The Effect of Shyness on Academic Achievement among Bahraini EFL Students: The Moderating Role of Gender

Abstract

Learning a second language (L2) presents various challenges, with shyness being a significant barrier for EFL students. This study investigated the impact of shyness on the academic achievement of 291 Bahraini EFL students and examines how gender may moderate this relationship. Using a quantitative approach, the research involved administering Revised Cheek and Buss Shyness Scale and analysing students’ academic scores. Data were processed through descriptive statistics, inferential statistics, and regression analysis. Results revealed moderate shyness levels among participants, with cognitive shyness—marked by fears of negative evaluation and conversational mistakes—negatively affecting academic performance. In contrast, behavioural and affective shyness did not significantly influence academic success. Cognitive shyness resulted in reduced class participation and social isolation, which contributed to lower academic achievement. The study also found that gender did not significantly moderate the effects of shyness on students’ achievement, suggesting that cultural norms and equal social support levels for both genders might mitigate gender differences. These findings highlight the importance of addressing shyness, especially cognitive shyness, to enhance EFL students' academic outcomes and suggest the need for tailored interventions to support learners with social anxieties.