ASSESSING TEACHER CANDIDATES' SOCIAL MEDIA ADDICTIONS AND

ACADEMIC PROCRASTINATION BEHAVIORS: BASIS FOR A PROPOSED

INTERVENTIONAL PROCRASTINATION STRATEGIES

Chapter I

THE PROBLEM AND ITS SETTING

Introduction

The World Wide Web, sometimes known as the Internet, has aided in advancing

civilization by facilitating communications and emerging as a vital instrument in various

occupations and professions. However, in recent years, the public has increasingly used the

Internet for business and entertainment. Social media and leisure use have significantly

boosted social media addiction over the past ten years, with women being more affected than

males (Carbonell, Chammarro, & Rodrigo, 2018). The issue has become global, with the

Internet being regarded throughout Africa, Asia, North America, South America, Europe, and

Oceania as the new 21st-century addiction (Ineme, Akpabio & Osinowo 2017; Bolat, Yavuz,

Eliacik, Zorlu, 2018; Rosenthal, Cha & Clark, 2018; Castro, Vinaccia & Ballester-Anal,

2018).

When social media use spirals out of control, social media addiction—a psychological

issue—becomes significant and has various detrimental effects on daily life. Increased social

media usage changed how everyone works in multiple fields. It could positively and

negatively impact everybody’s social lives as it has become a regular part of everyday life.

Social media made it possible to communicate worldwide and connect with people

who would otherwise be difficult or impossible to contact. Everyone continues to share

online and disseminate information through various applications for social media and

networked channels. Akyaz and Tutgun-Ünal (2013) assert that today's dominant culture is

participative and best manifests itself via online social networks. What is essential in

participatory culture is that social connections are created through online social networks, and

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people post information on what they have done through photographs, videos, and writings in

their profiles to monitor other people's reactions to them. In this regard, the social networks'

area of influence makes usage of them appealing.

Social media draw more and more users daily due to these attractive features, but bad

things happen when they flourish unchecked. Despite evidence that people utilize the Internet

to find out new information (Tekakpinar & Tezer, 2020), it is clear that young people need to

take advantage of this technology fully. Researchers have documented numerous adverse

effects of social media addiction on people's lives in terms of salience, Mood modification,

tolerance, withdrawal, conflict, relapse (Savci, Ercengiz, and Aysan, 2017; Şahin & Yağcı,

2017; Tarhan & Nurmedov, 2019; Taş, 2017; Tutgun-Ünal & Deniz, 2015, 2016; Tutgun-

Ünal, 2015, 2019, 2020). It has been noted that problematic social media use can negatively

affect cognition, social dysfunction, and addiction (Prasad et al., 2017). These effects include

academic procrastination behavior.

Tezer, Ulgener, Minalay, Ture, Tugutlu & Harper (2020) define academic

procrastination behavior as delaying academic duties constantly or most of the time and

worrying about delayed academic responsibilities (Moonaghi & Beyokhti, 2017). Studies

have shown that procrastinating behavior and academic achievement correlate negatively

(Akça, 2012; Balkis & Duru, 2017; De Paola & Scoppa, 2015; Goroshit, 2018; Joubert, 2015;

Kim & Seo, 2015; Lakshminarayan et al., 2013; Steel, 2007; You, 2015). Students who

exhibit procrastinating behavior have low self-regulatory self-efficacy and cannot manage

their time effectively, which harms their academic achievement (Zarrin, Gracia, & Piaxao,

2020). Millions of people worldwide struggle with the significant issue of academic

procrastination; this necessitates ongoing research about this (O’Sullivan, 2020).

Teachers frequently complained about student failures, students' refusal to attend

classes, and students spending more time online than in class, which affected the student's

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academic achievement. Procrastination in academic work happens at all educational levels.

According to studies, procrastination is more prevalent among undergraduate students, and

more than 70% of them engage in it regularly (Moonaghi & Beyokhti, 2017). Students at the

Polytechnic University of the Philippines, General Luna, Quezon experience this scenario.

According to the preliminary survey by the researchers, 89 out of 100 students of the

Polytechnic University of the Philippines, General Luna Branch, had always experienced

academic procrastination.

Along with the above studies about social media addiction and academic

procrastination and the gathered data, the researchers would like to assess the relationship

between academic procrastination behavior and the social media addiction of teacher

candidates at the Polytechnic University of the Philippines, General Luna, Quezon. In

addition, the academic procrastination behaviors of teacher candidates and their social media

addiction will be compared in terms of demographic profile.

Moreover, this study sought to develop an infographic entitled “What happened to

your time?: Interventional procrastination strategies to get more done.” which features the

possible solution to the problem of teacher candidates regarding social media addiction and

academic procrastination behavior.

Statement of the Problem

The study aims to assess the teacher candidates' social media addictions and academic

procrastination behaviors.

Specifically, it sought to achieve the following objectives:

1. What is the demographic profile of the respondents in terms of :

1.1. Age;

1.2. Sex;

1.3. Frequency of Using Social Media;

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 1.4. Average Time Spent on Social Media;

2. What is the level of Teacher Candidates' Social Media Addiction in terms of:

2.1. Occupation

2.2. Mood modification;

2.3. Relapse;

2.4. Conflict?

3. What is the level of Teacher Candidates' Academic Procrastination Behaviors in terms

of:

3.1. Responsibility;

3.2. Perceived Quality of the Academic Task;

3.3. Negative Perception Towards the Lecturer;

3.4. Academic Perfectionism & Reaction to Teacher?

4. Is there a significant relationship between Social Media Addictions and the

Demographic profile of the respondents?

5. Is there a significant relationship between Social Media Addictions and Academic

Procrastination Behavior?

6. Based on the study's findings, what infographics can be developed to help teacher

candidates deal with social media addictions and academic procrastination?

Hypothesis

H0: There is no significant relationship between Social Media Addictions and the

Demographic profile of the respondents.

H0: There is no significant relationship between Social Media Addictions and Academic

Procrastination Behavior.

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Theoretical Framework

This study seeks support from experts and researchers' theories and concepts on the

teacher candidates' social media addictions and academic procrastination behaviors. Several

theoretical frameworks have been proposed to understand and explain social media addiction.

