SOCIAL MEDIA ADDICTION AMONG SENIOR

HIGH SCHOOL STUDENTS

Members:

Daniela Kent Montecalvo

Mylyn T. Miano

MARCH 2021
 CHAPTER I

THE PROBLEM AND THE RELATED LITERATURE

Background of the Study

Social media addiction associated with the school’s location found out to be one
of the most negative influential means affecting the mental health and academic
performance of students. Individuals with social media addiction are often overly
concerned about social media and are driven by an uncontrollable urge to log on to and
use social media (Andreassen & Pallesen, 2014).

In our research, we want to discover and identify the correlation between social
media addiction and students’ academic performance and mental health. Catipay et al.
(2018) showed that students from Davao del Sur, Philippines scored high in social
media addiction. The ubiquitous social media platforms and the easy access to the
Internet bring about the potential for social media addiction, namely, the irrational and
excessive use of social media to the extent that it interferes with other aspects of daily
life (Griffiths, 2000, 2012).  For instance, the problem associated with social media
addiction may result to loss of motivation in doing academic works. Based on the above
statement we can say that social media may badly affect the study habits, academic life
and learning experiences of the student (Kappuswamy and Shankar, 2010).

In a study conducted by students of Davao Doctors College they found out that study
habits of senior high students of Davao Doctors College are affected by their time
management, study environment, and use of social media, and that these factors
impact their academic performance (Arieta et al., 2017). However, student that spends
too much time on social media and makes less time for studying their lessons which
causes the decrease of point grade point averages.

Students' attention has been drawn to social media, which is then directed to
non-educational and inappropriate activities such as extreme web browsing, posting
pictures, and constant texting. This, therefore, creates a distraction causing students to
not do their academic work, taking most of their productive time. Students are struggling
to combat social media addiction as they are unwilling and functionally unable to work.
Furthermore, students’ social media addiction leads them into losing their social
connections, they get disconnected from reality.

This qualitative research study aims to explore the struggles and effects of
students that are excessively using social media. This study will provide concrete
information and explanations of the existing problem. The researchers will strive hard to
gather credible data sources and provide strategies about how to divert the attention of
students who are addicted to social media.
 REVIEW OF RELATED LITERATURE

Social media addiction among students has proven that have different reasons,
effects, and manifestations. Prior studies have identified many reasons for social media
addiction. These include lack of friends, the social necessity of social media, feeling of
fulfillment, fear of missing out, intertwining of social media and daily life (Aksoy,2018).
Social media addiction affects the mental health and academic efficiency of students
(Hu et al., 2019). Brown (2017) identifies the different effects of social media. It includes
depression, anxiety, lower self-esteem, loss of motivations, less self-control,
overeacting, and a hive mind. Thus, social media greatly affects the health of the
students. Ward (2020) identifies seven manifestations of social media addiction. It
includes when the first thing you do in the morning is checking your social media
accounts when you check your social media during the workday, you are anxious when
you cannot check your social media, you are constantly checking how your posts
perform, you spend a lot of time overthinking and planning your posts, you think your
phone buzz when it didn't, and when you neglect your own hobbies in favor of scrolling.
Moreover, interventions are proven effective in reducing social media addiction and
improving students' mental health and academic efficiency (Hou et al., 2019).
 Statement of the Problem

The purpose of this qualitative study will be to discover the root causes,
manifestations, and forms of interventions of social media addiction among students of
Saint Michael's School of Padada.

Specifically, it seeks answers to the following questions:

1. What are the root causes of Social media addiction?

2. What are the manifestations of social media addiction?
3. What are the effects of social media addiction to students?
4. What forms of intervention can be done to address this behavior in students?

Scope and Delimitation

To conduct this research, 10 students were the primary respondents. They

came from different grade levels in St. Michael's School of Padada, where the
convenience and availability to carry the questionnaire needed in this study were
factored in. The background of the students was taken. The study investigated the
students who claim that they are social media addicts. This study focuses only on the
causes, effects, manifestations, and forms of intervention on social media addiction
among the respondents. The researchers selected social media addiction because of
the alarmingly high rate of students who put so much time in social media, which is not
good. This is to bring about a sense of responsibility and care among all members of
the school community.
 Significance of the Study

The importance of this qualitative study primarily revolves around the idea that
there is a need to discover the root causes, effects, and manifestations of social media
addiction in students in order to generate the forms of interventions to be done.

