Limiting Social Media Decreases Loneliness and Depression: A

Descriptive Study Among Senior High Students in Camanjac National

High School

The Researchers:
Pis-an, Chubby
Fontillas, Crisdell
Goyha, Lynsque
Catan, Phillip Gabriel
Estender, John Paul
Duran, Warren
Tanchuan, John Azhine
Villanueva, John Michael
 CHAPTER 1

BACKGROUND OF THE STUDY

As the world embraces modern technology individuals are face in various challenges.
Technology makes the life of every person easy as it will do their everyday life more convenient.
Technology does not require every individual to scan a book in library or flip pages, but rather a
single click will automatically lead someone to the answer to their question. Technology has come
with several advantages such as: artificial intelligence, increases innovation, improves services,
increases security, better communication, and the like. Social media (SM) is a way to communicate
and share content through various technological platforms (Kaplan, et. al., 2010) such as
Facebook, Instagram, Twitter, Snapchat, Tumblr. Etc.

Griffith, D.A. et., al (2022) social media is a product that is co-created by consumers and
multinational enterprises, that partially manage the customer experience and that has garnered
significant attention in the field of international marketing. Even as academics from other
disciplines and business leaders sound the alarm that social media has created a digital ecosystem
that might harm people in the global market, international marketing scholars have yet to address
the societal costs of using social media. This study aims to investigate the generalizability of the
association between social media use and the prevalence of depression worldwide.

High levels of education and income, being a man, and being married are consistently
associated with lower levels of depression, according to research on the social patterns of
depression in the community. They make an effort to explain these patterns as the result of two
crucial social perceptions: the sense of controlling one's own life rather than being at the mercy of
powerful others and outside forces, and the sense of having a supportive and understanding person
to talk to in difficult times. In theory, the sense of control reduces depression because it encourages
active problem solving, and the sense of support reduces depression because it provides others to
talk to. We find evidence for the first proposition: persons who feel in control of their lives are
more likely to attempt to solve problems. Perceived control and problem-solving decrease
depression and largely explain the effects of income and education on depression.

The use of social media has become increasingly popular in recent years, with many
individuals spending a significant amount of time on social media platforms such as Facebook,
Instagram, Twitter, and TikTok. While social media can be a great way to connect with others and
share information, research has shown that excessive social media use can have negative effects
on mental health, particularly in regard to depression. This study found that higher social media
use was significantly associated with increased depression symptoms in young adults. The authors
suggest that limiting social media use may be a potential strategy for reducing depression risk in
this population. Jelenchick et al. (2013) conducted a study to investigate the association between
social media use and depression among young adults. The researchers recruited 190 undergraduate
students from the University of Wisconsin and administered a survey to measure their social media
use and depressive symptoms.

STATEMENT OF THE PROBLEM

As stated by the Social Media Victims Law Center (2023), time is a significant factor in
the loneliness that social media causes. As to research in JAMA Psychiatry, teens who use social
media for more than three hours per day are more likely to experience psychological problems and
mental health problems like loneliness, sadness, and suicide. Loneliness is made worse by poor
social media experiences. According to a recent study, loneliness rose by 13% increase in
unsettling social media experiences.

Depression is a multi-faceted mental health condition, while loneliness is a transient

emotional state. Feelings of loneliness and dissatisfaction can be a factor in the development of
depression (Raypole, 2020). The odds of acquiring or worsening mood disorders like anxiety and
depression increases when you place more value on social media contact than in-person
relationships (Robinson and Smith, n.d.).

This study aims to answer the following questions:

1. What types of social media platforms do student use?
2. How frequent do students use social media?
3. How much time does a typical teenager spend on social media?
4. What proportion of students prefer social media contact to in-person relationships? Or what
percentage of students prefer social media contact to in-person relationships?

SIGNIFICANCE OF THE STUDY

This study aims to benefit the following:

SCHOOL ADMINISTRATORS
They will be aware of the benefits of restricting students' access to social media, such as
reducing feelings of loneliness and depression. They would have a better understanding of how to
manage the school and plan activities that, in some way, will reduce students' use of social media
and encourage them to interact face-to-face rather than virtually.
STUDENTS
The results of this study will be useful in increasing the awareness of students who are
addicted to social media. By understanding the benefits of limiting social media usage, students
may be encouraged to develop healthy technology habits and prioritize self-care, leading to a more
positive and balanced well-being.

TEACHERS
This study therefore aimed to test the longitudinal effects of teacher support, prior subject
competence, and prior experience with computers and smartphones, on student motivation for e-
learning and finally e-learning completion.

FUTURE RESEARCHERS
This will benefit future researchers in doing this kind of topic as it will give them an overall
view regarding loneliness and depression. This will also give them the chance to enhance this
study.

SCOPE AND LIMITATIONS

This study will only take place inside the campus of Camanjac National High School. The
respondents will be senior high school students and the researchers gathered (15) students from
each strand: Humanities and Social Sciences, Accountancy, Business, and Management, General
Academic Strand, and Technical Vocational Livelihood. The researcher will only interrogate the
respondents’ time spend on social media and its effect after staying too long on social media
platforms.