This study is anchored on the Social Identity Model of Deindividuation Effects, the

Cognitive Behavioral Theory, the Theoretical Model of Problematic Internet Use (PIU), the

Temporal Motivation Theory (TMT), and the Media Dependency Theory.

The first theory that supports the present study is the Social Identity Model of

Deindividuation Effects. The social identity model of deindividuation effects (SIDE model)

may be used to assist in explaining social media behavior and the appeal of these online

social networking sites. The Social Identity Model of Deindividuation Effects (SIDE) offers

valuable insights into understanding social media addiction. The SIDE model posits that

when individuals engage in online environments, such as social media platforms, their sense

of personal identity becomes less salient. In contrast, their social identity becomes more

prominent. This shift in identity can have significant implications for social behaviors and

group dynamics in online spaces (Perfumi, 2020).

According to Chan (2010), in social media addiction, the SIDE model highlights

several essential aspects: Group Influence and Conformity: Social media platforms often

foster group dynamics, where individuals become part of online communities or networks.

These groups can exert influence on individual behaviors, norms, and values. The SIDE

model emphasizes that individuals may conform to group norms and engage in addictive

behaviors driven by a desire to fit in, gain acceptance, or seek social validation. The social

identity formed within online groups can reinforce addictive tendencies; Anonymity and

Reduced Accountability: Social media platforms often provide anonymity and reduce

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accountability compared to face-to-face interactions. This anonymity can reduce the self-

awareness and self-regulation commonly associated with offline contexts.

Consequently, individuals may feel more comfortable engaging in addictive behaviors

on social media as they perceive a decreased risk of social consequences or judgment;

Reduced Personal Identity: The SIDE model suggests that the prominence of social identity

in online environments can diminish individuals' identity. This reduced personal identity may

lead individuals to dissociate from their offline selves, including their responsibilities and

obligations. As a result, they may engage in excessive social media use, neglecting academic

or professional tasks and other real-life commitments.

In-Group vs. Out-Group Dynamics: The SIDE model also highlights the impact of in-

group and out-group dynamics on social media addiction. Individuals may develop strong

affiliations with specific online communities or social media influencers, leading to a sense of

belonging and loyalty. This in-group bias can contribute to addictive behaviors as individuals

strive to maintain their connection with the group and conform to its norms, even at the

expense of their well-being or other offline commitments.

Understanding the SIDE model in the context of social media addiction helps the

researchers recognize the complex interplay between social identity, group dynamics, and

addictive behaviors. It underscores the importance of addressing social factors and promoting

healthy online group norms to prevent or mitigate social media addiction. Additionally,

interventions can focus on strengthening personal identity and fostering a balanced approach

to online engagement, considering the individual's offline responsibilities and well-being.

Cognitive-Behavioral Theory. Cognitive-Behavioral Theory (CBT) plays a

significant role in understanding and addressing social media addiction. It offers valuable

insights into the cognitive processes, behavioral patterns, and underlying mechanisms

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contributing to developing and maintaining addictive behaviors. There are some key reasons

why CBT is important in social media addiction:

Cognitive Restructuring: CBT emphasizes the role of cognitive processes and

distortions in addictive behaviors. It helps individuals identify and challenge irrational

thoughts, beliefs, and cognitive biases related to social media use. By replacing negative or

distorted thoughts with more realistic and adaptive ones, individuals can develop healthier

attitudes and reduce the urge to engage in excessive social media use.

Behavior Modification: CBT focuses on behavior change through various techniques,

such as goal setting, self-monitoring, and behavioral experiments. In the case of social media

addiction, CBT can help individuals develop strategies to modify their behaviors and

establish healthier habits. This may involve setting limits on social media use, implementing

time-management techniques, and finding alternative activities to replace excessive social

media consumption.

Coping Skills: CBT equips individuals with practical coping skills to manage triggers,

cravings, and emotional distress associated with social media addiction. It helps individuals

develop adaptive coping strategies, such as stress management techniques, problem-solving

skills, and emotion regulation strategies. Individuals can reduce their reliance on social media

as a maladaptive coping mechanism by learning healthier ways to cope with negative

emotions or situations.

Self-Regulation and Self-Control: CBT focuses on enhancing self-regulation and self-

control in individuals. It helps individuals become aware of their impulsive behaviors,

develop self-monitoring skills, and strengthen their ability to resist the urge to engage in

excessive social media use. By increasing self-awareness and self-control, individuals can

regain control over their social media habits and make more conscious choices regarding its

usage.

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 Relapse Prevention: CBT strongly emphasizes relapse prevention, crucial in

addressing addictive behaviors, including social media addiction. It helps individuals identify

high-risk situations, develop strategies to cope with triggers and create contingency plans to

prevent relapse. By addressing potential setbacks and providing individuals with tools to

manage them, CBT increases the chances of long-term recovery from social media addiction.

CBT provides a comprehensive framework in this research because it helps the

researchers to understand and address social media addiction by targeting cognitive

processes, behavior patterns, and coping mechanisms. It helps individuals develop the skills

and strategies needed to regain control, manage triggers, and establish healthier relationships

with social media platforms.

Theoretical Model of Problematic Internet Use (PIU). This model, developed by

Beard and Wolf (2001), offers a framework for understanding problematic internet behaviors,

including social media addiction. It proposes that individual characteristics, social context,

and the specific online environment influence problematic internet use. The model includes

psychological, social, and environmental factors contributing to developing and maintaining

addictive behaviors.

The Theoretical Model of Problematic Internet Use (PIU) is an essential framework

for understanding social media addiction. The model highlights the complex interplay of

individual and environmental factors contributing to problematic internet use, including

social media addiction. Here are some key reasons why the PIU model is essential in the

context of social media addiction:

Comprehensive Understanding: The PIU model provides a comprehensive

understanding of social media addiction, considering multiple factors contributing to

developing and maintaining problematic use. These factors include individual characteristics

(e.g., personality traits, motivations), environmental factors (e.g., social context, technology

8
features), and psychological processes (e.g., reinforcement, cognitive biases). Considering

these various factors, the model offers a nuanced understanding of social media addiction and

guides prevention and intervention efforts.

