EXPERIENCES OF HIGH ACHIEVERS ON SMART-SHAMING:

A NARRATIVE INQUIRY

A Research Project Presented to the

Faculty of the Humanities and Social Sciences
Capas National High School
Capas, Tarlac

In Partial Fulfillment of the

Requirement in Practical Research I

Jillian C. Daguro
Loi Andrei T. Dimalanta
Trisha R. Hipolito
Khieydy Lee T. Mayuyu
Anthony Gabriel M. Ocampo
Jade C. Panoy
Sean Clifford B. Sta. Rita

July 2023
 CHAPTER 1

The Problem and Its Background

“Sige na, matalino ka na.” , “Bobo na ako, sige na.”, “Teka lang, dahan dahan, na-

nosebleed ako sa iyo.” This type of response is often encountered in everyday conversations

when someone proposes an original idea. The conversation comes to a sudden halt as the other

person puts up a figurative hand that signals a reluctance to continue thinking or engaging with

the idea presented. Instead of embracing the new idea, it is perceived as a threat, and the person

feels insulted rather than challenged. The person with the original idea may be accused of making

them feel stupid, causing the offended party to respond defensively by saying, "Fine, I'm the

ignorant one." The result is a missed opportunity for an engaging and stimulating conversation.

Smart shaming is the act of insulting or belittling an intellectual person. Their ideas are perceived

as a threat as if the person were collecting insults instead of stating facts.

According to White’s article (2019) smart shaming often occurs when one person has less

knowledge about a topic than others who have a deeper understanding. Those who engage in

smart shaming may hold contempt for those who express interest in learning. Unfortunately, anti-

intellectualism and smart shaming are issues that are often neglected in American schools.

Students may feel discouraged from expressing their own opinions and pursuing their goals due

to low self-esteem. Instead of promoting intellectual growth, many school administrators fail to

develop the talents of their students. This can be particularly damaging for high-achieving

students who may be subject to smart shaming. The impact of this issue is not limited to the

victims of smart shaming, but can also have negative effects on economic progress, as many of

these children have the potential to become future leaders. It is the responsibility of school

advisors to promote the value of intellect and nurture the intellectual progress of all students.
 A new social issue in the Philippines is emerging and although some may not see it as a

concern, the long-term impact on the country's economy may be significant. Unfortunately,

smart-shaming has become a part of Pinoy culture. It's mind-boggling come to think of it, as we

should be encouraging people to improve their intelligence, rather than shaming them for it. It's

alarming that individuals are being mocked for studying harder, seeking more information,

reading longer, or expressing themselves more confidently. Regardless of the reasons behind it,

smart-shaming must be put to an end. Why? Firstly, smart-shaming discourages people from

striving to be smarter. Instead of promoting learning and intellectual curiosity, people may feel

ashamed or embarrassed for being interested in education. Secondly, it hinders people from

expressing themselves freely. Individuals who are subject to smart-shaming may feel self-

conscious about sharing their opinions or engaging in discussions. Thirdly, smart-shaming puts a

negative stereotype on those who are intelligent or high-achieving, which can lead to social

isolation or discrimination. Fourthly, it can create a sense of inadequacy and make individuals

feel like they are not smart enough or capable of achieving their goals. Lastly, smart-shaming can

be confusing and cause people to second-guess their passions and career aspirations. These

negative effects of smart-shaming highlight the importance of creating a supportive and inclusive

learning environment that encourages intellectual growth and celebrates academic achievement.

The issue of smart-shaming is prevalent in the Philippines, where "thinking" is often

viewed as a negative attribute in society. Unfortunately, disrespect and lack of interest towards

intellectual pursuits and critical thinking have become a common thread, not only in the corporate

world but

also among students. As highlighted in a study conducted by Cristine Kyle Cuizon, Mary-ann A.

Atienza, and John Ismael J. Medina in 2017, the manifestation of this issue can be observed in
 various aspects of Filipino society. According to Rodriguez (2017), smart-shaming has become a

prevalent behavior on social media platforms, particularly on Facebook. Despite its prevalence,

there are currently no existing studies that aim to comprehensively understand the phenomenon

of smart-shaming. Additionally, there is a lack of clarity regarding the intended meanings and

implications of smart-shaming behavior. This highlights the need for further research to shed

light on this important social issue

There is a growing trend of smart shaming. Smart shaming seriously affects students. For

this reason, the researchers came up with this study. This research was undertaken to know the

experience/s of students in the school institution for being a victim of smart shaming; how they

deal with the situation and the possible negative effects to their mental health. It aims to inform

the mass public about the struggles of the victim and to know the reason/s why people smart

shame. In addition, this study aims to raise awareness of the issue and provide insights into how

it can be addressed. This will also give knowledge to the students on how to deal with smart

shaming. Through this study, people was aware of the effects of smart shaming and why should

people not neglect wisdom.

Statement of the Problem

Through the use of narrative inquiry, the focus is on understanding the stories and

experiences of students who have been smart shamed, This approach seeks to uncover the ways

in which smart shaming has influenced their academic and personal identities and how they have

coped with such experiences. The goal of this research is to shed light on the effects of smart

shaming and raise awareness of the issue, with the hope of creating a more supportive and

inclusive academic environment for all students.

1. What are the struggles of the victim in smart shaming?

2. How do the victim cope with the issues in the process of not being able to speak out directly?

3. What are the motivating factors for a smart-shaming victim that can easily adopt/embrace?

Scope and Delimitations

This qualitative study employed a phenomenological research design. According to Delve.