DEFINITION OF TERMS
Accumulate – gather or acquire an increasing number or quantity of.
E-learning – delivery of learning and training through digital sources.
Garner – to collect or gather (something)
Gratify – giving pleasure or satisfaction.
Longitudinal – pertaining to longitude or length.
Multi-faceted – having many different aspects.
Odds – the probability that one thing is so or will happen rather than another chance.
Perception – the state of being or process of becoming aware of something through the senses.
Prevalence – the proportion of persons in a population who have a particular disease or attribute
at a specified point in time or over a specified period.
Psychiatry – the medical specialty devoted to the diagnosis, prevention, and treatment of mental
conditions.
Transient – lasting only for a short time; impermanent
 CHAPTER 2

REVIEW OF RELATED LITERATURE

Published studies on the association between social media use and depression have yielded
mixed results (Lin, et. al., 2017). According to some research, SM users may suffer less depression,
presumably because to an increase in social capital, perceived social support, and life happiness.
However, all of this previous research were hampered by small and/or confined samples.
Furthermore, they have tended to concentrate on a single platform, Facebook. In recent years, most
of the global populations (especially college and university students), use smartphones, due to its
wide range of applications. While beneficial in numerous ways, smartphones have disadvantages
such as reduction in work efficacy, personal attention social nuisance, and psychological addiction
Currently, the addiction to smartphones among students is 24.8%–27.8%, and it is progressively
increasing every year (Subramani, et. al., 2017).

These social media apps facilitate users to interact with each other verbally, by texting, and
visually (Keles et al., 2020). At present, young people live in a technological world, where they
consider social media apps as a tool of global interaction, status quo, updating their styles,
entertainment, profiling, information sharing, and way of being (Griffiths &Kuss, 2017). Yet,
excessive engagement with social media in particular ways, makes users addicted to technologies
(Keles et al., 2020) which leads to loneliness and depression. The prevalence rates of social media
influence the consequences of psychological disorders (Andreassen et al., 2017). Psychological
issues such as anxiety, over-possession, narcissism, frustration, anger, and verbal violence are open
truths (Abi-Jaoude et al., 2020; Guazzini, et al., 2022).

One of the benefits of smart technology is that it provides a convenient and effective way
for learners to search, process, store, and retrieve digital data (Scholz et al., 2018). This efficiency,
however, also inadvertently influences our behaviors and the way that we process information
(Cole, 2013; Napoli, 2011; Sanbonmatsu et al., 2013). Kraushaar and Novak (2010) installed
activity-monitoring software on participating students’ laptops with permission and monitored
students’ computer activities during their classes. They found that 62% of the computer activities
that undergraduates engaged in during the class were considered distracting, such as texting and
Internet surfing

A study conducted by Eskin et al. (2008) has shown that among high school students,
61.5% of the participants were having mental health problems. In other research, Toros et al. (2005)
conducted a study with the students aged between 10 and 20; findings revealed that 12.5% of the
participants had high levels of depression. Statistics suggest that majority of internet users are also
social media users. Social media enable individuals to communicate with one another through
internet. It also contains communion platforms such as Facebook, Twitter and YouTube that
provides availability to online interactions (Corbeil & Corbeil, 2011). Using social media
platforms such as Facebook and Twitter have become widespread among adolescents. According
to recent study conducted with American students aged between 13 and 17, while 90% of them
were social media users, 75% of them were using social networking sites and nearly 35% of them
were logging in to their social media profiles several times a day (Rideout, 2012). As a result of
their study with the students aged between 13 and 19, Kırık et al. (2015) also reported that social
media was effective on students’ lives and social media use and addiction levels were increasing
among adolescen

CONCEPTUAL FRAMEWORK
The researchers used Input – Process – Model (IPO)

OUTPUT
- To see how
INPUT limiting social
PROCESS
media usage
- Senior High
- Analysis of improve the
School
data through social and
Students
A. Questionnaires mental health of
- Frequency of
B. Statistical senior high
Social Media
Treatment students in
Use
Camanjac
National High
School

In figure 1, the researchers stated the Input that includes the independent variable and the
information of the respondents which are senior high school students and frequency of social
media use. In the Process are the analysis of data collection which the researchers choose
questionnaires and statistical treatment as their methods in data collection. Lastly, in Output is the
objective of the study and it is to see how limiting social media usage improve the social and
mental health of senior high students in Camanjac National High School.

THEORITICAL FRAMEWORK
 According to Sarah et. al., (2020). The relationship between heavy use of social media and
an increase in mental health disorders has long been established. However, there is a gap in the
literature regarding mental health practitioners/providers’ responses to this issue. Studies show that
online social activity leads to changes in modern attachment patterns in human society, especially
in adolescents and young adults (Chukwuere & Chukwuere, 2017; Kontos et al., 2010; Prensky,
2001). Studies found that personality traits affect a person‘s ability to accumulate friends on
Facebook.

Many researchers have addressed the definition of loneliness. The common definition of
loneliness is the difference between a person‘s desire for social relationships and her actual social
relationships (Russell et al., 1980). Feeling of loneliness is subjective, and it is the interpretation
that an individual gives to his own reality. That is to say, a person can feel lonely even if she is
surrounded by people, or can feel socially gratified even if she is involved in a small number of
social ties. A feeling of loneliness directs us to seek gratifying social interactions and avoid
unsatisfying social interactions (Masi et al., 2011).

RESARCH HYPOTHESIS
100% of the respondents are still mentally good after using social media for 3 hours.
58.3% of the respondents are in moderation after using social media for 5 hours.
60% of the respondents are getting lonely and depress after using social media for 10 hours.

