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CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale
The term “social media” is frequently used in research to refer to a wide

range of online platforms. Namely, it consists of blogs, business networks,

collaborative projects, enterprise social networks, forums, microblogs, photo

sharing, product reviews, social bookmarking, social gaming, video sharing,

and virtual worlds. It is not just limited to sharing vacation photos or advertising

promotional materials thus, the applications are diverse (Aichner et al., 2022).

Social media, as used by students is essential to interact with colleagues,

teachers, old friends and being a convenient source of transferring resources

(Ansari & Khan, 2020). According to Tierney (2022), a survey conducted by

The Social Institute of more than 10,000 students found that YouTube,

Snapchat, Instagram, and TikTok are the most popular social media platforms.

Bergagna and Tartaglia (2018) state that self-esteem is the negative or

positive evaluation of the self. Social media heavily involves presenting

oneself in an idealistic manner. Furthermore, 70% of teenagers consume

social media multiple times a day, up from a third of teens in 2012. The usage

of social media can affect the self-esteem of an individual through social

comparison (Abi-Jaoude et al., 2020). Self-esteem among students is their

overall sense of self-worth, self-respect, and self-value. It represents the

extent to which students perceive and value themselves positively. This

concept measures various aspects, including their beliefs about their own

competence, appearance, intelligence, and overall worth as individuals.

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The widespread usage of social media developed into a major issue

and may have an impact on one’s self-esteem. For instance, the Bergen

Facebook Addiction Scale conservatively predicted that 3.3% of Italian users

were Facebook addicts. According to research, 7.1% of Belgian secondary

school students use Facebook compulsively, logging on for 2 hours, 38

minutes on school days and 4 hours, 35 minutes on weekends. Additionally,

disordered social media use was identified in 18% of Turkish college students.

In the US, college students had a rate of 26.2%, Singapore had 29.4%, and

China with 44.5% (Huang, 2020).

Previous research has indicated a link between self-esteem and social

media usage in ASEAN countries. For instance, a study by Subu et al. (2022)

found that among 315 Indonesian students aged 12-15, 90.2% had low self-

esteem, 8.6% had normal self-esteem, and 1.3% had high self-esteem.

Similarly, in a Singaporean study by Jiang and Ngien (2020) discovered that

3.08% of 88 participants experienced social comparison leading to a fear of

missing out (FOMO), while 5.87% reported social media effects on self-

esteem and social anxiety. Lastly, Sheng et al. (2022) found that among 123

university students, 55% reported negative effects of social media on their

physical health, such as eyesight issues, while 12.2% experienced a lack of

engagement with others, contributing to self-esteem and introversion.

However, 66.7% acknowledged the positive impact of social media on their

studies and engagements.

According to Statista Research Department (2023), Filipinos used

social media platforms for more than four hours each day on average. This
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was the most average in the Asia-Pacific region. Social media sites like

Facebook, Twitter and Instagram, among others, made it possible for family

members and friends to communicate across distances. Furthermore, it

allowed content creators to disseminate information via digital media and

allowed for a wider reach of advertising through online adverts. Overall, the

number of social network users in the Philippines is 84.07 million.

Existing studies found that people who have spent more time on social

media have lower self-esteem (Valkenburg et al., 2021; Gilbert, 2019; Uram &

Skalski, 2020; Fagundes et al., 2020) while Ardiana and Tumanggor (2020)

found the higher the social media addiction is, the higher self-esteem

Indonesian high school students have, and Dennig (2021) found that social

media usage does not impact college students’ self-esteem.

Studies also found that there were no significant differences in social

media addiction scores between the sexes (Gilbert, 2019; Ardiana &

Tumanggor, 2020) but Steinsbakk et al. (2021) revealed that the use of social

media on appearance self-esteem was strong in girls and absent in boys. As

women use photo-based social media platforms like Instagram with higher

intensity than men, they are more exposed to comparing themselves with

others online (Fagundes et al., 2020).

There are abundant studies about the relationship of social media to

one’s self-esteem in every continent, however, it proves challenging to gather

data and studies about this, particularly in the Philippines despite ranking first

on how much time a country’s citizens spend on social media (Baclig, 2021)
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and first as the country most obsessed with social media (Baclig, 2020). This

current study would like to bridge the gap of lacking research on the correlation

between social media and self-esteem in the City of Cebu and the Philippines.

