown that even if the adjustments are partially described to the situation, the relationship of the level of shyness and loneliness are still directly related.

Shyness and loneliness have the tendency to connect, in the measures that they correlate (Jones, Rose, & Russel, 1990). The two variables are related to an “unsatisfactory social interaction” (Jones, Rose, & Russel, 1990). Loneliness is defined as “a sense of isolation that persists over time” (Perse & Rubin, 1990). Individuals also tend to be poor in their communication skills (Spitzberg & Canary, 1985). In turn, the deficiency separates the people their social activities that may decrease the level of loneliness (Perse & Rubin, 1990). According to the media uses and gratification theory, if a person’s needs cannot be met in more “natural” ways, a person usually turn to media (Katz, Gurevitch, & Haas, 1973).

Measure of shyness and loneliness naturally show a correlation ranging from .40 to .50 (Ashe, D., McCutcheson, & E, 2001) Shyness and Loneliness are related (Ashe, D., McCutcheson, & E, 2001) but they don’t have a clear relationship because of the intervening variables, (Dill, J.C, Anderson, & C.A, 1999).

Presentation, analysis, and interpretation of data | 89 PART 8. THE RELATIONSHIP BETWEEN THE LEVEL OF SHYNESS OF THE RESPONDENTS AND THEIR COMMUNICATION BEHAVIOR

This part will present the tables on the level of shyness of the respondents in relation to their communication behavior using Pearson Correlation, this will answer the researchers’ objective on determining the significant relationship between the respondents’ level of shyness and communication behavior.

Table 18 The relationship between the level of shyness and communication behavior of the respondents

L E V E L O F S H Y N E S S

Pearson Correlation

P –value

.107

Level of Assertiveness .035 Reject Ho

.052

Decision

Conclusion

Correlation is Significant, Positively Weak

Level of Aggressiveness .307 Do not reject Correlation is not Ho Significant Level of Passive Aggressiveness

.047

.361

Do not Reject Ho Level of Passiveness

.190

.001

Reject Ho

Correlation is not Significant Correlation is Significant, Positively Weak

Presentation, analysis, and interpretation of data | 90 This table show the relationship of level of shyness and the level of communication behavior of the PUP undergraduate students. The table shows that there is a positively weak relationship between the level of assertiveness and the level of passiveness of the PUP undergraduate students and their level of shyness, while the correlation is not significant with the level of aggressiveness and the level of passiveaggressiveness of the PUP undergraduate students and their level of shyness. This shows that as the level of shyness increases or decreases, the level of assertiveness and passiveness also increases and decreases.

Table 19 Relationship between the Level of Shyness and Assertiveness of the respondents

Pearson Correlation Level of Shyness

.107

Level of Assertiveness P –value Decision Conclusion .035

Reject Ho

Correlation Significant, Positively Weak

On table 19, the Pearson moment coefficient test was used to define the relationship between the Level of Shyness and Assertiveness of PUP Undergraduate Students. When the relationship between the Level of Shyness and Loneliness of PUP Undergraduate Students was analyzed, the result showed that there is a positively weak

is

Presentation, analysis, and interpretation of data | 91 statistical significant correlation (r=.107, p=.035, p.05) between Level of Shyness and Aggressiveness of PUP Undergraduate Students.

Based on a study by Fitts, Sebby and Zlokovich, Aggressiveness has not been linked to either shyness or loneliness, nor is it strongly associated with measures relating to either construct, therefore aggressiveness is not expected to be a significant mediator in the shyness-loneliness relationship. (Fitts, 2009).

Table 21 Relationship between the Level of Shyness and Passive-Aggressiveness of the respondents Pearson Correlation Level of Shyness

.047

Level of Passive-Aggressiveness P –value Decision Conclusion .361

Do not Reject Ho

Correlation Significant

is

On table 21, the Pearson moment coefficient test was used to define the relationship between the Level of Shyness and Passive-Aggressiveness of PUP Undergraduate Students. When the relationship between the Level of Shyness and Passive-Aggressiveness of PUP Undergraduate Students was analyzed, the result

not

Presentation, analysis, and interpretation of data | 93 showed that there is no statistical significant correlation (r=.047, p=.361, p>.05) between PUP undergraduate students’ shyness and passive-aggressiveness level.

Table 22 Relationship between the Level of Shyness and Passiveness of the respondents

Level of Shyness

Pearson Correlatio n .190

Level of Passiveness P -value Decisio Conclusion n .001

Reject Ho

Correlation Significant, Positively Weak

is

On table 22, in order to know the relationship between the Level of Shyness and Passiveness of PUP Undergraduate Students, the Pearson moments coefficient test was used. When the relationship between the Level of Shyness and Passiveness of PUP Undergraduate Students was analyzed, the result showed that there is a positively weak statistical significant correlation (r=.190,p=.001) between PUP undergraduate students’ shyness and passiveness level. As a result, as the shyness level increases, the level of passiveness also increases and as the shyness level decreases, the level of passiveness also decreases.