BIBLIOGRAPHY
Brown, et. al., (2020). Fear of Missing Out, Mental Wellbeing, and Social Connectedness: A
Seven-Day
Social Media Abstinence Trial. Int J Environ Res Public Health. 17.12
Koehler, et. al., (2020). The Impact of Social Media on Mental Health: A Mixed Methods Research
of
Service Providers’ Awareness. Electronic Theses, Projects, and Dissertations. 1012.
Primack, B.A. et. al., (2016). Association Between Social Media Use and Depression Among
United States
Young Adults. Depression and Anxiety, 33 (4), 323-331. https://doi.org/10.1002/da.22466
Richards, et. al., (2015). Impact of Social Media on the Health of Children and Young People.
https://onlinelibrary.wiley.com/doi/abs/10.1111/jpc.13023
Weaver, et. al., (2019). A Mindfulness-Based Intervention for Adolescent Social Media
Users. Taylor & Francis Online.
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Published studies on the association between social media use and depression have yielded
mixed results (Lin, et. al., 2017). According to some research, SM users may suffer less depression,
presumably because to an increase in social capital, perceived social support, and life happiness.
However, all of this previous research were hampered by small and/or confined samples.
Furthermore, they have tended to concentrate on a single platform, Facebook. In recent years, most
of the global populations (especially college and university students), use smartphones, due to its
wide range of applications. While beneficial in numerous ways, smartphones have disadvantages
such as reduction in work efficacy, personal attention social nuisance, and psychological addiction
Currently, the addiction to smartphones among students is 24.8%–27.8%, and it is progressively
increasing every year (Subramani, et. al., 2017).

These social media apps facilitate users to interact with each other verbally, by texting, and
visually (Keles et al., 2020). At present, young people live in a technological world, where they
consider social media apps as a tool of global interaction, status quo, updating their styles,
entertainment, profiling, information sharing, and way of being (Griffiths &Kuss, 2017). Yet,
excessive engagement with social media in particular ways, makes users addicted to technologies
(Keles et al., 2020) which leads to loneliness and depression. The prevalence rates of social media
influence the consequences of psychological disorders (Andreassen et al., 2017). Psychological
issues such as anxiety, over-possession, narcissism, frustration, anger, and verbal violence are open
truths (Abi-Jaoude et al., 2020; Guazzini, et al., 2022).

One of the benefits of smart technology is that it provides a convenient and effective way
for learners to search, process, store, and retrieve digital data (Scholz et al., 2018). This efficiency,
however, also inadvertently influences our behaviors and the way that we process information
(Cole, 2013; Napoli, 2011; Sanbonmatsu et al., 2013). Kraushaar and Novak (2010) installed
activity-monitoring software on participating students’ laptops with permission and monitored
students’ computer activities during their classes. They found that 62% of the computer activities
that undergraduates engaged in during the class were considered distracting, such as texting and
Internet surfing.

A study conducted by Eskin et al. (2008) has shown that among high school students,
61.5% of the participants were having mental health problems. In other research, Toros et al. (2005)
conducted a study with the students aged between 10 and 20; findings revealed that 12.5% of the
participants had high levels of depression. Statistics suggest that majority of internet users are also
social media users. Social media enable individuals to communicate with one another through
internet. It also contains communion platforms such as Facebook, Twitter and YouTube that
provides availability to online interactions (Corbeil & Corbeil, 2011). Using social media
platforms such as Facebook and Twitter have become widespread among adolescents. According
to recent study conducted with American students aged between 13 and 17, while 90% of them
were social media users, 75% of them were using social networking sites and nearly 35% of them
were logging in to their social media profiles several times a day (Rideout, 2012). As a result of
their study with the students aged between 13 and 19, Kırık et al. (2015) also reported that social
media was effective on students’ lives and social media use and addiction levels were increasing
among adolescent.

Extant research indicates that online communication has emerged as a primary means of
youths’ (15 to 24 years) social interactions throughout the developed world. In Australia, the
United States, and other developed nations, upwards of 95% of youths use social media platforms
such as Snapchat, Instagram, YouTube, TikTok, WeChat, or Twitter daily (Tankovska,
Citation2021). Interestingly, within this social media use landscape, it is also clear that a sizeable
portion of adolescents and young adults report experiencing feelings of loneliness and social
isolation regularly. Recent surveys conducted in the U.S., Australia, and the U.K. indicate that
about one-third of youths and young adults report feeling lonely, and more than 20% feel lonely
often or always (“Australian Loneliness Report,” Citation2018; Kaiser Family Foundation/The
Economist, Citation2018; Office for National Statistics [ONS], Citation2018). Given these
circumstances, questions naturally arise about the relationship between pervasive feelings of
loneliness and isolation and widespread social media use among today’s youths. Does reliance on
social media as a primary communication tool somehow limit relationship building and
maintenance and ultimately lead to isolation and loneliness? Some studies suggest that online
communication, by its very nature, is devoid of the richness and complexity of face-to-face social
interactions, thereby resulting in less fulfiling social encounters and, ultimately, heightened risks
for loneliness (Putnam, Citation2000; Spears et al., Citation2002). However, a growing body of
research suggests that social media technology enables the formation of interactions with
individuals and groups well outside the bounds of face-to-face encounters; that is, social
connections expand. Belongingness, or sense of belonging, has a rich history in the psychological
and educational literature, dating back to Maslow’s hierarchy of needs model (Maslow,
Citation1968). Belonging is a fundamental emotional need to feel accepted by others and be part
of a group (Maslow, Citation1968).