Identification of Risk Factors: The PIU model identifies specific risk factors that

increase the likelihood of problematic internet use, including social media addiction. These

include individual characteristics such as neuroticism, low self-esteem, low self-control, and

environmental factors such as social norms and peer pressure. By identifying these risk

factors, the model can inform prevention and intervention strategies targeting high-risk

individuals and address the specific factors contributing to problematic use.

Mechanisms of Change: The PIU model outlines the mechanisms that underlie the

development and maintenance of problematic internet use, including social media addiction.

These mechanisms include reinforcement, cognitive biases, and emotional dysregulation. By

understanding these mechanisms, prevention, and intervention efforts can target specific

processes contributing to problematic use and promote healthier internet and social media

patterns.

Treatment Implications: The PIU model is vital for treating social media addiction.

The model suggests that successful treatment must address individual factors (e.g.,

personality traits, cognitive processes) and environmental factors (e.g., social context,

technology features). Treatment efforts should increase self-control, reduce negative affect

and stress, and promote healthy coping strategies. The model also emphasizes the importance

of social support and motivation for change.

Research Implications: The PIU model provides a valuable framework for guiding

future research on social media addiction. The model can inform the development of

measurement tools to assess problematic internet use and identify new risk factors and

mechanisms that contribute to problematic use. Additionally, the model can guide the design

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of prevention and intervention studies that target specific factors and mechanisms identified

in the model.

The Theoretical Model of Problematic Internet Use (PIU) is an essential framework

for understanding social media addiction. The model offers a comprehensive understanding

of the various factors contributing to problematic use, identifies specific risk factors and

mechanisms, and provides guidance for prevention and intervention efforts.

Moreover, several theories have been proposed to explain academic procrastination

behavior. Here are three prominent theories that help the researchers support the present

study:

Another is Temporal Motivation Theory (TMT), developed by Steel and König

(2006), which suggests that academic procrastination arises from the interplay between the

expected value of completing a task and the individual's perception of the time remaining to

complete it. According to TMT, individuals weigh the value of immediate gratification (e.g.,

engaging in enjoyable activities instead of studying) against the long-term benefits of task

completion (e.g., good grades). If the immediate gratification outweighs the perceived value

of task completion, individuals are more likely to procrastinate. This theory emphasizes the

role of self-control and the management of time and rewards in academic procrastination

behavior.

Media Dependency Theory can serve as a relevant framework for understanding

social media addiction. Developed by Sandra Ball-Rokeach and Melvin DeFleur, the theory

suggests that individuals become dependent on media when it fulfills their needs and

functions in their daily lives. This dependency can lead to addictive behaviors regarding

social media platforms. Here is how Media Dependency Theory applies to social media

addiction:

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 Need for Information: Social media platforms provide constant information, news,

and updates. Users may become dependent on social media to fulfill their information needs,

leading to excessive and compulsive usage. They may constantly check their feeds,

notifications, or news updates, fearing that they might miss out on something important.

Social Interaction: Social media platforms offer a means of connecting and interacting

with others. Individuals with a strong need for social interaction may depend on social media

to fulfill this need. They may spend excessive time on social media, engaging in

conversations, seeking validation through likes and comments, and constantly monitoring

others' activities.

Entertainment and Escapism: Social media can provide entertainment and serve as an

escape from real-world stressors. Individuals may become dependent on social media as a

source of distraction, seeking enjoyment and relief from daily pressures. This can lead to

addictive behaviors, where they compulsively engage with social media to avoid facing their

responsibilities or dealing with real-life challenges.

Personal Identity and Self-Esteem: Social media platforms significantly shape

personal identity and self-esteem for many individuals. The need for validation, social

comparison, and the desire to present a desirable self-image can contribute to addictive

behaviors. Users may constantly seek affirmation and positive feedback on social media,

leading to a dependency on their users to maintain or enhance their self-worth.

Conceptual Framework

Social media addiction and academic procrastination are two phenomena that have

become increasingly prevalent in today's society with the widespread use of technology (Traş

& Gökçen, 2020). Social media addiction refers to excessive and compulsive use of social

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media platforms. At the same time, academic procrastination behavior is the tendency to

delay or avoid completing academic tasks, such as studying or writing papers (Tezer et al.,

2020).

The interest of the researchers in assessing the teacher candidates' social media addictions

and academic procrastination behaviors was the key point of the study. The researchers

decided to use the Social Media Addiction Scale (SMAS). Social Media Addiction Scale

(SMAS) is developed by Tutgun-Ünal and Deniz (2015). Moreover, SMAS has been created

using data from 775 college students with at least one account on social media sites like

Facebook, Twitter, and Instagram. The researcher will use this scale for this study is not

limited to Facebook only.

In addition, the "Academic Procrastination Scale (APS)" was another measure utilized in

the study. The "Academic Procrastination Scale" is a 5-point Likert type (Strongly Agree,

Agree, Indecisive, Disagree and Strongly Disagree), which measures whether university

students put off academic tasks like responsibility, perceived quality of the academic tasks,

negative perception towards the lecturer, and academic perfectionism and reaction to the

teacher.

Conceptual Paradigm

Figure 1 below illustrates the schematic diagram of the study. The schematic diagram

shows the study's input, the process used in the study, and the output to be created after

12
assessing the teacher candidates' social media addictions and academic procrastination

behaviors.

Figure 1. A conceptual paradigm of the research “Assessing Teacher Candidates' Social

Media Addictions and Academic Procrastination Behaviors: Basis for A Proposed
Interventional Procrastination Strategies.”

The Input phase shows the Demographic profile of the respondents in terms of Age,

Sex, Frequency of Using Social Media, Average Time Spent on Social Media; Level of

Teacher Candidates' Social Media Addiction in terms of Occupation, Mood modification,

Relapse, Conflict; Level of Teacher Candidates’ Academic Procrastination Behaviors in

terms of Responsibility, Perceived Quality of the Academic Task, Negative Perception

Towards the Lecturer, Academic Perfectionism & Reaction to Teacher.

