Chapters 1 5 Compiled

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 thats why an individual feel inferior. That makes them uncomfortable and

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).

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).

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.

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

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

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 individuals 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

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 persons 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

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 persons 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.
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).

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:
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.
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
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
Studying communication does not only refer to knowing the basic dynamics of
communication itself, but also involves recognizing other peoples 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 individuals
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
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
Administrations 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
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 persons 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 students 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
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).
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.
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
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
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
students 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
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 persons 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 dont 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
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
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
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
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.
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.
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 ones 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 ones 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 persons 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.
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 persons personality.
People who tend to think this way will experience greater difficulties such as; having a
hard time in socializing with new people, introducing ones self, joining in groups,
enjoying themselves at gatherings. They tend to distrust other people and to isolate
ones self from the others because of fear of rejection.
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).
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 ones
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
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).
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).
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 ones 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
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
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 persons 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.
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 persons actions and conduct. Human behavior is like that; everything
an individual do and say tells the world about whats 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
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 elses 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
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 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 (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
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 ones 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.
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.
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 dont know why they are not concerned about
anyones 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 cant 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 Benedicts work for it
provides detailed description of the different communication styles, and more evident
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 ones 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
communication. It is the essence of significant connections (Wood, 2008).
Based on Abraham Maslows 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,
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).
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).
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 dont 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
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 &
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) thats 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 Childrens 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
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 persons 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.
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
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,
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.
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 Banduras 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
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 studys 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
a fishbowl and picked a number of the section from where they would choose the
respondent randomly per year. The researchers used the Slovins formula on
determining the respondents sample size. The sample size can be obtained using the
formula:
Slovins Formula is written as:
N
1+ Ne2 Where:
n = sample size;
N = PUP undergraduate students; and
e = 0.05 margin of error
.05
1+ ( 41334 )
41334
n
41334
1+ ( 41334 ) (.0025 )
334
Sample size (n) = 396
Margin of error (e) = 0.05
Confidence level = 95%
n 396.15396
Population = 41,
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
Slovins 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
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%
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

respondents 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.
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
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.
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
part of the survey questionnaire. It was solved by the formula:
x = fx /n
fx
where :
x =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
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 1x 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:
xy
x
y
n x2
y 2
y 2
n

n
r=
Where:
= number of pairs per score;
xy
= sum of the product of paired scores;
= sum of x scores;
= 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%.

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).

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.

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

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
2.41
2.35
2.42
2.49
2.75
Moderate Level of
Shyness
Moderate Level of
Shyness
2.51

70
Grand Weighted Mean
2.42
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

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

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 ones 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 ones social group (Rotenberg, 1999)

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 dont 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

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 dont 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).

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 dont 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 peoples
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

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-

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
Moderate Level of
PassiveAggressiveness
Low Level of
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

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 Im 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

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
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
Mean
Male
Female
155
237
1.97
2.03
Std.
Deviation
.586
.610
t-value
1.06
pvalue
.288

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. Akdoan, 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. Akdoan, 2011).
Table 12

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
Mean
Std. Deviation
F-value
p-value

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

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
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.

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 Nee GLERb 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 ones 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
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
2.11
.928
Total
389
1.80
.689

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 Usng 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)

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

87
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

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.
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 persons 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 dont have a clear relationship because of the
intervening variables, (Dill, J.C, Anderson, & C.A, 1999).

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
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
Positively Weak

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
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

91
statistical significant correlation (r=.107, p=.035, p<.05) between PUP undergraduate
students shyness and assertiveness level. Thus, this shows that as the shyness level
increases, the level of assertiveness also increases and as the shyness level decreases,
the level of assertiveness also decreases.
According to a study by entitled, The Relations of Shyness and Assertiveness

with the Dimensions of the Five-Factor model in adolescence, 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)
Table 20
Relationship between the Level of Shyness and Aggressiveness of the
respondents
Pearson
Correlation
Level of Shyness
.052
P -value
Decision Conclusion
.307
Do
not
reject Ho
Correlation
Significant
is
On the table 20, in order to define the relationship between the Level of Shyness
and Aggressiveness of PUP Undergraduate Students, the Pearson moments coefficient
not

92
test was used. When the relationship between the Level of Shyness and Aggressiveness
of PUP Undergraduate Students was analyzed, the result showed that there is no
statistical significant correlation (r=.052, p=.307,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

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
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)

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
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
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

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
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

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) thats 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

