<![CDATA[This study aims to examine how students with communication anxiety adjust their communication behavior in a diverse academic environment and the role of self-concept in this adaptation process. Using a qualitative approach with a constructivist paradigm, data were collected through observations, in-depth interviews, and documentation involving first- and second-year students showing signs of communication anxiety. The findings reveal that students tend to form homogeneous social groups based on regional origin as a coping strategy and exhibit passive communication behavior. Self-concept plays a significant role, where students with a positive self-concept are more capable of adapting and experience lower levels of anxiety. This research developed a communication adaptation model that integrates self-concept and interpersonal strategies, offering both theoretical and practical contributions to the development of orientation programs and inclusive learning strategies.]]>
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