The process stage covered the Adaption of a questionnaire of the Social Media

Addiction Scale (SMAS) from Tutgun-Ünal and Deniz (2015) and the Academic

Procrastination Scale (APS), collection of Data from the 51 teacher candidates, analysis of

the collected data, and interpreting of results.

The output resulted in proposed interventional procrastination strategies through

infographics entitled “What happened to your time?: Interventional procrastination strategies

13
to get more done.” The infographics include the possible solution to the problem of teacher

candidates in terms of social media addiction and academic procrastination behavior.

Significance of the Study

Since this study is geared toward meaningful teaching and learning processes by

assessing the teacher candidates' social media addictions and academic procrastination

behaviors, this study would be beneficial to the following:

Teacher Candidates. Assessing teacher candidates' social media addiction and academic

procrastination behaviors can provide numerous benefits. Firstly, it can help identify potential

areas of weakness and allow for the creation of effective interventions to support teacher

candidates in managing their time and productivity. This, in turn, can lead to better academic

performance and preparation for their future roles as teachers. Identifying these behaviors can

also help teacher candidates develop better self-regulation skills and manage their social

media usage more productively.

School Administrators. School administrators play a critical role in ensuring students

succeed academically and personally. Assessing social media addictions and academic

procrastination behaviors can provide valuable information to school administrators. By

identifying students exhibiting signs of social media addictions and academic procrastination,

administrators can develop strategies and interventions to help them overcome these

challenges and improve their academic performance. Furthermore, administrators can use this

information to design curricula and programs that support students in developing healthy

habits in their online interactions to encourage school connectedness and engagement.

Future Researchers. As the use of social networking sites continues to increase, so does

the potential for social media addiction and academic procrastination behaviors. Assessing

14
social media addiction and academic procrastination behaviors can benefit future researchers

in several ways. Firstly, it can help to establish a more concrete understanding of the

relationship between social media addiction and academic procrastination behaviors. This can

lead to the development of more effective prevention and intervention strategies for these

issues, which can ultimately improve academic performance. Secondly, assessing social

media addiction and academic procrastination can help future researchers identify the

common risk factors contributing to these issues. Thus, the current research assessing teacher

candidates’ social media addiction and academic procrastination behavior with their

corresponding parameters could serve as future research resources.

Scope and Limitations

The study aims to assess the teacher candidates' social media addictions and academic

procrastination behaviors. This is also limited to identifying the Demographic profile of the

respondents in terms of Age, Sex, Frequency of Using Social Media, and Average Time

Spent on Social Media; evaluating the level of Teacher Candidates' Social Media Addiction

in terms of Occupation, Mood modification, Relapse, and Conflict; evaluating the level of

Teacher Candidates' Academic Procrastination Behaviors in terms of Responsibility,

Perceived Quality of the Academic Task, Negative Perception Towards the Lecturer,

Academic Perfectionism & Reaction to Teacher; analyze the significant relationship between

Social Media Addictions and the Demographic profile of the respondents; lastly examine the

significant relationship between Social Media Addictions and Academic Procrastination

Behavior.

The respondents comprised fifty-one (51) teacher candidates purposively selected

from the Polytechnic University of the Philippines in the municipality of Quezon General

Luna, Quezon, in the third Congressional District of Quezon.

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 The study will be limited to the descriptive research method, which involves

descriptive statistics using the weighted average mean through the 5-Likert scale

questionnaire.

Descriptive analysis will be utilized in the study, which according to Sirisilla (2023),

is an effective method researchers use to learn more about a specific group or phenomenon.

This kind of study offers a thorough and precise picture of the traits and habits of a specific

community or subject. This will be used for the evaluation of the level of Teacher Candidates'

Social Media Addiction in terms of Occupation, Mood modification, Relapse, and Conflict,

as well as the level of Teacher Candidates' Academic Procrastination Behaviors in terms of

Responsibility, Perceived Quality of the Academic Task, Negative Perception Towards the

Lecturer, Academic Perfectionism & Reaction to Teacher. The time frame of this study will

be from December 2022-July 2023.

Definition of Terms

The following terminologies are defined conceptually and operationally to clarify and

better understand the study's discussion and to guide and enlighten the readers.

Academic Procrastination. It is defined as delaying the completion of an academic activity

or assignment or delaying preparing for exams. This is a practice that is highly

common among students around the world. Despite its current prevalence, it is a

previously introduced problem (Kim & Seo, 2015).

Social Media Addiction. It is a behavioral addiction characterized by excessive concern for

social media, an insatiable want to access or use it, and a commitment of so much

time and energy to social media that it interferes with other crucial facets of life.

Teacher Candidates. A person who has been admitted to a teacher education program and is

completing their coursework before student teaching and earning the teacher

licensure. They are the respondents of the present study.

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 Chapter II

REVIEW OF RELATED LITERATURE

This chapter presents related literature on the topics associated with the research

problem. This also includes studies to strengthen the concepts.

Social Media Addiction

Social media addiction, also known as social media dependency or problematic social

media use, refers to an excessive and compulsive use of social media platforms that leads to

negative consequences in various aspects of an individual's life. It is characterized by an

uncontrollable urge to check social media, spending excessive time on social media

17
platforms, and experiencing distress or withdrawal symptoms when unable to access or use

social media (Zayed, 2023).

Moreover, according to Guarnotta and Gomez (2023), there are signs and symptoms

of social media addiction. These are the following: (1) Preoccupation: Constantly thinking

about social media, anticipating the next opportunity to use it, and feeling restless when not

engaged with it; (2) Loss of control: Inability to limit or control the amount of time spent on

social media despite negative consequences, such as neglecting work, studies, or personal

relationships; (3) Neglected interests and obligations: Neglecting or losing interest in

previously enjoyed activities, hobbies, or responsibilities due to excessive social media use;

(4) Withdrawal symptoms: Experiencing restlessness, irritability, anxiety, or depression when

unable to access or use social media; (5) Escalation: Needing more time on social media to

achieve the same level of satisfaction or engaging in riskier behavior online to experience a

thrill; (6) Interference with relationships: Strained relationships with family, friends, or

colleagues due to excessive social media use and a lack of presence in real-life interactions;

lastly (5) Negative impact on well-being: Experiencing a decline in mental health, self-

esteem, or overall well-being due to social media use.