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<.05)
between
PUP
undergraduate students loneliness and passive-aggressiveness level. Given this result,

table 25 shows that as the level of loneliness increases, the level of passiveaggressiveness also increases and as the level of loneliness decreases, the level of
passive-aggressiveness also decreases.
Table 26
Relationship between the Level of Loneliness and Passiveness of the respondents
Pearson
Correlation
Level of Loneliness
.205
P -value
Decision Conclusion
.001
Reject Ho
Correlation
Significant,
Weak
is
Positively
In order to know the relationship between the Level of Loneliness and

Passiveness of PUP Undergraduate Students, the Pearson moments coefficient test was
used. When the relationship between the Level of Loneliness and Passiveness of PUP
Undergraduate Students was analyzed, table 26 showed that there is a positively weak
statistical significant correlation (r=.205, p=.001)between PUP undergraduate students
loneliness and passiveness level. This shows that as the level of loneliness increases,
the level of passiveness also increases and as the level of loneliness decreases, the
level of passive-aggressiveness also decreases.

98
According to a research about the social stigmas of loneliness, 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.
PART 9. THE RELATIONSHIP BETWEEN THE LEVEL OF LONELINESS OF THE

RESPONDENTS AND THEIR COMMUNICATION BEHAVIOR
relation to their communication behavior using Pearson Correlation, this will answer the
respondents level of shyness and communication behavior.
Table 27
The relationship between the level of loneliness of the respondents and their level
of communication behavior
L
E
V
E
L
Pearson Correlation
P value
.077
.132
Do not Reject
Ho
Correlation is not
Significant
.024
.634
Do not Reject
Ho
Correlation
Significant
O
F
L
O
N
Decision
Conclusion
is
not

99
E
L
I
N
E
S
S
Level of Passive Aggressiveness

.169
.001
Reject Ho
.205
.001
Reject Ho
Positively
Weak
Positively
Weak
This table shows the relationship between the level of loneliness and the level of
communication behavior of the PUP undergraduate students. Results show that there is
no significant relationship between the level of loneliness and the level of assertiveness
and the level of aggressiveness of the PUP undergraduate students. Also, there is a
positively weak relationship between the level of loneliness and the level of passiveaggressiveness and passiveness of PUP undergraduate students. This shows that as
the level of loneliness increases or decreases, the level passive-aggressiveness and
passiveness of the PUP undergraduate students also increases or decrease.
S u m m a r y o f fi n d i n g s , c o n c l u s i o n s , a n d
r e c o m m e n d a t i o n s | 100
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This part of the study presents the summary of findings undertaken from the objectives
the study, the conclusions drawn, and the recommendations made as an outgrowth of
the study.
Summary of Findings
This section deals with the summary of findings based on the presented objectives of the
study.
1. Demographic Profile of PUP Undergraduate Students
1.1 In the respondents sex distribution, the researchers found out that females
dominated the number respondents of the study. The females have 60% and
the males with only 40%
1.2 In the year level distribution, the researchers discovered that most of the
respondents are freshmen students, consisting of 32% and the least number
of respondents are from the fifth year students, which only composed of 3%
of the sample population
1.3 In the distribution of the respondents, a big majority of the respondents are
from the College of Accountancy and Finance 18%. While both the College of
Human Kinetics and the College of
Political Science and Public
Administration each got 2%
2. Level of Shyness of PUP Undergraduate Students
2.1 The researchers measured the level of shyness of PUP undergraduate

students according to sex. According to the results, females feel more
shyness than male students, both on the range of Low Level of Shyness.

students according to year level. According to the table, 1 st year students
score the highest in terms of the level of shyness and 4 th year students has
the lowest score in terms of level of shyness. Both the 1 st and 4th year
students scores are in the low level of shyness range.

students according to different colleges. The results shows that the College of
Tourism, Hospitality and Transportation Management has the lowest level of
shyness (xx = 1.91). While the College of Arts and Letters has the highest
level of shyness (xx = 2.25). Both scores fall on the low level range of
shyness.
2.4 Overall, the level of shyness of PUP undergraduate students are in the range
of Low level.
3. Level of Loneliness of PUP Undergraduate Students
3.1 The researchers measured the level of loneliness of PUP undergraduate

students according to sex. According to the results males feels lonelier than
female students but shows only a slight increase from their mean score.
Males scored 1.88 and females scored 1.75 but both scores fall into the low
level of loneliness.