This study was conducted at the University of Cebu Main Campus

Senior High School Department, located at J. Alcantara St, Cebu City. The

University of Cebu High School Department consists of academic tracks such

as HUMSS, STEM, GAS, ABM, TVL, and A&D. The researchers have

observed that social media usage has negatively affected students’ self-

esteem and is becoming more pervasive in this age. This observation was

discovered through the students’ shared content online, their self-image, and

self-confidence. The participants of the study consisted of senior high school

students, with the purpose to examine the relationship between the students’

social media usage and self-esteem.

Social media has become integral to students’ daily lives. The study is

focused on understanding social media’s impact on self-esteem. By analyzing

its influence, it aims to gain a clear understanding of how it affects students’

mental well-being. Through this knowledge, strategies will be implemented to

protect their self-esteem and cultivate a healthier relationship with social

media. An important developmental task of adolescents is to develop positive

and relatively stable self-esteem. Adolescent self-esteem is an important

predictor of peer attachment (Gorrese & Ruggieri, 2013), psychological well-

being (Kernis, 2005) and life success (Orth & Robins, 2014). Comprehending

the impact of social media on self-esteem is essential for personal growth and

maintaining a positive sense of self in the digital age. A closer look at this
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subject unveils the importance of awareness and proactive engagement with

social media platforms.

The results of this project are important to society specifically,

adolescents and students, because they may be able to set healthy

boundaries and connections to protect their mental state regarding safety in

using any social media platform. Thus, the aim of this study is to

comprehensively investigate the impact of social media on students’ self-

esteem. By conducting in-depth research and analysis, it seeks to determine

the extent to which social media usage influences self-esteem, exploring both

positive and negative effects. This study will provide valuable insights into the

complex interplay between social media and self-esteem, contributing to a

better understanding of how students’ well-being is shaped in the digital age

and ultimately, informing strategies for promoting healthier online

environments for young individuals.

Theoretical Background

The researchers anchored this study on the Uses and Gratifications

Theory proposed by Elihu Katz and Jay Blumler (1974), the Media System

Dependancy Theory by Sandra Ball-Rokeach and Melvin Defleur (1976), and

Charles Horton Cooley’s Looking Glass Theory (1902). The theories given will

be about self-esteem and interaction with the media.

The Uses and Gratifications Theory (Katz & Blumler, 1974) proposes

that individuals use media to fulfill their various needs. Katz and Blumler (as

cited in Urista et al., 2009) state that the underlying principle of the perspective
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is that people will choose media according to their expectations and their drive

to attain a gratifying experience. The perspective assumes that people are

active consumers of media, and they make choices about where to go and

what to pay attention to. Furthermore, it proposes why people use the media.

For there are many users of media, there are also many reasons why

individuals use it, McQuail et al. (1974) grouped the reasons into five; (1) to

gather information, (2) to identify with characters of the situation, (3) to be

entertained, (4) to enhance social interaction, and (5) a form of escapism.

This implies that consumers of media have diverse needs even when

using the same medium, as even people’s personality influences their

motivation for using media.

The Uses and Gratification Theory aligns with the study as students

seek certain media to validate their different aspects in terms of self-worth.

Through consuming types of media that meet with their needs, it may affect

their self-esteem and how they perceive themselves. Therefore, it is suitable

to use this theory as a framework for the study of social media usage and its

relationship to high school students’ self-esteem.

The Media System Dependency Theory (Ball-Rokeach & DeFleur,

1976) claims that media use and dependence, as well as attitudes, social

norms, and perceived behavioral control, affect behavioral intentions.

Additionally, it assumes that under specific circumstances, including the ready

accessibility of other information sources, individuals will rely more on the

mass media for information (Ball-Rokeach & DeFleur, 1976; Loges, 1994).
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Furthermore, Lowrey (as cited in Ho et al., 2014) stated that such dependence

on the media has shown to predict changes in people’s attitudes and

behaviors. The theory explained why different people could respond to media

in different ways in terms of cognition, emotion and behavior (Riffe, 2008).

According to the Media System Dependency Theory (Ball-Rokeach & DeFleur,

1976; Loges & Ball-Rokeach, 1993), the audience's dependence on a medium

explains how much time is spent using it. This idea holds that as a person's

requirements are met through the usage of a certain medium, that person will

become more and more dependent on it. When a person is highly dependent

on a certain medium, they will use it more frequently and for longer periods of

time. According to this notion, the length of time spent using a medium reflects

how well it satisfies a person's needs (as cited in Ha et al., 2013).