Ho, L., & Limpaecher, A. (2022) Phenomenological research is a qualitative research approach

that seeks to understand and describe the universal essence of a phenomenon. The approach

investigates the everyday experiences of human beings while suspending the researchers’

preconceived assumptions about the phenomenon. In other words, phenomenological research

studies lived experiences to gain deeper insights into how people understand those

experiences. The researcher study focuses on exploring the experiences of students as perceived

by Capas National High School - Senior High School. The study's search is restricted to senior

high school students in the batch 2022-2023, encompassing the three distinct strands:

Accountancy, Business, and Management (ABM), Science, Technology, Engineering, and

Mathematics (STEM), and Humanities and Social Sciences (HUMSS), where in the researchers

tackle the experiences of the student’s views while facing smart-shaming.

On this qualitative research study the researchers themselves also deviced themselves as

the main instrument of this interview,( Pellaza, Pettigrew, and Miller- Day, 2012), also another

instrument the researchers have constructed is a counseling and purposive sampling approach

towards the participants, This instrument is created by fusing the elements of counseling and

purposive sampling technique. According to Nickolopoulou (2022), the purposive sampling

refers to a group of non-probability sampling techniques in which units are selected because they

have characteristics that you need in your sample. The protocol of this instrument is that it is

allowed to ask the participant of the richest of responses , only the most exact response while
granting them anonymity and comfort . By fusing both of these the researchers can empathize

and also radiate

calmness and soothe the participants possible triggers while gaining the clearest results.

In gathering data researchers use an in-depth interview. Based on the study of Jamshed

(2014) Interviews should reveal participants' experiences, understandings, opinions, or

motivations. The relationship between interviewer and interviewee is critical to the success of a

research interview. The interviewer creates a trusting environment with the interviewee by

guiding the interviewee through a series of issues or questions that was discussed in detail. The

collected data was analyzed by comprehensively studying all aspects of the interview, and it was

treated with confidentiality and recorded for future analysis.

Significance of the Study

The study will serve as an inspiration for others to know the experiences of student in

smart-shaming and provide further knowledge on how the Senior High School students of Capas

National High School perceive and cope up with smart shaming.

The findings of this study can be beneficial to the following:

Learners. As the primary beneficiary of this research, learners should aware of smart-

shaming, in order prohibited and prevent discouraged and conflict of the learners in order

from them to expressing themselves freely while studying. Additionally, it implies that smart-

shaming is important for guiding pupils' thought processes and developing their intellectual

potential.

Teachers. The study's conclusions may assist educators in managing students who are

experiencing smart-shaming in terms of their academic performance. It may help teachers to

lessen the burden of the teacher in terms of the low performance of the pupils. It benefits teachers

in

learning on how to think of effective strategy on how will learners prevent, cope and deal with

smart-shaming.

Principal. The principal will benefit from this study's insights into practical management

techniques for a well-organized school. Additionally, it might assist in achieving the objective of

dealing with and avoiding smart-shaming.

School Administrator. This research may serve as a guide on how the School Administrator

can handle and resolve problems in the smart-shaming. The importance of this research may help

School Administrator enhance education to improve students' well-being, principles, behavior,

and academic performance. It may also help them deal with experience of students of smart-

shaming and determine how to provide the best support and assistance that their learners need.

Future Researchers. This research may serve as a starting point for further studies in the

same field, particularly when reassessing the progress or growth manifested through the program

over time. Future researchers can use this study as a useful source for related research on smart-

shaming.

REVIEW OF RELATED LITERATURE AND STUDY

This chapter discusses the literatures and studies from foreign and local

literature sources that are relevant to the study to have an insight about the topic of the research.

Foreign Literatures

According to studioatao.org (2020) the concept of anti-intellectualism has undergone

transformations and developments over the years, lacking a singular explanation. In the book

Anti-intellectualism in American Life by historian Hofstadter, anti-intellectualism is defined as

“a resentment and suspicion of the life of the mind and of those who are considered to represent

it; and a disposition constantly to minimize the value of that life”. It is often misinterpreted as

simply being opposed to gaining knowledge or a consequence of a lack of formal education.

However, this definition overlooks the fact that anti-intellectualism has been utilized by those in

positions of

power to maintain the ideologies and structures that benefit them, thus facilitating the spread of

these beliefs throughout society over time.

In addition, Peters (2018) asserts that anti-intellectualism is a global issue that exists not

only in the Philippines but also in developed countries. In New Zealand, for instance, an essay

with the headline "Why are New Zealanders so fucking intolerant of anyone with a brain i.e.

intellectuals?" was published three years ago, while in Australia, a headline read "We love being

dumb and dumber." This phenomenon, referred to as intellectual-barrenness, is seen as a

contagious virus. It spreads easily from person to person, with attackers targeting an individual's

accent, use of sophisticated language, or academic achievements. There is a distinction between

questioning experts and being suspicious of intellect. Questioning established truths and scientific

findings can lead to progress, but distrusting intellectuals can be counterproductive

Moreover, anti-intellectualism can give rise to social issues. For instance, in the United

States, the following are frequently associated with this phenomenon: "authoritarian politics, anti-

immigrant attitudes, anti-globalization, protectionism, sexism, and anti-environmentalism." Anti-

intellectualism is closely linked to prejudice against race, region, gender, and social class, among

other things. The rejection of logical reasoning or argumentation in favor of reliance on beliefs,
prejudices, and emotions promotes oppressive behavior and patriarchal ways of thinking (Peters,

M, 2016).

Local Literatures

According to Biana (2019) that in Philippine popular and social media, anti-intellectualism

is manifested through trendy phrases like "Ikaw na matalino!" (You're so smart!), "Nosebleed,"

or

"Dami mong alam!" (You know so much!). These phrases are used to shame individuals who

express traits of intellectualism, such as a deep understanding of a topic or the use of "smart

content" in their conversations. Discussing politics, philosophy, or current issues, for instance, is

considered smart content. Similarly, quoting experts and using English in social media or

everyday conversations can result in being smart-shamed by anti-intellectuals.