According to Baumeister and Leary (Citation1995) belongingness model, humans have “a

pervasive drive to form and maintain at least a minimum quantity of lasting, positive, and
significant interpersonal relationships” (p. 497). Rather than just a desire for contact with others,
belonging implies a desire to bond with others in stable, meaningful, and emotionally supportive
ways. In some sense, achieving a sense of belonging takes us beyond our boundaries and allows
us to develop a life in concert with others (Lambert et al., Citation2013). When the need for
belonging is unmet, feelings of isolation, rejection, and alienation are likely to ensue (Baumeister
& Leary, Citation1995). According to the World Health Organization, 264 million individuals
worldwide suffer from depression—a condition characterized by feelings of low self-worth,
impaired concentration, and disturbed sleep, among various other maladaptive symptoms (2).
Adolescents between 13 and 18 years of age are also vulnerable, with a 52% increase in the
prevalence of depression among adolescents from 2005 to 2017. Depression is tied to many serious
problems including failure to complete education, higher unplanned parenthood rates, poorer
interpersonal relations, and heightened risk of substance abuse and suicidality. Several lines of
reasoning also suggest that the direction of social media causing depression might instead be
reversed. The heavy reliance on correlational data severely limits our ability to infer directionality
and argue that exposure to social media causes depression. Some theories also indicate that
depressive symptoms drive social media use. According to the theory of compensatory internet
use, people may view online activities such as social media as a means to alleviate negative
feelings or fulfill unmet psychosocial needs. For example, an individual suffering from depressive
symptoms may turn to social networking sites for social validation through gaining likes and
followers. The sociocognitive model of internet addiction similarly proposes that because online
and social media stimuli can be psychologically rewarding, people are incentivized to stay
engaged, but those with poorer self-regulation (e.g., individuals with psychological disorders) are
especially susceptible to developing harmful social media habits.

The tendency for social media use to be precipitated by psychosocial problems like low
self-esteem, insecurity, and depression also makes sense from an evolutionary perspective. As
highly social creatures, humans evolved a desire for belonging and social acceptance, which is
facilitated by social monitoring motives to detect cues for social approval or rejection. Individuals
who are insecure about being accepted are motivated to seek information that may reaffirm their
social status, leading to an obsession with social comparisons and other social diagnostic cues.
Thus, the evolutionary perspective suggests that social media can hijack our evolved tendency to
monitor for social cues and perceive social information as rewarding (28), and depressed
individuals are especially vulnerable to being sucked in by social media as they experience a
stronger need to alleviate feelings of insecurity, low self-worth, or hopelessness. These arguments
from multiple perspectives provide compelling justification to take the reverse association more
seriously.

As COVID-19 rapidly spread, reaching pandemic levels by early March 2020

(www.who.int), many regional and national governments quickly instituted various measures to
mitigate the spread within communities. Along with urgings and mandates to social distance, wear
masks, and employ good personal hygiene, mandates requiring social isolation, such as school and
business closures, and shelter-in-place requirements, or “lockdowns,” were also widely instituted.
Although the positive effects of such social isolation on physical health (avoiding the disease) are
now quite apparent, we are only beginning to understand its potential negative effects on mental
health. Even before the pandemic and its associated forced social isolation, research suggested that
feelings of loneliness were on the rise, to the point of reaching what some referred to as epidemic
levels (The Harris Poll, 2016; Noack, 2018; Twenge et al., 2019). Moreover, some research also
suggests that the increase in loneliness may be particularly acute for young people, who experience
greater changes in loneliness over time in their younger years (Beam and Kim, 2020; Fried et al.,
2020), which are linked to the social reorientation period of adolescence (Goossens, 2018). Clearly,
increasing social isolation via lockdowns seems likely to exacerbate an already serious problem
for both children and adults. However, one particular factor that may potentially mitigate increased
loneliness following forced social isolation is the use of digital communication technologies, such
as WhatsApp, Skype, and Zoom, as well as the use of social networks, such as Facebook,
Instagram, and Twitter. For example, Banskota et al. (2020) suggest that smartphone applications
(apps) that facilitate social communication may help older people stay connected with others,
potentially lessening the impact of social isolation on feelings of loneliness. Given that younger
people are the most frequent users of such technology, the positive effects of social communication
technology may be even greater for them.

