EXPLORING THE LIVED EXPERIENCE OF SOCIAL MEDIA

ADDICTS AMONG SENIOR HIGH SCHOOL STUDENTS

A Research Paper Presented to the Senior High Faculty of

Kapalong College of Technology Inc.

In Partial Fulfillment of the Requirements for

Practical Research II

BAJAO, STEPHANIE

CARAS, NEHEMIAH DAVID

DOLIENTE, JOHN REY

DUMALAOG, DANIELA

GANAL, ALLEAH JEAN

LOZARITA, MARIA CARLA

UDTOHAN, KOBEBRYANT

March 2024
 Introduction

Social media addiction is a growing concern in contemporary society due to the

widespread use of platforms like Facebook, Instagram, twitter, and TikTok. Understanding the

lives of social media addicts is crucial for identifying common triggers, understanding root

causes, and addressing addiction effectively. This study can shed light on the impact of

addiction on various aspects of individuals' lives, including mental health, relationships,

productivity, and self-esteem. The findings can inform policymakers, mental health

professionals, educators, and technology companies about the complexity of social media

addiction and the need for targeted interventions and prevention strategies.

Rationale

A study examining the association between social media use (SMU) and mental

health outcomes, such as anxiety and depressive symptoms, found mixed findings. The study

involved an online survey of adults aged 18-49, measuring depressive symptoms using the

Patient-Reported Outcomes Measurement Information System brief depression scale. Results

showed that each one-point increase in passive SMU was associated with a 33% increase in

depressive symptoms, while each one-point increase in active SMU was associated with a 15%

decrease (Mary Ann Liebert, 2018).

Social media, including platforms like Facebook, Instagram, and TikTok, has

become increasingly popular among adolescents due to strict COVID-19 policies. These

platforms allow people to stay connected online, share opinions, learn new things, build

business networks, and initiate collaborative projects. As of 2022, there are 4.62 billion active

social media users worldwide, with an average time spent using the internet being 6 hours and
58 minutes per day. However, studies have linked social media use to negative mental health

consequences, such as suicidality, loneliness, and anxiety. The increased frequency of social

media usage significantly increases the risks of clinical disorders like Facebook depression,

FOMO, and social comparison orientation. Additionally, habitual social media use may lead to

addiction, negatively affecting adolescents' school performance, social behavior, and

interpersonal relationships. This study reviews the literature on social media addiction and

problematic use, providing a comprehensive overview of the current state of research and

identifying patterns or trends ( V Bhatiasevi, 2022)

The rise of social media and the internet has led to a form of social anxiety called

Fear of Missing Out (FOMO). According to Ryan and Deci's Self-determination Theory, people

increase their use to satisfy psychological needs. A study involving 1,060 Filipinos found that

FOMO is significantly related to social media use (SMU) and problematic internet use (PIU).

The study suggests FOMO may predict both social media use and problematic internet use (JP

Marasigan, 2018).

Social media usage has surged, particularly among young adults and

adolescents, for communication, entertainment, and information gathering. However, concerns

about social media addiction and potential negative impacts on mental health are growing.

Social media is a significant part of daily lives, affecting emotional, psychological, and social

well-being. It is crucial to assess if these technologies are being used for information acquisition

or misuse, considering their significant impact on daily lives (Manuel Pacquiao, 2023)

This study should be conducted which s tudying the lived experience of social

media addicts among senior high school students can provide valuable insights into the impact

of excessive social media use on their daily lives, relationships, academic performance, and

mental health. Understanding these experiences can inform interventions, policies, and

educational programs aimed at promoting healthier technology habits and well-being among
young people. This study provides valuable insights into the psychological, emotional, and

social effects of social media addiction on adolescents. It aids educators, parents, and

policymakers in implementing effective interventions and support systems to address this

growing concern. The study contributes to the conversation on digital wellness and the need for

balanced technology usage among young people, potentially informing strategies for promoting

healthier digital habits and well-being in today's youth.

According to other researcher they only focus on social media but not on their

experiences of how they use it. These studies seem focused on delving into the firsthand

experiences of social media addiction among senior high school students. It highlights a specific

demographic and addresses a contemporary issue. Understanding the lived experience of

social media addicts among senior high school students is crucial for several reasons. Firstly, it

provides insights into the specific challenges and pressures these demographic faces in the

digital age, informing targeted interventions and support systems. Secondly, such research

helps educators and parents recognize early signs of addiction and implement preventive

measures. Lastly, it contributes to the broader understanding of how social media impacts

adolescent development, mental health, and social interactions, informing both policy and

educational approaches.

Purpose Of the Study

The purpose of this phenomenological study aims to understand the daily

realities of high school students struggling with social media addiction, including their subjective

experiences, emotions, behaviors, and challenges related to excessive use.