Smart-shaming conveys the message that being well-informed is worthless in the current

context and that intelligence or intellectualism is disgraceful. This attack on an individual's

"smart value" leads to negative self-evaluation. Ironically, while one's smart value is attacked,

their lack of intelligence is also ridiculed. For example, Christopher Lao, who drove his car into a

deep flood, was cyberbullied for his lack of information when he stated, "I was not informed."

This suggests that being too smart and too uninformed at the same time is unacceptable in the

Philippines. To

better understand the values, practices, categories, and representations of smart-shaming in the

Philippines, further research is needed.

Rodriguez (2019) states that the value of hiya is significant in Filipino culture, as it

encourages individuals to be mindful of displaying too much confidence in their intellect. When
people express opinions on intellectual topics online, they are often subject to smart-shaming, as

it is believed that individuals should not be too knowledgeable or show off their intelligence. This

is consistent with the concept of crab mentality, where people pull others down if they perceive

them to be too intelligent. If someone is not hesitant or embarrassed to share their knowledge and

participate in intellectual discussions, they may be subject to smart-shaming.

The Philippines has a culture of smart-shaming that is apparent in various forms of popular

media and social media platforms like TV sitcoms, variety shows, songs, radio shows, Facebook,

and Instagram. People who exhibit intelligence are often criticized using phrases like "ikaw na

top 1" or "pabibo ka masyado," which means they are showing off. The term "pabibo" is used to

describe people who flaunt their intellectualism. Even those who are mentally alert or bibo are

frequently subjected to smart-shaming in everyday conversations and events. Even in beauty

pageants, candidates who give intelligent answers to questions are sometimes mocked on social

media. For example, when Miss Universe winner Pia Wurtzbach answered a political question

about the United States bases, some people defended her diplomatic answer, while others smart-

shamed her and even other commenters on the political issue.

Sison (2015) defines anti-intellectualism as the distrust and hostility towards intellectual

pursuits. People who have non-conventional ways of thinking are often seen as a threat to

normalcy and are considered outsiders who lack empathy towards the general population. This is

why people who have different opinions or belong to a counterculture are often labelled as

arrogant, elitist, matapobre (anti-poor), and aloof. Unfortunately, there is an increasing trend of

shaming those who take the time to learn more and share their knowledge with others.

Intelligence is perceived as a
liability, and exploring unconventional ideas is frowned upon. Those who think outside the box

are often ostracized and mocked, with common phrases like "Ikaw na ang magaling!" being

thrown around during conversations. In simpler terms, anti-intellectualism is the rejection of

intellectualism or the belief that learning and knowledge are not valuable or necessary. This

attitude often leads to the mocking and shaming of those who express a desire to learn or share

knowledge. The concept of anti-intellectualism is particularly problematic because it prevents

individuals and

societies from progressing and developing intellectually. It is important to recognize the value of

education and intellectualism in fostering personal growth and societal advancement

Foreign Related Studies

According to Aleckzandra's study (2016), smart shaming can have a detrimental effect on

individuals' desire to learn and grow intellectually. by just clicking buttons on the computer , it is

easier than ever to expand our knowledge. However, when people are ridiculed for expressing

their intelligence or sharing their opinions, they may feel discouraged from continuing to learn or

speak out. This is particularly true for students who may fear being labeled as privileged or elitist

when discussing social or political theory. As a result, they may refrain from using big words or

sharing their ideas, out of fear of being seen as disrespectful towards those with less formal

education. This cycle of smart shaming can have a stifling effect on intellectual growth and

discussion. (Nakagawa

2016)

According to a study by Triki, Nicholls, Wegener, Bay & Cook (2012) cited by Cuason

and Fortuno (2017), anti-intellectualism can have a negative impact on a student's academic
performance. Students with high anti-intellectual attitudes are more likely to display academic

dishonesty and lack interest in class, while also downgrading intellectuals and their work.

However, anti-intellectual attitudes can be reduced through the education process, and low anti-

intellectual attitude can predict academic success (Elias, 2008).

This means that when students, particularly academic achievers, experience smart

shaming, it not only affects their academic performance but also their interpersonal skills, which

are crucial for communicating with others. In the worst-case scenario, such effects could have a

long-term impact as they grow up. Smart shaming can also affect a student's determination and

eagerness to learn, which can be interconnected with their interpersonal skills. Stiles (2008)

defined (smart) shaming as the negative side of motivation, highlighting the crucial role of shame

in a student's self-regulation and their ability to communicate interpersonally. These two factors

are not only essential for academic performance but also for holistic development.

Landweer (2019) from the Free University of Berlin explains that feeling shame requires a

combination of certain circumstances. Specifically, the person must be conscious of violating a

norm and consider the norm to be valuable and obligatory, as it is only in this scenario that the

violation will cause genuine discomfort. Moreover, the presence of a disapproving individual is

not always necessary, and simply imagining the judgment of someone else can be enough.

Frequently, people may create an image of a parent who asks, "Aren't you ashamed?" and these

admonishments can become so ingrained that the expectations and norms set by our parents in

our childhood can continue to influence us even as adults.