Demographic Profile and Social Media Addiction

In the internet age, social media has become an almost omnipresent part of daily life.

Around four billion people used social media regularly as of July 2020, with Facebook

accounting for more than half of these users (Kemp, 2020; Statista, 2020).

Without regard to distance or timing, people can maintain relationships with friends

they already have through social media (Cheng et al., 2020; Cheng et al., 2019). However,

misuse can harm users' psychosocial functioning and well-being (Hussain & Griffiths, 2019;

Ponnusamy et al., 2020). For example, some people become so immersed in Instagram that

18
they become upset when they cannot use it at work. According to numerous sources (such as

Hou et al., 2019; Hussain & Starcevic, 2020), this overuse is known as social media

addiction.

In recent years, the rise of social media has led to concerns about its potentially

addictive nature. Numerous studies have explored the phenomenon of social media addiction

and its negative impact on individuals. For instance, Andreassen and Pallesen (2014) define

social networking addiction as being overly concerned about Social Networking Services

(SNS), which can result in problems such as relationship dissatisfaction, mental health issues,

and decreased academic performance.

Younger students are more likely to develop a social media addiction, according to

the majority of research done among university students (Aljomaa, Al Qudah, Albursan,

Bakhiet, & Abduljabbar, 2016; Augner & Hacker, 2012; Rozgonjuk, Kattago, & Täht, 2018;

and Alhassan, Alqadhib, Taha, Alahmari, Salam, & Almutairi, 2018). For example, a study in

Austria among 198 college students indicated that younger students were more likely to

develop a social media addiction (Auger et al., 2012). Younger generations are more inclined

than older ones to adopt new technologies, making them more susceptible to smartphone

addiction (Alotaibi, Fox, Coman, Ratan, & Hosseinzadeh, 2022).

Moreover, research has shown a significant difference between sex and social media

addiction. It was stated that people spend between two and three hours daily on social media.

Furthermore, males (49.6%) and females (32%) had higher levels of social media addiction

(Alnjadat, Hmaidi, Samha, Kilani, & Hasswan, 2019). In contrast, the study conducted by

Sulaiman (2020) entitled “Social Networking (SNS) Addiction among University Students: A

Literature Review and Research Directions” revealed that there was no concordance among

which gender is the most likely to be addicted to social media.

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 Another subtopic under the demographic profile of the respondents is how frequently

the respondents use social media. The frequency with which a student teacher uses social

media can vary significantly depending on individual preferences and circumstances. Some

student teachers may be avid social media users and engage with various platforms daily,

while others may use it less frequently or even avoid it altogether. Factors influencing the

frequency of social media use among student teachers include personal interests, habits,

workload, access to technology, and the specific requirements or guidelines set by their

educational institution or teaching program. Some student teachers may find social media

valuable for networking, professional development, and classroom engagement. In contrast,

others may limit their usage to personal interactions or focus more on teaching

responsibilities.

Level of Teacher Candidates' Social Media Addiction

Definitions of Social Media Addiction changed in the following studies as it became

clear that excessive internet use negatively impacted individuals in various ways. For

instance, social media addiction use is described as multi-dimensional (Cheng, Ebrahimi, &

Luk, 2022). That covers many facets of life, including work/school, relationships, and

personal life. To compile definitions of internet addiction, Tutgun-Ünal (2015) defined social

media addiction as "a psychological problem that grows through cognitive, emotive, and

behavioral processes, and leads to such issues as occupation, mood modification, relapse, and

conflict in many aspects of daily life, like personal, social, work/school areas of life." This

definition incorporates the addiction dimension found in social media addiction scales.

The present study focuses on the level of social media addiction of teacher candidates

in terms of occupation, mood modification, relapse, and conflict.

Occupation

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 The relationship between social media addiction and occupation has been a subject of

research interest. Some studies have suggested that excessive use of social media during work

hours can lead to decreased productivity and job performance. Social media activities can

distract attention from job tasks (Koessmeier & Büttner, 2021).

Moreover, social media addiction can contribute to occupational stress levels.

Constantly checking and engaging with social media can heighten stress levels and interfere

with stress management strategies, leading to burnout and adverse effects on mental health.

Mood modification

Mood modification is a psychological process in which an individual uses social

media to alleviate or enhance negative emotions (Karim, Oyewande, Abdalla, Chaudhry

Ehsanullah & Khan, 2020). This process is a central component of social media addiction, as

individuals may rely on social media as a coping mechanism to regulate their moods and

emotions (Hou, Xiong, Jiang, Song, & Wang, 2019).

For example, someone may use social media to distract themselves from stress or

anxiety, seek social support from online friends, or engage in virtual activities that elicit

positive emotions such as happiness or excitement (Lenhart, 2015). While these short-term

mood regulation strategies may provide temporary relief, they can also lead to long-term

dependence on social media (Eden, Johnson, Reinecke, & Grady, 2020). They may ultimately

exacerbate negative emotions and psychological distress.

Relapse

Relapse, in the context of social media addiction, refers to a return or recurrence of

addictive behaviors and patterns after abstinence or efforts to control and reduce social media

use. It occurs when an individual who has previously attempted to overcome social media

21
addiction reverts to excessive and compulsive social media use (Simsek, Elciyar, & Kizilhan,

2018).

Relapse is a common challenge in addiction recovery, including social media

addiction, and various psychological, social, and environmental factors can influence it.

Some individuals may experience a relapse due to stress, boredom, social isolation, or the

presence of cues associated with social media use (Boursier, Gioia, Musetti, & Schimmenti,

2020)

During a relapse, individuals may engage in the same patterns of excessive social

media use they had before attempting to reduce or quit. They may spend prolonged periods

on social media platforms, neglecting other responsibilities, experiencing negative

consequences in various domains of their life, and struggling to regain control over their

usage.

Relapse in social media addiction is often accompanied by guilt, frustration, and a

sense of loss of progress. However, viewing relapse as a setback rather than a failure is

essential. It can allow individuals to reassess their strategies, seek additional support, and

make necessary adjustments to regain control over their social media use and continue their

recovery (Robinson & Smith, 2023).