The rise of communication technology has facilitated better services and made life easier.
This growing internet technological assistance has become a widespread product of behavioural
addictions. Obsessive use of social media captivates behaviour and psychological patterns of a
person. Social media usage became an important driver to spread information in every field of life.
While this domain affects social interaction, emotional consequences, and psychological processes
(Guazzini, et al., 2022; Rajesh & Rangaiah, 2020) resulting craving to it. Social media has an
important place in our daily routine. It identifies information, status, and news sharing ona global
platform. Within positive changes, this “Munchausen by Internet” have critical misinformation
and disinformation influence on social media users (Guazzini, et al., 2022). Over possessive social
media usage, disseminates the flow of news. Few studies investigated the social media effect on
psychological diagnosis. Internet addictions like excessive online gaming, net compulsions,
spreading (dis)information, gaining attention, profile consciousness, fake news abundance, cyber-
sexual addiction, and cyber-relationship (Arness, & Ollis, 2022; Guazzini, et al., 2022) have their
negative consequences. Correspondingly, social media obsession is considered as sub-division of
excessive use of internet. The symptoms of social media addiction relate to preoccupations and
excessive use with mood swinging and losing control (Abi-Jaoude et al., 2020; Kircaburun, 2018;
Ryan et al., 2016). There are several social media applications now a days. The largest platform of
global village is manifested through Instagram, Twitter, WhatsApp, YouTube, Facebook, and Tik-
Tok. Social media addiction can be defined as over and uncontrolled engagement in using social
media that impairs the state of wellbeing (Andreassen et al., 2016; Griffiths &Kuss, 2017; Rajesh
& Rangaiah, 2020)

This cache behavior leads to fruitful and negative attributes as well (Bányai et al., 2017;
Marino et al., 2020; Ricciardelli et al., 2020). Prior studies stated that these attributes of the
overarching use of social media resulted some psychological consequences (Guazzini, et al., 2022;
Keles et al., 2020; Cheng & Li, 2014; Young, 2015). Howbeit, social media became the strongest
means to associate social diversity, business dealing, digital marketing, communication skill
development, and entertainment. Yet, excessive engagement with social media in particular ways,
makes users addicted to technologies (Keles et al., 2020). Empirical studies have demonstrated
that addictive behavior is linked to psychoactive substances. The prevalence rates of social media
influence the consequences of psychological disorders (Andreassen et al., 2017). Psychological
issues such as anxiety, over-possession, narcissism, frustration, anger, and verbal violence are open
truths (Abi-Jaoude et al., 2020; Guazzini, et al., 2022).

General anxiety disorder (GAD) has a pathological elevated level of perceived anxiety that
debilitates bio-psychosocial well-being of a person (Boehlen et al., 2020). GAD is a serious form
of an anxiety disorder (Lee & Kim, 2019). It is associated with an excessive, persistent,
uncontrolled, exaggerated startle response, and frequent worries about daily activities (Newman
et al., 2017). Among most common symptoms of GAD includes weak concentration, fatigue,
irritation, restlessness, sleep disorder, and tension. In the case of an untreated individual with GAD,
it develops chronic patterns of course leading to suicidality, comorbidity, psychiatric disorder,
depression, and panic disorders (Lee & Kim, 2019; Maron & Nutt, 2017). GAD is the only subtype
of anxiety disorder that has a lower respite rate with treatment. Numerous neuroimaging pieces of
research have been performed to identify the causes of GAD. Still, these researches poorly
characterized the underlying phenomena and mechanism of GAD (Chen et al., 2020). The
etiological understandings and treatments of GAD are not as responsible as required. The slow
onset of therapeutic actions and the identification of novel mechanisms became critical in
improving outcomes of GAD behaviour (Wise et al., 2020). GAD alteration in brain network
functions conveyed to aversive stimuli, which results in anxiety. The prevalence point of GAD is
about 8%, which is a frequent and higher anxiety level (Jordan et al., 2017; Lee & Kim, 2019;
Pierson et al., 2017). Quite a few studies explored GAD in correlation with demographics such as
age, gender, and environment, etc. (Guazzini, et al., 2022; Ranney et al., 2020). People with general
anxiety disorder were diagnosed with high comorbidity and somatization (Wise et al., 2020).
Emotion dysregulation is one of the significant features of GAD, which leads to hyperarousal,
weak understandings, maladaptation, and imbalances towards emotions. This manifests over-
activation in autonomic and endocrine function (limbic) repeatedly in an individual with this
disorder (Chen et al., 2020).

The term social media comprises social networking sites through online apps (applications)
(Wartberg et al., 2020). These social media apps facilitate users to interact with each other verbally,
by texting, and visually (Keles et al., 2020). At present, young people live in a technological world,
where they consider social media apps as a tool of global interaction, status quo, updating their
styles, entertainment, profiling, information sharing, and way of being (Griffiths &Kuss, 2017).
Today, billions of users engaged in various social media applications. Some people use these apps
for the sake of news, updates, information, and expression. Whereas, some people use social media
platform as an obsession. This excessive and blind use of social media develop state of being to
use substance with uncontrolled behaviour.
 Emotional intelligence (EI) is standard-based intelligence in which individuals are
logically measured by performance. It advocates a personality trait concerning to individual’s
disposition to deal with emotions and emotional state of being (Udayar et al., 2020). Emotional
intelligence is conceptualized under the umbrella of ‘social intelligence’ theory (Gardner, 2000;
Thorndike, 1920). Proponents of EI stated that it influences individuals’ physical and mental
health. They argued that EI is a subset of social intelligence that monitors one’s emotions. One’s
own emotions affect individuals’ thinking processes and actions. EI involves abilities that are about
empathy, motivation, self-control, and self-awareness. In a recent meta-analysis, EI is one of the
valuable predictors of performance (Furnham & Taylor, 2020). There are two concepts to describe
EI, one is trait EI, and the second is the ability of EI. Trait EI relates to behavioural disposition and
can be measured through self-reporting. The ability of EI reflects cognitive ability which can be
assessed through maximum performance tests (Furnham & Taylor, 2020; Treglown & Furnham,
2020).