Local Related Studies

According to the study conducted by the Philippine Statistics Authority (2010) , there is a

prevalent issue of anti-intellectualism in the Philippines that manifests in the form of smart

shaming. The study found that 25% of the population is living below the poverty line, and 54%
of the population have not completed high school. These figures indicate that the environment in

which the average Filipino lives lacks the necessary conditions to promote intellectualism. As a

result, when Filipinos respond with phrases such as "edi wow" or "masyado kang nag-iisip" to

intellectual content, it is not due to animosity or distrust, but rather a lack of exposure and

understanding. However, it should be noted that such responses can be considered offensive by

intellectuals. More often than not, Filipinos who say "wag ka masyado mag-isip" have good

intentions, as they want intellectuals to be more socially integrated and avoid being perceived as

outsiders

In addition, Badio (2016) explained in his study that individuals who engage in smart

shaming typically do so to divert attention from themselves and throw others off. This is a

technique they use to avoid admitting that they are unable to contribute to the conversation

meaningfully. Badio further noted that those who engage in smart shaming perceive sharing

knowledge as an act of superiority, and therefore use it as a means to elevate their status among

peers. Unfortunately, the growing trend of smart shaming in today's society can make people who

take the time to learn and share their knowledge feel invalidated. Even when they have valuable

insights to contribute, they may refrain from doing so because of the fear of being subjected to

smart shaming.

A study conducted by Grade 12 HUMSS students from Arellano University-Jose Rizal

High School, which included 50 respondents from the same school, found that smart shaming has

a significant impact on academic performance and can lead to feelings of insecurity. It also has

the potential to trigger depression and low self-esteem, as well as foster a crab mentality in the

individual, making them hesitant and self-conscious in public.

Conceptual Framework
INPUT
In this research with the aim
of providing detaildes
description of the
experiences of high
achievers on smart-shaming,
the following question will
be answered:
1.What are the struggles of
the victim in smart-shaming?
2.How do the victim cope
with the issues in the process
of not being able to speak
out directly?
3.What are the motivating
factors for a smart-shaming
victim that can easily
PROCESS OUTPUT
The researcher's will The study will present the
facilitate a face-to-face experiences of high
interview among our achievers on smart-shaming.
respondents in Capas Senior
High School. With a use of
semi-structured interview
guide that contains questions
relevant to “Experiences of
High Achievers on Smart-
Shaming”. Interview is a
give and take of views
between the interviewer and
the interviewee.. While
interviewing we're going to
record this (audio).
Providing secured
information is a must so that
 the anonymousness of the

Figure 1: Paradigm of the Study

This study adopts a qualitative research paradigm to explore the experiences of high

achievers on smart-shaming. It takes an interpretive approach, seeking to understand the subjective

perspectives and meanings attached to being smart-shamed. The primary method of data collection

is face-to-face interviews, allowing for in-depth conversations with participants. These interviews

will be recorded and transcribed for analysis. Thematic analysis will be employed to identify

patterns, themes, and categories within the data. The study acknowledges the importance of the

socio-cultural context by conducting research in Capas Senior High School. Ethical considerations,

including participant anonymity and confidentiality, will be upheld. The findings will contribute to

existing knowledge and may inform interventions or policies to enhance the well-being and

expriences of high achievers on smart-shaming. By employing a qualitative research paradigm,

this study aims to provide a comprehensive understanding of the expriences of high achievers on

smart-shaming, shedding light on their perspectives and the various aspects of their lives affected

by their involvement in the smart-shaming.

 CHAPTER II

Research Design

This study will use descriptive research design. According to McCombes (2019)

descriptive research aims to accurately and systematically describe a population, situation or

phenomenon. It can answer what, where, when and how questions, but not why questions.

Moreover, it is an appropriate choice when the research aim is to identify characteristics,

frequencies, trends, and categories. Furthermore, the main purpose of this study is to know th

experiences of high achievers on smart-shaming as perceived by senior high school students of

Capas National High School.

Research Locale
 This study was conducted at Capas National High School- Extension Cite, specifically in

Sto.Domingo 1st. Capas National High School is offering centered to the New Secondary Basic

Education Curriculum (BEC). In addition, its offers complete strand for senior high school. In

cognizance of its role in the nation’s growing education system the school has kept pace with the

trends by changing and expanding its curriculum from time-to-time. It has adapted major

inovations in the economic and social development program in the attainment of educational

goals and objectives.

Research Respondents

The participants of this study would be high achievers of Capas National High School-

Senior High School students. The respondents would be chosen via purposive sampling.

According to Nikolopoulou (2022) purposive sampling is best used when you want to focus in

depth on relatively small samples. Perhaps you would like to access a particular subset of the

population that shares certain characteristics, or you are researching issues likely to have unique

cases. To determine the study’s participants the researchers will select five (5) participants who

would be part of the study.

Research Instrument

The instrument will use to gather data in this research is through semi-structured interview.

According to George, T. (2022) semi-structured interviews are often open-ended, allowing for

flexibility. Asking set questions in a set order allows for easy comparison between respondents,

but it can be limiting. Having less structure can help you see patterns, while still allowing for

comparisons between respondents. The researchers will also use recording device with the

permission of the problem.

Validation of the Instrument

 The questionnaire was submitted to the research adviser for further evaluation and

validation, comments, revisions, and clarifications were considered during the validation of the

questionnaires. The semi-structured interview is expected to use for gathering data.

Data Gathering Procedure

To gather significant data, researchers will follow a precise procedure in gathering the data

needed for this research. First, the researchers wrote a letter to the assistant principal and the

principal of Capas National High School, requesting permission to interview about the

experiences of high achievers on smart shaming. Second, after receiving their approval, they then

inquired about the possible subjects of their research, through the help of the teachers and the

researcher's

classmates, the possible participants will found and was listed. Third, the researchers then write a

letter to each participants requesting their participation, while assuring that the right of the

subjects to refuse is preserved. As five (5) of the participants acceded to the request, the

researchers immediately scheduled the in-depth interview. The researchers will respectfully asked

the respondents' permission to participate in the study. Researchers will also considered the

schedules of the participants. All the necessary information was provided to the participants. This

includes

the advantages of participation as well as how the information was used and protected. Before

conducting the interview, the researchers asked the participants for permission to record the

conversation. The researchers conducted a kind of question-and-answer session with the

participants. This would make the respondents feel at ease during the interview. By that, the

researchers was able to obtain important data for the study.

