Undergraduate thesis.

Social anxiety has been a widespread topic since the pandemic began{97}particularly with the students who experienced virtual learning. Due to the pandemic, the schools supplemented virtual-learning so that learners could still learn while staying at home. Many cases of social anxiety have arisen since then. Now that the learners are back in face-to-face learning, the researchers conducted this study to discover if they are socially anxious, which could affect their academic self-efficacy. Data was collected using the three validated scales: the Liebowitz Social Anxiety Scale (LSAS), consisting of a 24-item questionnaire for calculating the level of social anxiety, and a 5-item questionnaire scale of educational self-efficacy for measuring academic self-efficacy, and a 66-item questionnaire for ways of cope with internal and external pressures of particular stressful circumstances. In general, the 187 participants among the third-year college students showed moderate social anxiety disorder with a mean of 66.2%. In addition, it showed that there is a significant link between academic self-efficacy and social anxiety with a p-value of -0.211{97}meaning that there is an inverse relationship between social anxiety and academic self-efficacy. Moreover, the coping strategy and social anxiety have a significant link with a p-value of 0.031. It shows that coping strategies can help students reduce their social anxiety. Also, coping strategies are significantly related to academic self-efficacy with a p-value of 0.479. When coping strategies are high, students{92} academic self-efficacy increases significantly. Results implied a proposal of a guidance program for students and parents to be aware of how the relationship affects the students and to be mindful of how important the environment is to the self-efficacy regarding their academics.