Based on the study

entitled, “Passive Students in Junior High School: The

Associations with Shyness, Perceived Competence and Social Support” by Erik Paulsen , Edvin Bru, and Terje A. Murberg, findings suggest that there is a significant relationship between shyness and passiveness or passivity. (Murberg, 2006)

Presentation, analysis, and interpretation of data | 94 PART 9. THE RELATIONSHIP BETWEEN THE LEVEL OF LONELINESS OF THE RESPONDENTS AND THEIR COMMUNCATION BEHAVIOR

This part will present the tables on the level of loneliness of the respondents in relation to their communication behavior using Pearson Correlation, this will answer the researchers’ objective on determining the significant relationship between the respondents’ level of loneliness and communication behavior.

Table 23 Relationship between the Level of Loneliness and Assertiveness of the respondents Pearson Correlation Level of Loneliness

.077

Level of Assertiveness P –value Decision Conclusion .132

Do not Reject Ho

Correlation is not Significant

On the table 23, the Pearson moment coefficient test was used to define the relationship between the Level of Loneliness and Assertiveness of PUP Undergraduate Students. When the relationship between the Level of loneliness and Assertiveness of PUP Undergraduate Students was analyzed, the result showed that there is no statistical significant correlation (r=.077, p=.132, p>.05) between PUP undergraduate students’ loneliness and passive-aggressiveness level.

Assertive people are believed to be competent in communicating their thoughts and feelings through manners that shows their respect for others (Wolpe, Joseph, Lazarus, & A., 1966). Individuals that are assertive develops confidence to their ability to

Presentation, analysis, and interpretation of data | 95 communicating with other people (Masters, Burish, Hollon, & Rimm, 1987); but individuals that are not assertive shows more loneliness and dissatisfaction when socially interacting and lessens their confidence in their opinions (E., V., & Splaver, 1986). College students who are assertive and are under stress are able to gain from relationships that provide support with a sense of social integration and personal worth (Elliott & Gramling, 1990). Now it is reasonable for assertive persons to be expected of being effective in utilizing support that is available in their interpersonal environment.

By definition, an assertive individual is less likely to be lonely due to the fact that assertive people make use of support that they get from their interpersonal environment. Thus, this gives the conclusion that assertive people are not lonely.

Table 24 Relationship between the Level of Loneliness and Aggressiveness of the respondents Pearson Correlation Level of Loneliness

.024

Level of Aggressiveness P -value Decision Conclusion .634

Do not Reject Ho

Correlation Significant

is

In order to know the relationship between the Level of Loneliness and Aggressiveness of PUP Undergraduate Students, the Pearson moments coefficient test

not

Presentation, analysis, and interpretation of data | 96 was used. When the relationship between the Level of Loneliness and Aggressiveness of PUP Undergraduate Students was analyzed, table 24 showed that

there is no

statistical significant correlation (r=.024,p=.634,p>.05) between PUP undergraduate students’ of loneliness and aggressiveness level.

According to study, loneliness affects one fourth of North Americans (Perlman & Peplau, 1981). The result has shown that loneliness is connected to aggressiveness. (Zilboorg, 1938) It has been argued that chronically lonely people are aggressive. Study showed that loneliness and aggressiveness are related (Diamant & Windholz, 1981). They found that results in University of California Los Angeles Loneliness Scale (Russel, Peplau, & Ferguson, 1978) have significant relationship with results of the Hostility guilt inventory (Buss & Durkee, 1957). Though there are evidences that people who are lonely are also aggressive in their communication behavior. Lonely people have low level of assertiveness (Perlman & Peplau, 1981) that’s why they have feeling of anger but usually hide it. Also, as (Edmunds, 1980)

described, old-style measures of

aggressiveness do not show the actual level of aggression.

Table 25 Relationship between the Level of Loneliness and Passive-Aggressiveness of the respondents Pearson Correlation Level of Loneliness

.169

Level of Passive-Aggressiveness P -value Decision Conclusion .001

Reject Ho

Correlation Significant, Positively

is Weak

Presentation, analysis, and interpretation of data | 97 The Pearson moment coefficient test was used to define the relationship between the Level of Loneliness and Passive-Aggressiveness of PUP Undergraduate Students. When the relationship between the Level of Shyness and Assertiveness of PUP Undergraduate Students was analyzed, the result showed that there is a positively weak

statistical

significant

correlation

(r=.169,

p=.001,

p