Data Analysis Procedure

 This study adopts a qualitative research design to capture the rich experiences and

perspectives of high achievers on smart-shaming. A purposive sampling technique is utilized to

select participants who have substantial experience smart-shaming. The interviews are semi-

structured, allowing flexibility for participants to share their stories. Ethical guidelines are

followed throughout the research process, ensuring informed consent, confidentiality, and the

protection of participants' identities. The researchers acknowledge their own biases and

preconceptions, actively engaging in reflective practice to enhance the credibility of the study.

The collected data is transcribed, coded, and thematically analyzed. The researchers identify

recurring themes and patterns related to the experiences of high achievers on smart-shaming.

The findings are interpreted and triangulated to enhance the credibility and validity of the

analysis. Multiple researchers collaborate to ensure consistency and to minimize individual

biases. The collected data is securely stored and anonymized to protect the privacy and

confidentiality of the participants. To enhance the reliability of the findings, techniques such as

member checking, peer debriefing, and prolonged engagement with the data are employed. The

researchers use a systematic approach to code and categorize the data, ensuring the organization

and coherence of the analysis process. The researchers continue data collection until reaching a

point of saturation, where no new themes or insights emerge from the interviews. The findings

are discussed in relation

to existing literature, highlighting the unique aspects and challenges faced by high achievers.
 CHAPTER 3

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents, analyzes, and interprets the data obtained from the participants using

interviews. It also presents the thematic analysis of patterns to uncover the meaning of the study.
Participants

● Participant 1 is an unwaveringly diligent eleventh-grade student who made an endeavor to

contend for the position of Protocol Officer within their school's Student Student Leadership

Group (SSLG). Despite not emerging victorious, they persevere as a committed and diligent

learner.

● Participant 2 is aconsistently upholds the ideals of academic excellence within the Student

Student Leadership Group (SSLG). Their unwavering commitment to their studies has resulted in

a consistent record of high achievement and commendation.

●Participant 3, as the president of their section, demonstrates diligent dedication to their studies.

proactively assists classmates and the teacher whenever assistance is needed, exemplifying a

strong sense of responsibility. Participant 3’s commitment to academic excellence extends

beyond personal achievements, as they actively contribute to creating a supportive and

collaborative learning environment.

●Participant 4, is aspired to become the vice president of SSLG, unfortunately did not succeed in

securing the position. However, it is worth noting that Participant 2 hails from the STE

background before reaching the eleventh grade. Despite the setback in the SSLG election,

Participant 4's prior experience in the STE field brings valuable insights and knowledge to their

academic pursuits.

●Participant 5 is a cheerful and charismatic student who is actively involved in the SSLG. She is

widely recognized and well-known throughout the campus for their joyful nature. Their engaging

personality has earned them a positive reputation among students and faculty.
I. Feeling towards Smart-shaming

All participants experienced various emotions due to smart shaming. Each

participant had a unique emotional response shaped by their personal experiences and

perspectives. Participant 1 felt that smart shaming was painful and that their efforts to learn

were being minimized. They described feeling hurt by comments that made them feel like

their knowledge was being disregarded:

(Participant 1)

So, you know, it's really painful because I've put in effort to learn things, and it feels like

they're belittling it - saying stuff like “You know too much.”

Participant 2 expressed sadness and feeling bad for being smart, despite not having

done anything to deserve such treatment. They felt disappointed in others' behavior towards

them.

(Participant 2)

I’m really sad because I haven't done anything to them, but they still make me feel

bad for being smart.

Participant 3 experienced a range of intense emotions when subjected to smart shaming.

They felt extreme disappointment in themselves, sadness, and the loss of motivation in every

aspect of their life. The experience was described as intense and something they didn't want

to go through again.

(Participant 3)

For me, or how can I describe my feelings when I experienced smart shaming, I

think
the feeling I had was extreme disappointment in myself, and I was also very sad at that time.

It reached a point where I realized that, "Oh, I was actually being smart-shamed by others."

Perhaps the ultimate feeling I had at that time was losing all motivation in myself, to the

point where I felt down in every aspect. That was the most intense feeling, and I don't want to

experience it again.

Participant 4 seemed to have a more detached response to smart shaming. They

didn't consider it their problem but attributed it to the ignorance of others. Their reaction

indicated resilience and not allowing the opinions of others to affect their self-worth.

(Participant 4)

Hm.. Usually i feel that its not my problem, but its just that other they are ignorant

Participant 5 felt a mixture of noxiousness and disappointment upon discovering

they had been experiencing smart shaming for a significant period of time. They expressed

feeling unpleasant and disappointed by the realization that they had been subjected to this

behavior for five years.

(Participant 5)

First of all i didn't even know what smart shaming is, up until there was.. there's

someone to told me about it and I feel so noxious that I’ve been experiencing it for almost

five years now. so yah i feel so noxious and at the same time disappointed.

I.I General Experience

The participants shared their personal encounters with smart shaming, shedding light

on the emotional impact it has had on them. Each individual had a unique perspective, but
 they all described feelings of pain, sadness, embarrassment, and disappointment in

response to being shamed for their intelligence.

(Participant 1)

Since.. Maybe since grade seven, since I entered STE classes. I've been told that I

seem intelligent, but they say it as an insult. That's why sometimes I feel embarrassed to

share what I know or to share my knowledge because I immediately think or feel like I'll be

judged by the people around me.

(Participant 2)

My general experience is that it feels like it coincided with my depression, as if it

made me even more depressed, especially since I didn't do anything to them, yet they still

threw hurtful words at me.