Preventing and managing relapse in social media addiction typically involves

developing coping mechanisms, enhancing self-awareness, establishing a support network,

setting realistic goals, and adopting healthier alternatives and strategies for managing

emotions, time, and stress. Professional help, such as therapy or support groups, can also be

beneficial in navigating the challenges of relapse and maintaining long-term recovery from

social media addiction (Paradigm Treatment Center, 2023).

22
Conflict

Conflict, in the context of social media addiction, refers to the negative interpersonal

or intrapersonal consequences that can arise from excessive and compulsive social media use.

When social media use becomes addictive, it can lead to conflicts in various aspects of an

individual's life (Simsek et al., 2018).

Interpersonal Conflict: Social media addiction can strain relationships with family,

friends, romantic partners, and colleagues. Excessive social media use may result in

neglecting face-to-face interactions, reduced communication, or lacking presence in real-life

social interactions. This can lead to isolation, misunderstandings, and conflicts with those

who feel neglected or undervalued (Christensen, 2018).

Intrapersonal Conflict: Social media addiction can also cause internal conflicts within

an individual. Excessive comparison to others' curated online personas can lead to feelings of

inadequacy, low self-esteem, and dissatisfaction with one's life. The constant need for

validation and approval through social media can create a discrepancy between one's

authentic self and the idealized self presented online, leading to internal conflicts and

negative self-perception (Christensen, 2018).

Professional Conflict: Social media addiction can impact professional life as well.

Spending excessive time on social media during work hours can lead to decreased

productivity, missed deadlines, and conflicts with supervisors or colleagues. Inappropriate

social media posts or conflicts arising from online interactions can also negatively affect

one's professional reputation and relationships in the workplace (Christensen, 2018).

Ethical and Legal Conflict: Social media addiction can lead to conflicts related to

ethical and legal boundaries. Sharing sensitive or confidential information, engaging in

23
cyberbullying, or violating privacy rights through excessive social media use can result in

legal consequences or ethical dilemmas (Christensen, 2018).

Academic Procrastination Behavior

Academic procrastination behavior refers to the tendency of students to delay or

postpone academic tasks and responsibilities, such as studying for exams, completing

assignments, or writing papers, despite knowing the negative consequences of such behavior.

Academic procrastination can range from occasional mild delays to chronic and severe

procrastination that can lead to significant negative consequences (Zarrin et al., 2020).

Moreover, according to the article published by Solving Procrastination (2023),

Academic procrastination is a common problem among students at all levels of education.

Various factors, including poor time management skills, lack of motivation or interest in the

task, fear of failure, anxiety, and perfectionism, can cause it. Procrastination can lead to

negative consequences, including poor academic performance, increased stress and anxiety,

decreased self-esteem, and decreased academic and career opportunities.

Some common examples of academic procrastination include waiting until the last

minute to study for exams, putting off assignments until the deadline, or engaging in non-

academic activities (such as scrolling social media or playing video games) instead of

focusing on academic tasks (Nordby, Klingsieck, & Svartdal, 2017).

Even though procrastination is intentional, the learner may not be aware of it. College

students are particularly prone to procrastination, which is a common occurrence. According

to You (2015), around 70% of college students admitted to being procrastinators. While it

may be considered a benign trait, procrastination frequently leads to late assignments.

Svartdal, Dahl, Gamst-Klaussen, Koppenborg, & Klingsieck (2020) stated in their

study entitled “How Study Environments Foster Academic Procrastination: Overview and

Recommendations” that addressing academic procrastination behavior often involves

24
identifying the underlying causes and developing strategies to overcome them. Some

effective strategies include breaking down tasks into smaller, manageable pieces, setting

specific and realistic goals, creating a structured study plan, managing time effectively, and

seeking support from peers or professionals. It is essential to address academic

procrastination early to prevent negative consequences and achieve academic success.

Further, the present study would like to identify Teacher Candidates' Academic

Procrastination Behaviors in terms of Responsibility, Perceived Quality of the Academic

Task, Negative Perception Towards the Lecturer, Academic Perfectionism & Reaction to the

Teacher.

Responsibility

Responsibility in academic procrastination refers to the individual's acknowledgment

of their obligations and their actions to fulfill them on time. It involves recognizing the

importance of academic tasks, setting priorities, and actively engaging in effective time

management strategies to promptly meet deadlines and complete assignments. Taking

responsibility entails avoiding procrastination, showing self-discipline, and exhibiting a

proactive approach toward academic responsibilities (Pierre, 2022).

Responsibility plays a crucial role in overcoming academic procrastination, as it

involves actively engaging in tasks and fulfilling obligations promptly. However, social

media addiction can hinder one's sense of responsibility by diverting attention and consuming

significant amounts of time that should be dedicated to academic responsibilities.

Social media platforms are designed to be highly engaging and can quickly become a

source of distraction and procrastination (Koessmeier & Büttner, 2021). Individuals addicted

to social media may find it challenging to prioritize their academic tasks, leading to

procrastination and a lack of responsibility.

25
Perceived Quality of the Academic Task

The perceived quality of the academic task is one of the academic procrastination

behavior of students. Hailikari, Katajavuori, and Asikainen, (2021) stated reasons behind

the Perceived Quality of the Academic Tasks and academic procrastination behavior.

First is the Task Significance: When students perceive an academic task as important,

relevant, or meaningful, they are more likely to prioritize it and take action promptly. They

recognize the value and impact of the task on their learning and academic success, reducing

the tendency to procrastinate. On the other hand, if the task is perceived as unimportant or

lacking significance, students may be more inclined to delay working on it, leading to

procrastination.

Second is Task Difficulty: The perceived difficulty of an academic task can influence

procrastination behavior. If students perceive a task as challenging or beyond their current

capabilities, they may experience anxiety or self-doubt, leading to procrastination. They may

delay starting the task due to fear of failure or uncertainty about how to approach it.

Conversely, if the task is perceived as manageable and within their abilities, students are

more likely to tackle it promptly.