students according to year levels. The results shows that the level of
loneliness of PUP undergraduate students decreases over time. First year
students (xx = 1.94), second year students mean ( xx = 1.72), third year
students (xx = 1.74), fourth year students (xx = 1.69), and fifth year students ( xx
= 2.11)

students according to different colleges. Students from CPSPA scored the
highest in the level of loneliness (xx = 2.25), while the students from CTHTM
scored the lowest in the level of loneliness. It can be said that students from
CPSPA are feels more lonelier while CTHTM feels the least lonely when they
are grouped according to their college,
3.4 Overall, the level of loneliness of PUP undergraduate students are in the
range of Low level.
4. Communication Behavior of PUP undergraduate students
4.1 The researchers measured the level of assertiveness of PUP undergraduate

students. The results shows that the statement If someone knows more
than me I feel comfortable in asking for help from them has the highest
mean score of 2.98 on the moderate level of assertiveness. While the
statement If my schoolmate or my professor asks me to do something
that I dont want to do, I complain about it has a mean score of 2.29 on
the low level of assertiveness. The computation of the grand weighted mean
of the new line ideas assertive statements presents a score of 2.62. Overall,
the average level of assertiveness of PUP undergraduate students is in the
moderate level.
4.2 The
researchers
measured
the
level
of
aggressiveness
of
PUP
undergraduate students. The results show that the statement I can be

sarcastic has the highest mean score of 3.09 in the range of moderate level
of aggressiveness and the statement I think my way of doing things is
better than my schoolmates has the lowest mean score of 2.37 in the
range of low level of aggressiveness. The computation of the grand weighted

mean of the new line ideas aggressive statements presents a score of 2.75.
Overall, the average level of aggressiveness of PUP undergraduate students
is in the moderate level.
4.3 The researchers measured the level of passive-aggressiveness of PUP

undergraduate students. The results show that the statement I make good
eye contact with other people at school has the highest mean score of
2.63 in the range of moderate level of passive-aggressiveness and the
statement If the class situation dictates, I can stare people down has
the lowest mean score of 2.20 in the range of low level of passiveaggressiveness. The computation of the grand weighted mean of the new line
ides passive-aggressiveness statements presents a score of 2.35. Overall,
the average level of passive-aggressiveness of PUP undergraduate students
is in the low level.
4.4 The researchers measured the level of passiveness of PUP undergraduate

students. The results shows that the statement I am a good listener and
equally other people listen to what I say has the highest mean score of
3.00 in the range of moderate level passiveness and the statement I have
been known at school to talk about other people behind their backs
has the lowest mean score of 1.77 or in the low level of passiveness. The
computation of the grand weighted mean of the new line ideas passiveness
statements presents a score of 2.43. Overall, the average level of
passiveness of PUP undergraduate students is in the low level.
5. Relationship between the level of shyness of PUP undergraduate students and

their Demographic Profile
5.1 The researchers identified the relationship between the level of shyness of
PUP undergraduate students and their sex. The researchers discovered that
there is no difference in level of shyness of PUP undergraduate students
when they are grouped according to their sex.
PUP undergraduate students and their year level. The researchers
discovered that there is no difference in level of shyness of PUP
undergraduate students when they are grouped according to year level.
PUP undergraduate students and their college. The researchers discovered
that there is no difference in the level of shyness of PUP undergraduate

students when they are grouped according to their college.
6. Relationship between the level of loneliness of PUP undergraduate students and

their Demographic Profile
6.1 The researchers identified the relationship between the level of loneliness of
PUP undergraduate students and their sex. The researchers discovered that
there is no difference in level of loneliness of PUP undergraduate students
when they are grouped according to their sex.
PUP undergraduate students and their year level. The researchers
discovered that there is significant difference in the Level of loneliness of
PUP undergraduate students when they are grouped according to their year
level.
PUP undergraduate students and their college. The researchers discovered
that there is no significant difference in the Level of Loneliness of PUP
undergraduate students when they are grouped according to their year level.
7. The researchers found out that there is a positively moderate statistical

significant relationship between the level of shyness and level of loneliness of
PUP undergraduate students.
8. Relationship between the level of shyness of PUP undergraduate students and