One popular description refers that EI as a cluster of perceived behavioural dispositions

(Feher, 2019). A broadly conceived trait linked to individual differences that describe emotional
variances (Petrides et al., 2018). Individual differences influence the formation of EI. There are
emerging interests in the dispositional and social factors of individuals that form and evaluate
social networks (Treglown & Furnham, 2020). Studies indicate that social well-being affects
young students’ adaptability moderated by EI (Sun and Liu, 2019). Besides this, emotional
intelligence reduces the risks that young people face in social bonding, social acceptance, and self-
belief (Hsieh et al., 2019). Emotional intelligence helps to eradicate negative feelings, anxiety, and
instability in adjustment (Wang & Zhang, 2020). Researchers investigated that emotional
intelligence is significantly correlated with resilience (Wen, Liu, & Chen, 2014; Udayar et al.,
2020). Few other research studies have been done to analyse the EI, its impact and its relationship
to other variables like performance, leadership, learning, mental disorders, and personality
(Furnham & Taylor, 2020; Ranney et al., 2020; Treglown & Furnham, 2020; Wang & Zhang,
2020).
 CHAPTER 3

RESEARCH DESIGN
Survey research design was the tool that was utilized in this study in order to gain greater
understanding on each respondent in this paper by in addition, using scales (strongly disagree,
disagree, neutral, agree, and strongly agree) and close-ended questions that are answerable by yes
or no, predetermined answers for respondents to choose from.

RESPONDENTS OF THE STUDY

The respondents of this study only focus on Senior High School student of Camanjac
National High School from 11th to 12th grade. The researchers will gather 15 students from each
strand (HUMSS, ABM, GAS, and TVL) since there are (4) tracks in 11th and 12th grades, a total of
120 students will be part of this research study, both male and female.

RESEARCH INSTRUMENTS
Questionnaire was the research instrument used in this study and to make it more
convenient, the researchers utilized Google Forms to automatically compute and calculate all the
responses of the respondents. Additionally, this is used to collect useful information that could help
the researchers find the result of the study.

STATISTICAL TREAMENT OF DATA

The data gathered had been tallied and were analyzed and interpreted using the following
statistical tools:

SLOVIN’S FORMULA:

N=
 CHAPTER 4
ANALYSIS AND INTERPRETATION OF RESUTS

4.1 INTRODUCTION

In order to adequately fulfill the requirements of this study, it is imperative to thoroughly

examine the gathered data to address the research inquiries. As mentioned in the preceding
section, the data will be analyzed in a descriptive manner.

This chapter encompasses the examination, demonstration, and explanation of the

outcomes derived from this study. The analysis and interpretation of the data are conducted in
two distinct phases. The initial phase entails a quantitative analysis of the data, focusing on the
findings obtained from the questionnaire. The subsequent phase involves a qualitative
interpretation based on the outcomes derived from the interviews and focus group discussions.

Over the past few months, numerous researchers have conducted rigorous quantitative
studies, leading to groundbreaking findings and fostering insightful discussions across diverse
fields. By employing quantitative methods, statistical analyses, and data-driven approaches, these
researchers have unveiled significant patterns, relationships, and trends, providing a deeper
understanding of complex phenomena. The purpose of this introduction is to provide a concise
overview of the notable findings and discussions that have emerged from these quantitative
research endeavors, shedding light on their implications and contributions within their respective
domains.

4.2 DEMOGRAPHIC PROFILE

ITEMS CATEGORY NUMBER

Age 17-20 166
 Year Level Grade 11 137
Grade 12 148
Sex Male 83
Female 83

Table 1. shows the demographic profile of the respondents scoping the Senior High unit from
Grades 11 to 12, specifically within the age range of 17 to 20 years old. These participants
represent a crucial segment of the target population, as they are in the final stages of their
secondary education and are transitioning into higher education or entering the workforce. By
including this specific age group and educational level, the study aims to capture valuable
insights and experiences that are relevant to the research objectives. The age range of 17 to 20
years old ensures a relatively homogeneous sample, allowing for meaningful comparisons and
analysis within this particular stage of adolescence and academic development.

PHASE ONE: QUANTITATIVE INTERPRETATION RESULTS

4.3 ANALYSIS OF QUESTIONNAIRES

Of total 166 questionnaires distributed, fortunately all respondents were able to fill out the
forms. The data collected from the questionnaire was analyzed by counting how frequently each
response occurred. This means that the researcher added up the number of times each particular
response was chosen by the subjects for each question. These responses, which are represented
as numbers, are then presented as percentages. The analysis is organized in tables, which show
the relationship between different variables. In some cases, the researcher combines two or more
variables in a single table to provide a more comprehensive view of the data.

The first section of the questionnaire sought to identify the subjects who used various
platforms of social media and the hours they spend to it. It enabled the researchers identify the
responses of those respondents.

1. What social media platforms do you often used?

 The survey aimed to find out which social media platforms are commonly used by the
respondents. The results indicate that a majority of the participants, specifically 59% of them,
reported using Facebook frequently. Tiktok, on the other hand, was mentioned by 13.9% of the
respondents as a platform they often use. Furthermore, 11.4% of the participants mentioned
Youtube as their preferred social media platform.