Third is Interest and Engagement: Students' level of interest and engagement in an

academic task can impact their motivation and tendency to procrastinate. Tasks that align

with students' interests, passions, or personal goals will likely be approached eagerly and

completed without delay. Conversely, tasks perceived as boring, uninteresting, or irrelevant

to their goals may lead to procrastination as students struggle to find the motivation to start or

complete the task.

The last one is Perfectionism: Perceived quality is closely linked to perfectionism.

Some students have high standards and expectations for their work, and if they perceive that

the task cannot meet those standards, they may procrastinate to avoid potential failure or

26
producing work that falls short of their expectations. This perfectionistic mindset can

contribute to delaying tasks until they feel confident they can produce work of exceptional

quality.

Negative Perception Towards the Lecturer

Negative perception towards the lecturer can contribute to academic procrastination

behavior in several ways:

Lack of Motivation: If students negatively perceive the lecturer, they may feel

demotivated or disengaged in the class. This lack of motivation can lead to procrastination, as

students may not see the value or relevance of the tasks assigned by the lecturer, resulting in

delayed or incomplete work.

Resistance to Authority: Negative perceptions towards the lecturer can lead to

resistance or defiance of authority. Students may consciously or subconsciously resist

working on tasks assigned by the lecturer they dislike or disagree with. This resistance can

manifest as procrastination, where students delay or avoid completing tasks as an act of

defiance or protest.

Reduced Sense of Responsibility: When students negatively perceive the lecturer,

they may perceive their academic responsibilities as less important or less deserving of their

attention and effort. This reduced sense of responsibility can lead to procrastination, as

students may prioritize other tasks or activities over the assignments or coursework

associated with the disliked lecturer.

Negative Emotional Impact: Negative perceptions towards the lecturer can evoke

negative emotions such as frustration, anger, or apathy. These emotions can hinder students'

ability to focus, concentrate, and effectively manage their time, making them more

susceptible to procrastination.

27
 To address academic procrastination resulting from negative perceptions towards the

lecturer, students need to recognize the impact of their perceptions on their academic

performance and take proactive steps to manage their reactions and behaviors. This can

include seeking clarification or additional support from other sources, focusing on the content

and learning outcomes rather than the lecturer's personality, seeking peer support or study

groups, and developing effective time management strategies to ensure the timely completion

of tasks regardless of personal opinions. Additionally, open and constructive communication

with the lecturer or seeking assistance from academic advisors can help address any

underlying issues and improve the learning experience.

Academic Perfectionism & Reaction to Teacher

Academic perfectionism and the reaction to the teacher can indeed contribute to

academic procrastination behavior. Here is how these factors relate:

Fear of Failure: Perfectionistic tendencies often involve setting extremely high

standards for oneself and a fear of making mistakes or falling short of those standards.

Students who perceive the teacher as critical or judgmental may fear receiving negative

evaluations or feedback on their work. This fear of failure can lead to procrastination as

students may delay starting or completing tasks to avoid potential mistakes or perceived

inadequacy.

All-or-Nothing Thinking: Perfectionism is characterized by a tendency to view tasks

in black-and-white terms of success or failure. Students may believe that their efforts will be

futile if they cannot meet their own or the teacher's impossibly high expectations. As a result,

they may procrastinate on tasks, waiting for the "perfect" moment or feeling overwhelmed by

the perceived pressure.

28
 Seeking External Validation: Perfectionistic individuals often seek external validation

and approval. If students perceive that the teacher is hard to please or that their work will not

be acknowledged or valued, they may procrastinate on tasks to avoid potential

disappointment or criticism. They may hesitate to submit work that does not meet their

perceived expectations or the teacher's standards, leading to delays and missed deadlines.

Overemphasis on Performance: Perfectionism is often associated with an excessive

focus on external achievements and the need for flawless performance. Students may develop

anxiety and procrastination tendencies if the teacher emphasizes grades, competition, or

evaluations above the learning process. They may feel overwhelmed by the pressure to meet

or exceed the teacher's expectations, leading to avoidance and delay in starting or completing

tasks.

Relationship between Level of Social Media Addiction and Level of Academic

Procrastination Behavior

This study aims to investigate whether there is a significant relationship between the

level of social media addiction and academic procrastination behavior among college

students, specifically teacher candidates. Moreover, studies have revealed that social media

addiction has a high and positive relationship with students' academic performance. (Anierobi

, Etodike, Okeke, & Ezennaka et al., 2021, Sulaiman, 2020, Ipem & Okwara-Kalu, 2020).

Accordingly, the study of Anierobi et al. (2021) entitled “Social Media Addiction as

Correlates of Academic Procrastination and Achievement among Undergraduates of Nnamdi

Azikiwe University Awka, Nigeria” revealed a significant positive relationship between

social media addiction and academic procrastination. On the other hand, Uztermur (2020)

found that social media addiction has a positive relationship with academic procrastination

but a negative relationship with academic performance. The study of Anierobi et al. (2021) is

29
similar to the present study as it looks for the relationship between social media addiction and

academic procrastination behavior among college students, specifically teacher candidates.

Moreover, the previous study also evaluates the relationship between academic

procrastination and academic performance, which is not included in the present study.

Chapter III

METHODOLOGY

30
 This chapter presents the research methodology of the study. This includes the locale

of the study, the research design employed, the respondents, the instruments used in data

gathering, the procedure used by the researcher, and the statistical treatment.

Research Locale

The study will be conducted at the Polytechnic University of the Philippines (PUP),

General Luna, Quezon. This school will be chosen purposively not only because it is

accessible but because the researchers wanted to help the teacher candidates in their

dilemmas regarding social media addiction and academic procrastination behavior. Further,

the researchers observed and experienced problems with academics because of academic

procrastination behavior, which made the researcher conduct the study to investigate if there

is a significant difference between Social Media Addictions and the Demographic profile of

the respondents and a significant relationship between Social Media Addictions and

Academic Procrastination Behavior.