their Communication Behavior.
PUP undergraduate students and aggressive communication behavior. The
researchers discovered that there is no significant correlation between the
level of shyness and the aggressive communication behavior.
PUP undergraduate students and assertive communication behavior. The
researchers learned that there is a positively weak significant statistical
correlation between the level of shyness and the assertive communication
behavior.
8.3 The researchers identified the relationship between the level of shyness and
the passive communication behavior. The researchers discovered that there
is a positively weak statistical significant correlation between the level of
shyness and passive- aggressiveness of PUP undergraduate students.
PUP undergraduate
students
and
passive-aggressive
communication
behavior. The researchers discovered that there is no significant relationship

between the level of shyness and the passive-aggressive communication
behavior.
9. Relationship between the level of loneliness of PUP undergraduate students and

their Communication Behavior.
PUP undergraduate students and aggressive communication behavior. The
researchers discovered that there is no significant relationship between the
level of loneliness and the aggressive communication behavior.
PUP undergraduate students and assertive communication behavior. The
researchers discovered that there is no significant relationship between the
level of loneliness and the assertive communication behavior.
PUP undergraduate students and passive communication behavior. There is
a positively weak statistical significant correlation between the level of
loneliness and passiveness of PUP undergraduate students.
PUP undergraduate
students
and
passive-aggressive
communication
behavior. The researchers discovered that there is positively weak significant
relationship between the level of loneliness and the passive-aggressive

communication behavior.
Conclusions
1. The researchers found out that in the respondents demographics:
1.1 There are more females than males in the Polytechnic University of the
Philippines.
1.2 Most of the respondents of this study are freshmen students and least of
them are fifth year students.
1.3 There are more students enrolled in the College of Accountancy and Finance
and the least in the College of Human kinetics and the College of Political
Science and Public Administration.
2. The researchers found out that in the level of PUP undergraduates shyness:
2.1 Females feel more shyness than males but is in the range of low level of
shyness.
2.2 Freshmen students feel more shyness when they are grouped according to
year level but is in the range of low level of shyness.
2.3 Students from the College of Tourism, Hospitality and Transportation

Management feels the least shy while students from the College of Arts and
letters are the most shy when they are grouped according to their college but
is in the range of low level of shyness.
3. The researchers found out that in the level of loneliness of PUP undergraduate
students:
3.1 Males feels lonelier than females but with only a slight difference in scores.
Their level of loneliness is in the low level range.
3.2 Fifth year students has the highest level of loneliness while the fourth year
students has the lowest level of loneliness. Their level of loneliness in the
low level range.
3.3 Students from the College of Political Science and Public Administration has
the highest level of Loneliness while College of Tourism, Hospitality and
Transportation and Management has the lowest level of loneliness.
4. The researchers found out that in the communication behaviors of PUP

undergraduate students:
4.1 PUP undergraduate students have a moderate level of assertive

4.2 PUP undergraduate students have a moderate level of aggressive

4.3 PUP undergraduate students have a low level of passive-aggressive

4.4 PUP undergraduate students have a low level of passive communication

behavior.
5. The researchers found out that in the relationship between the level of shyness
of PUP undergraduates and their demographics:
5.1 There is no significant relationship between the level of shyness of PUP

undergraduate students and their sex.

undergraduate students and their year level.

undergraduate students and their respective colleges.
6. The researchers found out that in the relationship between the level of loneliness
of PUP undergraduate students and their demographics:
6.1 There is no significant relationship between the level of loneliness of PUP

undergraduate students and their sex.
6.2 There is a significant relationship between the level of loneliness of PUP

undergraduate students and their year level.
6.3 There is no significant relationship between the level of loneliness of PUP

undergraduate students and their respective colleges.
7. The researchers found out that there is no significant relationship between the
level of shyness and level of loneliness of PUP undergraduate students.
8. The researchers found out that in the relationship between the level of shyness
and communication behavior of PUP undergraduate students:
8.1 There is no significant relationship between the level of shyness and the
aggressive communication behavior of PUP undergraduate students.
8.2 There is a positively weak significant relationship between the level of

shyness and assertive communication behavior of PUP undergraduate
students.