Research Questions:
 1. How do senior high school students perceive and describe their lived experience as

social media addicts, including the impact on their daily lives, relationships, and self-

esteem?

2. What coping mechanisms do senior high school students employ to manage their

addiction to social media, and how effective are these strategies in reducing negative

consequences and enhancing well-being?

3. What insights do senior high school students gain from reflecting on their

experiences as social media addicts, and how do these insights influence their

attitudes, behaviors, and future engagement with social media platforms?

Theoretical Lens

This thesis will explore the social media dependency and the outcomes and

potential implications these behaviors may have on communication. The current literature views

social media as an important component to socialization and the news system, yet notes its

potentially detrimental impacts on adults and developing minds alike. This thesis will explore the

drawbacks and potential for social media addiction, while drawing conclusions about the

framework of social media utilization. This thesis will be structured as a literature review,

focusing on the potential impact of social media on communication studies and its implications

for addiction. In this thesis, I will look at recent articles on social media and social media

addiction. Topics addressed will include the communication theories implicated in social media

addiction research, the internal and external factors relating to the motivation to use social

media and the drive to engage in excessive social media usage, the potential psychological

impact of social media addiction, the role of social media within organizations, the role of social

media in health communication, the impact social media may have on interpersonal

relationships, and future implications (CN Wainner,2018).

 There are many theories of communication that have been created regarding

computer mediated communication that can be applied to social media usage, as well as

general communication theories. Social media offers a unique interaction platform for users,

which allows communication theories to be explored in a different setting. Social media does not

allow for face-to-face interactions, yet studies in computer-mediated communication show it

yields highly-connected interpersonal relationships (Walther, 1996). There are several theories

that are applicable to social media and the addiction factor, including the Social Identity Model of

Deindividuation Effects, the Interpersonal Impact Hypothesis, the Differential Impact Hypothesis,

Uses and Gratifications Theory and Media Dependency Theory.

Social media use has become an everyday behavior in contemporary life resulting in increased

participation for many individuals (Kuss & Griffiths, 2011).

Such high use has been associated with negative consequences (e.g., reduced sleep quality,

impaired wellbeing, interpersonal problems, and underperformance at work) and thus fueled

behavioral and health concerns among scholars leading to the emergence of ‘problematic social

media use’ (PSMU; Bányai et al., 2017, Kuss and Griffiths, 2011).

Review of Related literature

Social media has become an integral part of the daily lives of adolescents,

offering avenues for communication, entertainment, and self-expression. However, the

excessive use of social media among senior high school students has raised concerns about its

potential negative impacts on mental health, academic performance, and overall well-being.

This review of related literature aims to explore existing research on social media addiction

among adolescents, focusing on the lived experiences of senior high school students.
 1. Prevalence of Social Media Addiction Among Adolescents

Numerous studies have documented the prevalence of social media addiction among

adolescents, highlighting its widespread occurrence and its implications for youth development.

For example, a study by Kuss & Griffiths (2017) found that a significant proportion of

adolescents exhibit symptoms of addiction to social media platforms, such as compulsive use,

withdrawal symptoms, and interference with daily activities.

2. Factors Contributing to Social Media Addiction

Several factors have been identified as contributing to the development of social media

addiction among adolescents. These include individual characteristics (e.g., personality traits,

self-esteem), social influences (e.g., peer pressure, social norms), and environmental factors

(e.g., access to technology, parental monitoring). For instance, research by Andreassen et al.

(2017) suggests that individuals with low self-esteem or high levels of neuroticism may be more

susceptible to social media addiction.

3. Impact of Social Media Addiction on Adolescents' Well-being

The excessive use of social media has been associated with various negative outcomes for

adolescents' well-being, including increased levels of stress, anxiety, depression, and

loneliness. Studies have also shown that social media addiction can negatively impact

academic performance, sleep quality, and interpersonal relationships among adolescents

(Primack et al., 2017; Twenge & Campbell, 2018).

4. Coping Mechanisms and Strategies for Managing Social Media Addiction

Despite the detrimental effects of social media addiction, adolescents employ various coping

mechanisms and strategies to manage their usage. These may include self-regulation

techniques (e.g., setting time limits, taking digital detox breaks), seeking social support from
peers or adults, and engaging in alternative activities (e.g., physical exercise, hobbies).

Understanding these coping strategies is essential for developing effective interventions to

address social media addiction among adolescents (O'Keeffe & Clarke-Pearson, 2011).

5. Cultural and Contextual Factors Influencing Social Media Addiction

The experience of social media addiction among senior high school students is shaped by

cultural norms, societal expectations, and environmental influences. Research suggests that

cultural factors, such as collectivist vs. individualistic values, may influence adolescents'

motivations for using social media and their susceptibility to addiction (Wang et al., 2015).

