Social Anxiety Disorder and Academic Performance of Social Studies Undergraduates in Delta State Universities.

This study examined the relationship between social anxiety disorder and academic performance of Social Studies undergraduates in Delta State universities. The study focused specifically on the relationship between personal withholdment, shyness, seclusiveness and academic performance. Three research questions and three null hypotheses guided the study. A correlational research design was adopted. The population comprised 128 Social Studies undergraduates in 100–300 levels in Delta State-owned universities during the 2024/2025 academic session. The entire population of 128 respondents was used through purposive or judgemental sampling technique. Data were collected using a structured questionnaire containing 30 items and students’ sessional Senate-approved results. The instrument was validated by supervisors in the Department of Social Science Education and an expert from the Department of Measurement and Evaluation, Delta State University, Abraka. Reliability was established using the test-retest method, which yielded a reliability coefficient of 0.76. Data were analysed using Pearson Product Moment Correlation and linear regression analysis at the 0.05 level of significance with the aid of SPSS. Findings revealed a positive relationship between personal withholdment and academic performance, with personal withholdment accounting for 3.2% of the variation in academic performance. Shyness also showed a positive relationship with academic performance and accounted for 6.1% of the variation. Similarly, seclusiveness had a positive relationship with academic performance and accounted for 5.4% of the variation. The three null hypotheses were rejected, indicating that personal withholdment, shyness and seclusiveness had significant relationships with the academic performance of Social Studies undergraduates in Delta State universities. The study concluded that attention should be given to students’ social and interpersonal experiences to enhance their academic engagement and performance.

Social Anxiety Disorder, Personal Withholdment, Shyness, Seclusiveness, Academic Performance, Social Studies Undergraduates

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