shyness and passive communication behavior of PUP undergraduates
students
8.4 There is no significant relationship between the level of shyness and the
passive-aggressive
communication
behavior
of
PUP
undergraduate
students.
9. The researchers found out that in the relationship between the level of loneliness
and communication behavior of PUP undergraduate students:
9.1 There is no significant relationship between the level of loneliness and

aggressive communication behavior of PUP undergraduate students.
9.2 There is no significant relationship between the level of loneliness and the
assertive communication behavior or PUP undergraduate students.
9.3 There is a positively weak significant relationship between the level

loneliness and passive-aggressive communication behavior
undergraduate students.
of PUP

loneliness and the passive communication behavior of PUP undergraduate
students.
Recommendations
To the PUP Administration
According to the study, the results showed that the dominant communication
behavior of PUP Students, is aggressive. The researchers suggest that the
administration implement, conduct and facilitate programs to help students control their
aggression and use it in a right way. Also there is a low level of shyness and loneliness
in the PUP Undergraduate Students. Results showed that male and female students
feels more shy than male students but they are both in the low level of loneliness
To the Parents
The study showed that males feel lonelier than females but with only a slight
difference. The researchers suggests that parents should not base on stereotypes and
misconception but rather base on research and reliable data. The researchers suggests
for the parents to efficiently consult their children when it comes to social interaction as it
can be a factor for students or their children to feel lonelier. The study also showed that
females feels more shy than males and the researchers suggests that parents should
give their children support so they can be confident about themselves.
To the Academe
This study serves a good purpose in helping and adding new knowledge to the
academe. This study shows the results the relationship between the level of Shyness
and Loneliness of the PUP Undergraduate students and their Communication Behavior,
its level, and its relationship with shyness and loneliness and each communication
behavior itself: namely, Assertive, Aggressive, Passive, and Passive-Aggressive.
Furthermore, this study is a good basis for suture studies of researchers regarding this
topics.
To the Future Researchers
This research only surveyed The Undergraduate Students of the Polytechnic

University of the Philippines. Thus, the Communication Behavior, the level of shyness
and the level of loneliness that the researchers got were only from the 13 colleges of the
said university. The future researchers can further improve this study by including the
population of the whole university. Including the PUP Laboratory High School, College of
Law and Institute of Technology.

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The Problem and its Background |1

Shyness is defined in many ways, like shyness as individual involvement that

The Problem and its Background |2

Loneliness is usually defined separation, isolation or lack of friendship.

Lack of social interactions of children can lead to some forms of self-destructive

The Problem and its Background |3

A day-to-day behavior or Behavioral Communication of a person is a form of

Shy individuals also tend to be poor in their communication skills in interpersonal

The Problem and its Background |4

It is difficult for a shy person to communicate with people interpersonally. You

In communicating one must engage themselves socially and people who

BACKGROUND OF THE STUDY

The Problem and its Background |5

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

The Problem and its Background |6

A recent study by the students of Bachelor in Broadcast Communication entitled,

The Problem and its Background |7

Loneliness differs from each individual. Loneliness happens when there is a

Another is that, an individuals social circumstances can also affect loneliness.

The Problem and its Background |8

According to the concepts the researchers have gathered, Leary (1986)

The Problem and its Background |9

Another concept is the discrepancy model of loneliness. It explains that a person

Demographic Profile of the PUP

Figure 1: Conceptual Framework

STATEMENT OF THE PROBLEM

Shy individuals also tend to be poor in their communication skills in interpersonal

OBJECTIVES OF THE STUDY

To know the demographic profile of the PUP undergraduate students.

To identify the level of shyness of PUP undergraduate students.

To determine the level of loneliness of PUP undergraduate students.

To know the Communication Behavior of PUP undergraduate students based on

5. To identify the relationship between the level of shyness of PUP undergraduate

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

9. To identify the relationship between the level of loneliness of PUP undergraduate

Hypotheses of the study

1. There is no relationship between the level of shyness of PUP undergraduate students

4. There is no relationship between level of shyness of PUP undergraduate students in

SIGNIFICANCE OF THE STUDY

To the Polytechnic University of the Philippines Administration

Since one of the missions of the state university is the provision of

To the College of Communication Administration

Aligned with the mission statement of the institution to produce globally

To the students and readers

To the Future Researchers

LIMITATIONS OF THE STUDY

The researcher only used the Communication Behavior statements of the

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

Demographic Profile Refers to the basic information of the PUP undergraduate

Loneliness- Separation, isolation or lack of friendship, typically contains worried feelings

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

Definition and Concept of Shyness

Shyness is characterized as the discomfort and difficulty of an individual to find

Development of social skills is one important feature of shyness. Like in school,

There is an academic factor related to shyness. Studies show that there is an

One of risky case of shyness is psychiatric illness. In 1980, it is recognized as

Misconceptions and Negative Aspects about Shyness

Shyness, affects a lot of people, so it is important to determine the causes of it

Effects of shyness to a person