Moreover, the availability of technology, socioeconomic status, and parental monitoring

practices can also impact adolescents' engagement with social media and their risk of addiction

(Beyens et al., 2020).

The literature on social media addiction among adolescents offers valuable insights into the

experiences of senior high school students. Understanding the prevalence, factors, impacts,

coping strategies, and cultural influences of addiction is crucial for developing holistic

interventions to promote healthy digital habits and mitigate negative effects. Further research is

needed to explore these issues in diverse cultural contexts and assess the effectiveness of

preventive and treatment interventions.

Significance of the Study

This study is important as this can potential to shed light on the impact of social

media addiction on the lives of senior high school students. By exploring their lived experiences,

we can gain insights into the challenges they face, the coping mechanisms they employ, and the

potential interventions needed to address this growing issue. Understanding the intricacies of
social media addiction among this demographic can inform educators, parents, and

policymakers in developing effective strategies to promote healthier usage habits and enhance

overall well-being.

This study is multi-faceted by Understanding the effects of social media addiction

on students can guide curriculum development, school policies, and interventions to

promote healthy digital habits. It can also guide educational initiatives on digital literacy and

responsible social media use. Teachers can identify signs of addiction, tailor teaching methods,

and provide support or referrals to those struggling with addiction. Students can reflect on their

digital habits, recognize the negative effects of excessive use, and seek help if needed. Parents

can support their children in maintaining a healthy balance between online and offline activities,

and facilitate open communication about digital boundaries and responsible internet use.

Definition of terms

Social media: social media refers to a variety of technologies that facilitate the

sharing of ideas and information among their users. From Facebook and Instagram to X

platform (formerly Twitter) and YouTube, more than 4.7 billion people use social media, equal

to roughly 60% of the world's population. In early 2023, 94.8% of users accessed chat and

messaging apps and websites, followed closely by social platforms, with 94.6% of users (Maya

Dollarhide,2024).

Addiction: Addiction is the repeated involvement with a substance or

activity, despite the substantial harm it now causes, because that involvement was (and may

continue to be) pleasurable and/or valuable.

The reader should not confuse this definition of addiction with other related terms. Although

similar, this definition of addiction should not be confused with the diagnostic criteria for a

category of disorders known as Substance-Related and Addictive Disorders (APA, 2013).

 Lived Experience : Refers to personal knowledge about the world gained

through direct, first-hand involvement in everyday events rather than through representations

constructed by other people. Lived Experience also refers to knowledge of people gained from

direct face-to-face interaction rather than through a technological medium (Given,2008).

Delimitations and limitations of the study

This study aims to explore the experiences of social media addiction among

senior high school students, focusing on their behaviors, emotions, and perceptions. The

research will use qualitative methods such as interviews, focus groups, and observation to

gather detailed data. The sample size will depend on the saturation of data, with 10-15

participants typically being sufficient. Purposive sampling will be employed to select participants

who meet the criteria of being senior high school students and self-identifying as social media

addicts. The study will be conducted in senior high schools or any suitable research facility, with

participants sharing their experiences confidentially. The timing will depend on availability of

participants and researchers, but should be conducted during a period when participants are not

occupied with academic commitments. In-depth interviews or focus group discussions will be

conducted, with audio or video recordings and verbatim transcriptions. The study is crucial as it

provides insights into the underlying factors, triggers, and consequences of excessive social

media usage among adolescents. Findings from this study can inform interventions, policies,

and educational programs aimed at promoting healthy digital habits and mitigating the negative

impacts of social media addiction among high school students.

The study on social media addiction among senior high school students may

face several biases, including self-selection bias, social desirability bias, limited participant
perspective, recall bias, single-point-in-time analysis, contextual factors, subjective

interpretation, and ethical considerations. Self-selection bias may result in overrepresentation of

individuals who are more aware of their addiction, while social desirability bias may result in

under reporting of sensitive or stigmatized behaviors. Limited participant perspective may not

capture the perspectives of those who do not consider themselves addicts but still exhibit

problematic social media behaviors. Recall bias may also lead to inaccuracies in data collected

during interviews or surveys. The study's single-point-in-time analysis may not capture the

dynamic nature of addiction and its effects over time, and longitudinal research could provide a

more comprehensive understanding. Contextual factors, such as cultural norms, socioeconomic

status, and familial influences, may not be fully considered, limiting the applicability of the

findings across diverse populations. Subjectivity in interpretation could introduce bias,

potentially affecting the reliability and validity of the study. Ethical considerations, such as

obtaining informed consent, maintaining confidentiality, and protecting participant well-being,

are essential for the integrity of the study and the trustworthiness of its findings. Acknowledging

these limitations can help researchers interpret the findings within appropriate contexts and

guide future research efforts.