Population and Sampling

The study will be focused on assessing the teacher candidates' social media addictions

and academic procrastination behaviors. Identify the demographic profile of the respondents

in terms of Age, Sex, Frequency of Using Social Media, and Average Time Spent on Social

Media; determine the level of Teacher Candidates' Social Media Addiction in terms of

Occupation, Mood modification, Relapse, Conflict; determine the level of Teacher

Candidates' Academic Procrastination Behaviors in terms of Responsibility, Perceived

Quality of the Academic Task, Negative Perception Towards the Lecturer, Academic

Perfectionism & Reaction to Teacher; evaluate if there is a significant difference between

Social Media Addictions and the Demographic profile of the respondents and a significant

relationship between Social Media Addictions and Academic Procrastination Behavior;

31
develop infographics to help teacher candidates deal with social media addictions and

academic procrastination.

The respondents comprised fifty-one (51) teacher candidates. They were chosen

purposively since they are all in the teaching field, just like the researchers, and are new to

their teaching careers.

Research Design

The researchers will use a Quantitative research design. This refers to a scientific

approach that involves gathering and analyzing numerical data (Bhandari, 2022).

Specifically, the descriptive research method will be utilized in the study; this is employed to

gather information about the present existing condition. This research dealt with the process

of identifying the demographic profile of the respondents in terms of Age, Sex, Frequency of

Using Social Media, and Average Time Spent on Social Media, determining the level of

Teacher Candidates' Social Media Addiction in terms of Occupation, Mood modification,

Relapse, Conflict; determining the level of Teacher Candidates' Academic Procrastination

Behaviors in terms of Responsibility, Perceived Quality of the Academic Task, Negative

Perception Towards the Lecturer, Academic Perfectionism & Reaction to Teacher; evaluating

if there is a significant difference between Social Media Addictions and the Demographic

profile of the respondents and a significant relationship between Social Media Addictions and

Academic Procrastination Behavior.

Research Instrumentation

The researchers will use an adapted questionnaire for the level of Teacher Candidates'

Social Media Addiction in terms of Occupation, Mood modification, Relapse, and Conflict,

as well as to determine the level of Teacher Candidates' Academic Procrastination Behaviors

in terms of Responsibility, Perceived Quality of the Academic Task, Negative Perception

Towards the Lecturer, Academic Perfectionism & Reaction to Teacher;

32
 The study will utilize the Social Media Addiction Scale (SMAS) for the level of Teacher

Candidates' Social Media Addiction. Social Media Addiction Scale (SMAS) is developed by

Tutgun-Ünal and Deniz (2015). Moreover, SMAS has been created using data from 775

college students with at least one account on social media sites like Facebook, Twitter, and

Instagram. The researcher will use this scale for this study is not limited to Facebook only.

In addition, the "Academic Procrastination Scale (APS)" from Ocak and Bulut (2015) is

another measure to be utilized in the study to identify the level of Teacher Candidates'

Academic Procrastination Behaviors. The "Academic Procrastination Scale" is a 5-point

Likert type (Strongly Agree, Agree, Indecisive, Disagree and Strongly Disagree), which

measures whether university students put off academic tasks like responsibility, perceived

quality of the academic tasks, negative perception towards the lecturer, and academic

perfectionism and reaction to the teacher.

Data Gathering Procedure

The researcher followed one set of procedures to collect data. This is the

administration of the checklist questionnaire. Since the questionnaires the researchers will use

are adapted, no expert validation will be needed.

A letter of request noted by the research adviser for administering the adapted

questionnaire will be drafted first. It will be presented to the research adviser to ask

permission to conduct the study. In addition, another request letter will be given to the

assistant director of PUP- Sir Noel Llenerd J. Robledo. Likewise, the letter for respondents

will also be furnished. The researcher will utilize two platforms in administering the checklist

questionnaire: google forms to a place where personal administration is not allowed, print the

checklist questionnaire and personally administer it to a place where face-to-face is possible.

After retrieval of the checklist questionnaire, the data gathered will be tallied, tabulated,

statistically analyzed, and interpreted.

33
Statistical Treatment

In pursuit of finding the demographic profile of the respondents in terms of Age, Sex,

Frequency of Using Social Media, and Average Time Spent on Social Media, determine the

level of Teacher Candidates' Social Media Addiction in terms of Occupation, Mood

modification, Relapse, Conflict; determine the level of Teacher Candidates' Academic

Procrastination Behaviors in terms of Responsibility, Perceived Quality of the Academic

Task, Negative Perception Towards the Lecturer, Academic Perfectionism & Reaction to

Teacher; evaluate if there is a significant difference between Social Media Addictions and the

Demographic profile of the respondents and a significant relationship between Social Media

Addictions and Academic Procrastination Behavior.

The frequencies and percentages will be used to identify the demographic profile of

the respondents in terms of Age, Sex, Frequency of Using Social Media, and Average Time

Spent on Social Media. The formula written below will be used:

f
P= × 100 %
N

Where:

P = percentage

f = frequency of responses

N = total number of respondents

The Mean will be used to determine the level of Teacher Candidates' Social Media

Addiction in terms of Occupation, Mood modification, Relapse, and Conflict; to determine

the level of Teacher Candidates' Academic Procrastination Behaviors in terms of

34
Responsibility, Perceived Quality of the Academic Task, Negative Perception Towards the

Lecturer, Academic Perfectionism & Reaction to Teacher.

The formula written below will be used:

5 f +4 f +3 f +2 f + f
W¿
N

Where:

WM = the sum of the numbers divided by N

f = frequency responses

N= total number of respondents

The Likert scale in the Teacher Candidates' Social Media Addiction level and Teacher

Candidates' Academic Procrastination Behaviors are presented below.

Academic Procrastination Scale by Ocak and Bulut (2015)

Range (Scale) Verbal Interpretation

1.00-1.79 Strongly Disagree

1.80-2.59 Disagree

2.60-3.39 Indecisive

3.40-4.19 Agree

4.20-5.00 Strongly Agree

For Statement of problem number 4, Is there a significant relationship between Social

Media Addictions and the Demographic profile of the respondents? The researchers will

utilize the independent-sample t-test.

35
 For the statement of problem number 5, Is there a significant relationship between

Social Media Addictions and Academic Procrastination Behavior? The researchers will

utilize the Pearson correlation.

36
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