2. In a day or during weekends, how much time do you spend on using social media
platforms?
The study aimed to determine the amount of time respondents spend on social media platforms
during their days or weekends. The findings revealed that a significant portion of the
participants, specifically 31.3% of them, reported spending 4-6 hours on social media each day
or weekend. Additionally, 27.7% of the respondents mentioned spending 1-3 hours on these
platforms. Furthermore, 24.7% of the participants reported spending 7-9 hours on social media
during their days or weekends.

3. Do you feel lonely and depressed after using social media for (3 hours, 5 hours, and 10
hours)?

3 HOURS
5 HOURS

10 HOURS
 In this section of the study, participants were asked yes-or-no questions related to their
engagement with social media for specific durations. The results indicate that for the question
regarding spending 3 hours on social media, 25% of the respondents answered "yes," while the
majority, 75%, responded with "no." Similarly, when asked about spending 5 hours on social
media, 28.7% of the participants answered "yes," while 71.3% answered "no." In contrast, when
it came to spending 10 hours on social media, a majority of 52.4% responded with "yes," while
47.6% answered "no." These findings provide insights into the participants' preferences and
behaviors concerning different time intervals spent on social media, indicating variations in their
levels of engagement and usage patterns.

5. I prefer interacting via social media than face to face

In this particular section of the study, participants were asked to express their agreement or
disagreement with several statements using a Likert scale. The Likert scale consists of multiple
response options, ranging from "strongly disagree" to "strongly agree." These responses provide
valuable insights into the attitudes and perceptions of the respondents regarding various aspects
of social media usage.

Statement 5 focused on the preference for interacting via social media rather than face to face.
The results revealed that 18.1% of the respondents strongly disagreed with this notion, indicating
a clear preference for face-to-face interaction. Similarly, 16.3% expressed disagreement,
suggesting a preference for traditional forms of communication. On the other hand, 26.5% of the
respondents remained neutral, implying an absence of a strong preference. However, it is
noteworthy that a significant proportion, 26.5%, agreed that they prefer interacting through
social media platforms. Furthermore, 12.7% of the participants strongly agreed with this
statement, emphasizing their strong inclination towards online communication channels.

6. I feel sad if I cannot use social media

Moving on to Statement 6, it examined the emotional impact of not being able to use social
media. The findings indicated that 18.1% of the respondents strongly disagreed with feeling sad
in such circumstances, emphasizing their resilience and lack of emotional dependency on these
platforms. However, a larger percentage, 30.1%, expressed disagreement, indicating that they do
experience some level of sadness when unable to access social media. Meanwhile, 27.1%
remained neutral, implying a lack of strong emotional attachment. In contrast, 19.9% of the
participants agreed that they feel sad when unable to use social media, highlighting the emotional
significance these platforms hold for them. Unfortunately, the exact percentage for those who
strongly agreed was not available for this particular statement.

7. I feel insecure when social media

Statement 7 focused on feelings of insecurity while using social media. The results showed that
10.3% of the respondents strongly disagreed with feeling insecure on these platforms, suggesting
a strong sense of confidence and assurance. Similarly, 26.7% expressed disagreement, indicating
that they generally do not experience significant insecurity. Additionally, 26.7% remained
neutral, implying a lack of a clear inclination towards feeling secure or insecure. However, it is
important to note that 28.5% of the participants agreed with feeling insecure while using social
media, emphasizing the vulnerability that can arise from online interactions. Furthermore, 7.9%
strongly agreed with this statement, indicating a heightened level of insecurity among a smaller
but notable portion of the respondents.

8. I have more friends on social media than face to face

Statement 8 explored the participants' perceptions of having more friends on social media
compared to face-to-face interactions. The findings revealed that 15.8% of the respondents
strongly disagreed with this notion, implying a belief that their face-to-face relationships
outweigh those formed online. Additionally, 21.2% expressed disagreement, suggesting that they
perceive their in-person connections to be more significant. Meanwhile, 23.6% remained neutral,
implying an absence of a clear preference or belief. On the other hand, 26.1% agreed that they
have more friends on social media, highlighting the expansive nature of their online social
networks. Lastly, 13.3% of the participants strongly agreed with this statement, indicating a
strong conviction that they possess a larger circle of friends through social media platforms.

9. I am more confident on social media than face to face

Statement 9 delved into the respondents' confidence levels on social media compared to face-to-
face interactions. The results indicated that 13.3% of the respondents strongly disagreed with
feeling more confident on social media, suggesting a lack of reliance or preference for online
communication in terms of confidence. Similarly, 12.1% expressed disagreement, implying that
they do not experience a significant boost in confidence through digital interactions. Moreover,

26.7% remained neutral, indicating an absence of a clear preference or belief regarding

confidence levels. However, it is noteworthy that 30.9% of the participants agreed that they feel
more confident on social media, highlighting the perceived benefits of online communication in
terms of self-assurance. Furthermore, 17% of the respondents strongly agreed with this
statement, indicating a strong sense of empowerment and confidence in their digital interactions.

PHASE TWO: QUALITATIVE INTERPRETATION OF RESULTS

4.4 ANALYSIS OF INTERVIEWS

To supplement the results and to fill up the gaps left in the questionnaire, the utilization
of a qualitative approach was employed in this study. This particular methodology is inclined
towards providing in-depth and substantial insights, facilitating a comprehensive understanding
of the research problem. Unlike questionnaires that yield generalized outcomes, qualitative
research aims to delve into the intricacies and complexities of the subject matter.