(Participant 3)

In my overall experience, when I went through smart shaming, it coincided with a

time when I was experiencing depression. Yes, as you mentioned, it started with people

commenting on my intelligence, and it eventually led me into a state of depression. It

reached a point where I didn't want to speak up anymore, but I felt the need to express

myself, to the extent that I even considered ending my life.

(Participant 4)

Hmm. It wasn't always the case that I experienced smart shaming. When I transferred to a

new school, I suddenly became the smartest in our classroom. So many of them started

belittling me because they thought I was trying to be better than them.

 (Participant 5)

Well, the people around me seem to think it's normal, umm. But... as someone who

experiences it, I don't know what to feel about their comments. I don't know if they say

those things to encourage me to improve further or if they say them just to make me

experience smart shaming and to make me stronger or whatever, that they want to bring

me down like that

1.1 Narration of th Experiences

(Participant 1)

Since the first time, um, since the first time... um, that I felt smart-shame, if I

remember correctly, it was actually my grandmother.

(Participant 2)

Back then, I wasn't really an achiever in school. But when I started to improve and

achieved high honors, someone told me that the reason I was able to attain it was because

I was trying to be showy and seeking attention from the teachers.

(Participant 3)

Back then, I wasn't really an achiever in school. But when I started to improve and

achieved high honors, someone told me that the reason I was able to get it was because I

was being too eager to please and seeking attention from the teachers. Back then, I wasn't

really an achiever in school. But when I started to improve and achieved high honors,

someone told me that the reason I was able to get it was because I was being too eager to

please and seeking attention from the teachers.

(Participant 4)
 During elementary school, when I transferred from a private school to a public

school.

(Participant 5)

Well, it's during the free time or in the midst of the pandemic that I truly realized I

was smart shamed. It's because I didn't have much to do, so all I could think about were

the things people said to me. This reached a point where it caused anxiety for me, and

that's something very unfortunate.

II. Challenges

All the participants experienced a range of emotions. They faced challenges in

finding a balance between sharing knowledge and considering others' perceptions,

maintaining resilience in the face of negativity, coping with the impact on their mental

well-being, and overcoming self-doubt caused by external judgment. Participant 1

expresses a strong desire to share their knowledge and help others. They feel frustrated by

the inability to freely share their insights due to the fear of being judged or misunderstood.

Their challenge lies in finding a balance between their intention to contribute and the

potential negative impact on others' self-esteem.

(Participant 1)

That's exactly it. It's like there's this knowledge stuck inside me that I want to share

instead of keeping it to myself. I just want to help others, you know, that's why I feel that

way.

In the face of smart shaming, participant 2 describes their experience as a constant

battle. They actively fought against the hurtful comments and remarks, recognizing that
such negativity only dragged them down further. Their challenge was to maintain resilience

and protect their self-esteem amidst the adversity.

(Participant 2)

The challenges I faced when experiencing smart-shaming, well, I fought against them

because it felt like I was being dragged down further by what they were saying.

Smart shaming took a toll on 3rd participant's mental well-being, leading to

depression, low self-esteem, and loss of motivation. The challenge they faced was the

difficulty of navigating the situation where possessing knowledge was seen as a negative

trait. They had to cope with the negative impact on their own self-perception and find ways

to regain motivation and control over their life.

(Participant 3)

As I mentioned my experiences with smart-shaming, it led to me experiencing

depression. My self-esteem plummeted, and worst of all, I lost my motivation to the point

where I didn't want to study anymore. It's challenging because it's difficult when you

possess

knowledge that others may not be aware of. Their perception of you is that you already

have a opinion of yourself, without realizing that your intention is simply to share the

knowledge you've gained and help others.The problem arises when their misunderstanding

leads to a decrease in their self-esteem. However, things have improved now, and I have

learned to control my stress and handle everything to the point where I am moving forward

in my life.
I am focused on the next chapters of my life, and I no longer look back but rather move

forward in everything I do. Before speaking to someone, I carefully consider my words to

avoid causing harm, as I understand the fear of experiencing what they have gone through.

We all have goals in life, and for many, it is to complete their education and help our

fellow students by sharing the knowledge we acquire. The challenge lies in the conflict

between our desire to teach them and the unintended consequence of negatively affecting

their self-perception, as they may believe they lack knowledge.

Participant 4 shares the disheartening and demoralizing impact of smart shaming on

their own sense of self. They didn't anticipate how others would perceive them when they

happened to be more intelligent, leading to feelings of disappointment and frustration.

(Participant 4)

Hmm, when it comes to oneself, it can be disheartening and demoralizing.

Especially in my case, I wasn't aware that people would perceive me that way if I

happened to be smarter than them.

Smart shaming resulted in a loss of confidence for participant 5. They felt restricted

and unable to be their authentic self, constantly questioning their worth and being plagued

by anxiety. Their challenge was dealing with the external pressures and negative self-

perception caused by the judgment and expectations of others.

(Participant 5)
 Hmm, when it comes to oneself, it can be disheartening and demoralizing.

Especially in my case, I wasn't aware that people would perceive me that way if I

happened to be smarter than them.

III. Coping Mechanisms

All the participants coping mechanisms employed by the participants vary. These

coping strategies help them navigate the challenges of smart shaming and maintain their

well-being. Participant 1 coping mechanism involves leveling up their confidence and

overcoming the fear of judgment. They have chosen to embrace their knowledge and skills,

actively sharing them with friends and others. Their coping mechanism focuses on self-

empowerment and refusing to hide their abilities:

(Participant 1)

Well, I leveled up my confidence because, you know, I wanted to become more, uh,

I'd rather give my knowledge and skills to others, to my friends, and not hide theknowledge

that I can actually share. I have overcome the fear of being judged.