This study can be of help to school administrators and guidance counselors in

terms of providing suggestions about how to divert the attention of students who are
addicted to social media. Parents and concerned students can also use the study in
order to help solve this phenomenon among students. Research Institutions,
government, and non-government bodies can utilize the study to implement programs
with the aim of solving social media addiction among the students.

The best significant role that the study might contribute to the country as a whole
is to enlighten and empower the government and its people in producing programs and
laws to provide practical solutions to the rising problem of social media addiction among
students in the country.
 Theoretical Framework

This study is informed by two theories: Albert Bandura’s Social Learning Theory,
and the Uses and Gratifications Theory which was developed by Elihu Katz and Jay
Blumler (1940).

The social learning theory of Bandura emphasizes the importance of observing

and modeling the behaviors, attitudes, and emotional reactions of others. Social
learning theory considers how both environmental and cognitive factors interact to
influence human learning and behavior.

As media and its multiple types have increasingly infiltrated, Social Learning
theories have established the impact of media on students’ social behavior. For internet
users, social media is a digital world. Spending too much time in the digital world has an
effect on young minds' academic learning ability as well as their attitudes. Students
obtain most of their personality traits through their daily exposure and participation in
the digital world, as well as by chatting and video sharing. Their behavioral
characteristics, which they acquired as teenagers, develop gradually.

According to the Uses and Gratifications Theory, this explains how people use
mass media in order to fulfill their needs and wants. When it comes to user behavior
and motivation, the Uses and Gratifications theory has been the most common
approach, explaining why certain media behavior occurs. Additionally, this theory
provides an explanation as to why users find social media so enticing, what motivates
them to start using social media, and why they choose the platforms they utilize. The
theory suggests that users have numerous media options to choose from and suggests
that the reasons and motivations for selecting a specific media will vary from user to
user (Katz, Blumer, & Gurevitch, 1974). With many various forms of social media, users
have become constantly connected and capable of interacting with one another. Users
actively seek out media that meet their needs for knowledge, social interaction, and
diversion. It is possible that users will become so deeply involved with their favorite
media activity that it acts like an addictive drug. Students' study habits may be
influenced by this addiction if it is based on this theory.

To this study, the two theories are relevant as they all emphasize social media
addiction and its impact on the behaviors of the students. Both theories are significant to
this study as it allows researchers to explore the students’ behavior and the reasons
why they are addicted to social media. Moreover, it allows us to provide strategies on
how to divert the attention of students who are addicted to social media.
 Definition of Terms

To have a deeper and clearer understanding of the study, a number of terms

used in this study are defined operationally.

Hive mind. It is the opinions or thoughts of a group of people, especially internet users,
considered together

Manifestation. This refers to a sign showing the existence of a particular condition

Social media addiction. Is a behavioral addiction that has been found to negatively
impact the mental health and relationships of those afflicted.

Interventions. This refers to an occurrence in which a person with a problem (such as

a drug addiction) is confronted by a group (as of friends or family members) whose
purpose is to compel the person to acknowledge and deal with the problem.

Gratification. Simply defined as a source of satisfaction or pleasure.

Enticing. This refers to an arousing strong attraction or interest.

 References

Hilliard, J. (2020). Social Media Addiction. Retrieved March 5, 2021 from

https://addictioncenter.com/drugs/social-media-addiction/

Aksoy, M. (2018). A Qualitative Study on the Reasons for Social Media Addiction.
European Journal of Education Research,7, 861-865.

Hou, Y., Xiong, D., Jiang, T., Song, L., & Wang, Q. (2019). Social media addiction: Its
impact, mediation, and intervention. Cyberpsychology: Journal of Psychosocial
Research on Cyberspace, 13(1), Article 4.

Catipay, J., Seguiro, A., Palicte, C., Concepcion, P., Flores, S., & Alejandrino, M.
(2018). Social Media Addiction and Study Habits of Senior High Students. International
Journal of Engineering Technology Research & Management, 2(6). Retrieved March 6,
2021 from
https://www.researchgate.net/publication/325923518_SOCIAL_MEDIA_ADDICTION_A
ND_STUDY_HABITS_OF_SENIOR_HIGH_STUDENTS

Mcleod, S. (2016). Albert Bandura's Social Learning Theory. Retrieved from March 6,
2021 from https://www.simplypsychology.org/bandura.html

Webliography

https://itstimetologoff.com/2020/07/15/7-signs-of-social-media-addiction/