Thesis College of Science University of Rizal System-Morong 2024

This study explored how social interactions among introverted students create their social identity. The setting of the study is the College of Science at the University of Rizal System Morong Campus. The researchers utilized the qualitative method and conducted pre-survey and semi-structured interviews to explore the lived experiences of 8 introverted student participants in a collaborative environment. The results showed that introverted students navigated collaborative learning environments through themes such as Preferred Roles and Selective Engagement, where they adopted supportive or background roles; Group Size and Interaction Quality, as they favored smaller groups for better interaction and reduced anxiety; and Challenges to Active Contribution, including feelings of domination by extroverted peers and fear of rejection. They employed strategies highlighted in Strategies for Managing Anxiety in Groups, such as observation, smaller discussions, and one-on-one interactions, to cope with social pressures. Recognition of their efforts, as explored in Positive Response to Constructive Feedback and Importance of Validation from Peers and Leaders, boosted their confidence and motivated participation. At the same time, the Emotional Impact of Unrecognized Contributions led to withdrawal and selective engagement. These findings underscored the need for inclusive and supportive collaborative environments that fostered balanced participation and acknowledged the unique strengths of introverted students. Keywords: introversion, Social Identity, Collaborative Learning environment, Social Identity Theory.