Prayer plays a significant role in participant's coping mechanism. They find strength

and courage through their faith, particularly as they serve in the Catholic Church. Prayer

acts as a source of empowerment and support in facing the challenges of smart shaming.

(Participant 2)

Uh, I just strengthen my courage through prayer, especially since I serve as a

server to the Lord in the Catholic Church. It's like I'm empowering myself through prayer.
 Participant 3, prayer is a crucial aspect of their coping mechanism. They rely on

constant prayer to seek understanding, acceptance, and positive change from those who

dislike or judge them. Regular attendance at church and drawing strength from their family,

especially their grandparents, further contribute to their resilience.

(Participant 3)

I guess what I did with the challenges I encountered was constantly praying. I

always prayed and said to the Lord, "Please, Lord, may those who dislike me come to like

me. May they understand the reasons behind my actions, my true intentions, and my main

goals in life." I also make sure to regularly attend church and never miss it, even for

important occasions, because prayer is truly what helps me. I also draw strength from my

parents, especially my grandparents who raised me. They have always been there for me,

and of course, we all have dreams in life. So, the challenges I face, including smart

shaming, I really go through them with the help of prayer. It's the best way for me.

Participant 4 hasn't completely overcome the effects of smart shaming, their coping

mechanism involves adopting a mindset of letting others' negative opinions be and

minimizing the impact it has on them. They choose not to let the opinions of others affect

their self-esteem and well-being.

(Participant 4)

To be honest, I haven't completely overcome it yet. Until now, I still feel its effects.

However, as I mentioned earlier, my mindset is to let them be so that I won't be too

affected by it.
 The coping mechanism of participant 5 involves prioritizing their own well-being

and surrounding themselves with supportive individuals. They recognized that some close

friends were involved in smart shaming and made the difficult decision to let them go.

They actively seek relationships with people who appreciate and love them for who they

truly are.

(Participant 5)

First of all, I am someone who is afraid of losing friends. When I discovered that

those people who were really close to me were the ones causing the smart shaming, I made

the decision to let them go. I surrounded myself with people who can truly appreciate and

love me for who I am.

3.2 Steps Taken to Overcome Negative Experiences

All the participants took several proactive steps to overcome their negative

experiences of smart shaming:

(Participant 1)

Ah, yes, at first it was hard, but it took some time for me to regain confidence in

what I am saying and in sharing knowledge. "Ingat po" is what I say. Before, I remember

that I was the only one who knew.

(Participant 2)

That's right. When I first approached the Lord, I always prayed to Him for all my

problems. It's important to always turn to the Lord for guidance and support in every

situation.
 (Participant 3)

The steps I took, as I mentioned earlier, first and foremost, I prayed and attended

church. Then, I transformed the negative into positive. I stopped dwelling on negative

thoughts and focused only on the positive. For the next day, I would plan things like this,

hoping for positive outcomes. Of course, we have a lot going on in school, but I remind

myself that this is it, just a little more, only four weeks left until my moving up. Maybe

those are the significant things. You know, sometimes, I apologize if my story is long, but

some people tend to hold onto negative stories. Do you know that when we constantly think

negatively, it often becomes our future reality? That's why my mother, she always goesto

church, and she always tells me, "Negative thoughts will never give you a positive life."

That's the mantra I keep telling myself. So, all the steps I take, I always have a positive

mindset because that's the path towards improving my life.

(Participant 4)

I understand. So, it's not necessarily about taking specific steps, but rather

choosing to ignore them. In that case, there are no specific steps required.

(Participant 5)

The first thing I did was look for the better things around me, as I mentioned

earlier. I surrounded myself with people who genuinely love me and appreciate me for who

I am. The second thing is that I accepted myself. Because if I can't accept myself, how can I

expect others to accept me? That's the only thing I did—accept myself and continue moving

forward.

V. Envisioning the Future and Addressing Smart-Shaming

 All the participants' responses highlight different perspectives on addressing smart

shaming. Their approaches reflect a range of strategies to combat smart shaming and

promote

personal growth and resilience. Participant 1 envisions addressing smart shaming by

advocating for both those who have experienced it and those who struggle to express their

knowledge due to fear of judgment. They emphasize the importance of empowerment,

sharing experiences, and creating awareness to combat smart shaming.

(Participant 1)

Well, of course, I emphasize to them that I don't want to experience it myself

because I know how it feels. It's like experiencing shame for being intelligent. So, I also

want to advocate not only for those who are smart-shamed but also to empower those who

find it difficult to express their knowledge because they are afraid of being judged by the

people around them.

Participant 2 envisions overcoming smart shaming by not giving attention to those

who engage in it. They believe that by being unbothered and relying on their faith for

strength, others can also overcome the negative effects of smart shaming.

(Participant 2)

For everyone who has experienced smart-shaming, I have also overcome it by

simply not paying attention to them. I've become unbothered by what they do or say to me,

and I pray to God for strength. They will overcome it as well.

 Participant 3 addresses smart shaming by offering guidance and steps to those

currently experiencing it. They emphasize the significance of prayer, attending church,

maintaining a positive mindset, and giving oneself time. They highlight the role of faith

and seeking support to navigate through difficult times.

(Participant 3)

Perhaps those who are currently experiencing it, especially after the pandemic, are

often mistaken for being intelligent without realizing that they are just sharing their

knowledge. What I want to tell them are the steps I mentioned earlier, like the best step

being prayer, attending church, and maintaining a positive mindset. They shouldn't think

too much about it and should also give themselves time. They shouldn't pour themselves

into what they

do because, as my advisor told me, he saw potential in me and noticed that I share

everything I know with others, which caused conflicts. My advisor told me to set aside time

for myself and not worry about everything I do, just focus on being positive and always

pray, no matter where I go or what I do, because in the end, it's only God who can truly

help, especially for those who are going through difficult times.

