Psychology Congress 2027

This study investigated the effects of shyness and introversion on academic performance among university students, with particular emphasis on the role of self-esteem in these associations. A quantitative correlational research design was employed, involving 151 university students enrolled at different educational levels in private and public universities in Karachi. Participants were recruited through convenience sampling, and data were collected using standardized questionnaires assessing shyness, introversion, self-esteem, and academic performance. The findings demonstrated significant associations among introversion, self-esteem, and academic performance. Self-esteem significantly mediated the relationship between introversion and academic performance, indicating that students with higher self-esteem may experience less negative impact of introversion on their academic outcomes. However, self-esteem did not significantly mediate the relationship between shyness and academic performance. Overall, the findings highlight the importance of self-esteem in understanding the relationship between personality characteristics and academic performance among university students. Interventions aimed at strengthening self-esteem may help reduce the potential negative effects of introversion and shyness on students’ academic performance and educational experiences. These findings may inform educators, counselors, and mental health professionals in developing supportive strategies to enhance students’ academic functioning and psychological well-being.

A dedicated Occupational Therapist and Clinical Supervisor with 3.5 years of professional experience across mental health, pediatric rehabilitation, clinical practice, and academia. Currently works as an Occupational Therapist at Karwan-e-Hayat Institute of Mental Health Care, contributing to multidisciplinary mental health services, psychosocial rehabilitation, and functional recovery of adults with psychiatric conditions. Experienced in clinical assessment, intervention planning, student supervision, teaching, and professional development, with a strong commitment to evidence-informed and client-centered occupational therapy practice.