By employing this methodology, the research sought to acquire a deeper understanding of

individuals' thoughts, emotions, behaviors, and knowledge pertaining to the subject at hand. The
focus was on unraveling the rich tapestry of human experiences and perspectives, going beyond
surface-level responses and exploring the nuances that contribute to a holistic comprehension of
the problem being examined.

Through qualitative research, the study aimed to uncover detailed information that would shed
light on how individuals think, feel, and act in relation to the research topic. By exploring the
intricacies of human cognition and behavior, this methodology enables researchers to grasp the
underlying motivations, beliefs, and attitudes that influence individuals' responses and actions.

The researchers used the commonly known as a proxy or group interview. In this design,
one participant, often referred to as a proxy or spokesperson, answers interview questions on
behalf of a group of individuals. This approach is commonly used when it is not feasible or
practical to interview each individual separately, or when the researcher wants to gather insights
from a specific group or community rather than individual perspectives.

4.5 TOPICS DISCUSSED DURING INTERVIEWS WITH THE SPOKEPERSON OF

EACH STRAND (Humanities and Social Sciences, Accountancy Business and
Management, Technical Vocational Livelihood, and General Academic Stran)

a) Personal life or Virtual life: In consideration of your priorities, which one would you
prioritize?
If I had to choose between my personal life and my virtual life, I would prioritize my personal
life. Building real relationships, taking care of my well-being, and enjoying offline activities are
important to me. While virtual life can be enjoyable and offer opportunities, I believe that
nurturing genuine connections and living in the present moment are essential for a fulfilling life.

b) Should a person limit their screen time to decrease loneliness and depression?
Yes, limiting screen time can help reduce loneliness and depression. Spending too much time on
screens like phones, computers, and TVs can make you feel isolated and unhappy. By cutting
back on screen time and doing other things instead, like spending time with people or doing
activities you enjoy, you can feel more connected and happier. It's important to find a good
balance between screens and real-life activities to take care of your mental well-being.

c) Do you think the root of insecurities and low self-esteem is social media?
No, social media is not the main cause of insecurities and low self-esteem. Insecurities and
feeling bad about ourselves can come from different things, like experiences we've had, how we
were brought up, and the pressure we feel from society. While social media can make us
compare ourselves to others and feel like we're not good enough, it's not the only reason we
might feel insecure.

On social media, people usually show the best parts of their lives, which can make us feel like
we're not as successful or happy as others. But it's important to remember that our self-esteem
and insecurities come from many different things, not just social media.

To address these feelings, it's important to understand that our self-worth is not solely based on
what we see on social media. We need to focus on building our confidence, valuing ourselves for
who we are, and surrounding ourselves with positive and supportive people. Taking care of our
mental well-being involves looking at the bigger picture and considering all aspects of our lives,
not just what we see on social media.
 CHAPTER 5

SUMMARY OF FINDINGS

In this descriptive study, both quantitative and qualitative approaches were employed to
gather insights into various aspects of social media usage and its impact on individuals. The
quantitative analysis involved the use of Likert scale statements, while the qualitative aspect
involved group interviews with proxy participants.

The findings revealed interesting perspectives on different statements related to social media. For
Statement 4, a significant portion of respondents expressed a preference for interacting face to
face, while others leaned towards social media communication. Similarly, Statement 5
highlighted varying emotional responses to not being able to use social media, with some
participants feeling unaffected and others experiencing sadness. Statement 6 explored feelings of
insecurity on social media, revealing a range of responses from strong disagreement to strong
agreement. Statement 7 delved into perceptions of having more friends on social media
compared to in-person interactions, showcasing diverse opinions. Lastly, Statement 8 explored
confidence levels on social media versus face-to-face interactions, with some participants feeling
more confident online.

To complement the quantitative findings, qualitative research was conducted through proxy or
group interviews. These interviews aimed to delve into participants' thoughts, emotions,
behaviors, and knowledge on the research topic. The interviews provided in-depth insights into
individuals' perspectives, shedding light on their priorities, screen time management, and the
perceived relationship between social media and insecurities.

The study revealed a complex landscape of attitudes, preferences, and experiences related to
social media usage. While some participants valued personal connections and offline activities,
others recognized the benefits and opportunities offered by virtual interactions. The findings also
highlighted the importance of balancing screen time to promote well-being and the
understanding that social media is not the sole cause of insecurities and low self-esteem.

It is crucial to consider the broader factors influencing individuals' thoughts and feelings, such as
personal experiences, upbringing, and societal pressures. The study emphasized the need for self-
care, building confidence, and cultivating positive relationships both online and offline.

The findings of this study contribute to a better understanding of the multifaceted nature of social
media usage and its impact on individuals' lives. Further research and awareness in this area can
help individuals navigate social media platforms effectively while prioritizing their overall well-
being.
CONCLUSION

The study utilized quantitative and qualitative approaches to investigate social media
usage and its effects. The findings revealed diverse preferences for face-to-face interactions
versus online communication. Emotional responses to limited social media access varied, and
feelings of insecurity and differing perceptions of online friendships were observed. Importantly,
social media is not the sole cause of insecurities and low self-esteem. It is crucial to find a
balance between screen time and real-life activities, prioritize personal well-being, and critically
evaluate online experiences for overall happiness and mental health.