Participant 4 acknowledges the uniqueness of individuals and suggests letting those

who engage in smart shaming be, as it is their problem, not the person being shamed. They

encourage staying true to oneself and not allowing others' judgments to define or hinder

personal growth.

(Participant 4)
 People are different, and just like me, I wasn't even aware that I was considered

smart. Hmm... I don't think there were any steps for me to overcome it since I'm still going

through it now. I guess the most I can say is to let them be, and if it's their problem, it's

their

problem. It's not yours, just continue to be yourself.

Participant 5 envisions a journey of self-discovery and acceptance as the key to

overcoming smart shaming. They emphasize the importance of knowing and accepting

oneself, disregarding others' opinions, and focusing on personal progress. They believe that

when individuals have a strong sense of self, the impact of smart shaming diminishes.

(Participant 5)

Well, in our era, in our generation, we already know who we really are. For those

experiencing smart-shaming, they may reach a point where they feel like the world is

against them and they believe they can't overcome it. But slowly, as time goes by, they will

realize that they can't please everyone or listen to what others say. The steps they can take

are acceptance. When you know who you are and accept yourself, no matter what others

say, even if they say that's all you're capable of or you're just trying to impress teachers,

that's when you'll make progress. You won't care about it anymore because you know what

you're capable of and you know who you are.

Thematic Analysis
 Smart shaming, the stigmatization and marginalization of high achievers based on

their intellectual abilities, is a significant phenomenon. This thematic analysis explores the

lived experiences of individuals who have faced smart shaming. Using a narrative inquiry

approach, the study aims to uncover themes that emerge from qualitative data, shedding

light

on the challenges and effects high achievers encounter in their daily lives. By examining

the personal, social, and psychological aspects, this research seeks to enhance

understanding and raise awareness about smart shaming and its impact on individuals' well-

being and societal perceptions.

Mental

Welfare
Navigating the Impact
Emotional
of Smart Shaming
Neglect

Self Imbalance Rising Above

Challenges

Resilience Experiences of

High Achiever on
Embracing Inner
Smart- Shaming
Self-aware Strength

Empowered
Cultivating Self-

Worth
Nurturing
Figure 3. Thematic Analysis of Experiences of High Achievers on Smart-Shaming

This thematic analysis explores the experiences of high achievers who have encountered

smart-shaming, the act of stigmatizing individuals based on their intellectual abilities and

achievements. Qualitative data was collected through interviews with a diverse group of high

achievers, revealing recurring themes such as the emotional impact of smart-shaming, its

influence on self-perception, coping mechanisms employed by high achievers, and the role of

societal norms and expectations. On a positive note, some of the participants involved in this

study shared empowering experiences as high achievers who had encountered smart-shaming.

Despite facing stigma based on their intellectual abilities and achievements, they

demonstrated resilience and self-acceptance.

 CHAPTER 4

FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter presented the findings, conclusions, and recommendations made by the

researchers

Findings

The research study on the experiences of high achievers regarding smart-shaming

revealed several significant insights. Participants shared common experiences of

encountering stigma and negative attitudes due to their intellectual abilities and

achievements. The emotional impact of smart-shaming was evident, with feelings of

shame, guilt, and embarrassment reported among the participants. These experiences had a

detrimental effect on their self-esteem and self-confidence. However, despite facing such

challenges, the high achievers demonstrated resilience and employed various coping

mechanisms. Seeking social support and validation, building resilience, and developing

self-acceptance were strategies commonly employed by participants to navigate the effects

of smart-shaming. Additionally, the study shed light on the role of societal norms and

expectations in perpetuating smart-shaming. Participants highlighted the need for a more

inclusive and supportive environment that appreciates intellectual achievement and

discourages stigmatization. These findings underscore the importance of raising awareness

about the harmful effects of smart-shaming and promoting a culture that celebrates and

supports high achievers.

Conclusion

The findings of this research on the experiences of high achievers regarding smart-

shaming has shed light on the emotional impact, coping mechanisms, and societal

dynamics

surrounding this issue. The findings highlight the detrimental effects of smart-shaming on

the self-esteem and self-confidence of high achievers, underscoring the need for a more

supportive and inclusive environment. Participants' stories of resilience and strategies for

coping provide valuable insights for individuals facing similar challenges. The study also

emphasizes the role of societal norms and expectations in perpetuating smart-shaming,

calling for increased awareness and efforts to promote a culture that values intellectual

achievement. Moving forward, it is crucial to address smart-shaming through targeted

interventions, education, and advocacy, fostering an environment that celebrates and

supports high achievers in their pursuits. By doing so, we can create a society that

appreciates diverse talents and accomplishments, while mitigating the negative impact of

smart-shaming on individuals' well-being and potential.

Recommendations

The researcher recommends implementing an association or organization that

focuses on addressing smart-shaming among students. This association would aim to

increase students' understanding of smart-shaming, educate them on how to avoid engaging

in it themselves, and provide strategies for overcoming or dealing with smart-shaming if

they become victims. Additionally, the researcher suggests conducting seminars or regular
consultations with school guidance counselors to openly discuss and address this

phenomenon. By normalizing discussions about smart-shaming, it can help reduce

instances of it within the school community. Another recommendation is to utilize various

forms of advertising and propaganda to raise awareness about smart-shaming. This can

include online videos, blogs, outdoor signage, and hosting events to attract public attention

and disseminate information about the negative impacts of smart-shaming. Lastly, the

researcher proposes that the student council of the school takes an active role in promoting

a healthy exchange of

knowledge among students. By organizing activities or programs that encourage

collaborative learning and respect for intellectual achievements, the student council can

foster a supportive environment that discourages smart-shaming.

 BIBLIOGRAPHY

CHAPTER 1

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