People rely on media to meet demands, such as those for information,

entertainment, and social connection, and these dependencies affect people's

attitudes and behaviors. It implies that people are increasingly using social

media sites like Facebook, Instagram, and Twitter to fulfill their demand for

social connection. As a result, their self-esteem can start to depend on the

comments and validation they receive on these platforms, which could either

have a positive effect from positive interactions or a negative effect when they

experience social comparison or cyberbullying. Thus, the Media System

Dependency Theory offers a useful framework for comprehending how social

media can affect one's self-esteem.

The Looking-Glass Self Theory (Cooley, 1902) states that “the social

origin of his life comes by the pathway of intercourse with other people. It
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implies that a person’s vision of himself or herself is a result of that person’s

acceptance by others. In addition, he held that the self emerges dialectically

through interaction with society, which affects how we want to present

ourselves to others (as cited by Rahim, 2010). The self is not foremost a social

being and then a person, but rather gradually develops our moods itself based

upon the communications that one has with the society they belong to. It can

be argued that the “looking-glass self” is a parallel to the way that social

stereotypes influence the development of the self. In contrast, the “looking

glass self” is viewed as more of a normal experience that we all go through

when discovering who we really are, as opposed to a negative labeling

(Rahim, 2010). The Looking-Glass Self Theory remains relevant in

understanding the intricate relationship between social media usage and self-

esteem in today's digital age. Cooley’s theory posits that our self-concept is

shaped by how we believe others perceive us.

In the context of social media, individuals often curate their online

personas to reflect what they think will garner approval and validation from

their online social circles. As a result, their self-esteem becomes intricately

linked to the feedback and reactions they receive on these platforms. The

constant exposure to others’ carefully constructed idealized selves, combined

with the pressure to maintain a positive online image, can lead to social

comparison and potentially lower self-esteem when individuals perceive

themselves as falling short of the perceived standards set by their online

peers. Thus, it offers valuable insights into how social media can significantly
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impact one's self-esteem by shaping their perceptions of how they are viewed

by others in social media.

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Review of Related Literature

In completing this paper, several literary texts have undergone through

analysis to give comprehensive supporting materials. It comprises an in-depth

discussion of the variables in the research using the related literature found.

Students’ Self-esteem

Self-esteem is an individual’s subjective value judgement of the self

(Rosenberg, 1965). Baldwin and Sinclair (as cited by Krause et al., 2019),

asserted that self-esteem is dynamic; it can be seen as a barometer of

individual successes and failures, as well as acceptance and rejection by

others. A literature review of theories about self-esteem developed a

framework that proposes that the process of an individual’s short-term

changes in self-esteem is affected by three processes: social comparison,

social feedback processing, and self-reflection (Krause et al., 2019). Bergman

(2023) stated that at its core, self-esteem is about how a person thinks about

themself. Low self-esteem in teenagers can have lifelong consequences if not

reversed. He added that even when a child gives off the appearance of

confidence, they could have low self-esteem, and an adolescent that has a

negative view of their life and themself, suffer from low self-esteem. According

to Meier & Reinecke (2020), social media may affect the mental health and

well-being of its users, as Huang (cited in Schivinski et al., 2020) stated that

problematic social media use may lead to deteriorated psychological well-

being. Younger generations have a harder time separating themselves from

technology, because they might suffer socially among peers if they are not up

to date or well connected (Tassew, 2020). Teenagers' healthy development is

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hindered by social media addiction, which is usually said to relate to teenage

self-esteem, self-control, and social support. Teenagers' smartphone

addiction is strongly correlated with their sense of self-worth, self-control, and

social support (Ding et al., 2022).

Students’ Social Media Usage

Carr & Hayes (cited in Huang, 2022) defined social media as Internet-

based channels that enable users to asynchronously or in real-time interact

and present themselves, having both wide and specific audiences that find

value according to the perception of relationships derived from user-generated

content. Adolescents have matured in an increasingly digitalized society

where the use of technology is intensive and pervasive (Orben, 2020), as

screen time has become a significant component of modern living for

adolescents who are "digital natives," having grown up in a world of digital

information and entertainment on screens (Stiglic & Viner, 2019). Pew

Research Center (cited in Faelens et al., 2020) stated that social networking

platforms like Facebook and Instagram have quickly gained millions of new

users every day. According to recent statistics, these platforms are particularly

popular among young adults with 79% of 18–29-year-olds having Facebook

profiles, and 67% of 18-year-olds having Instagram accounts, respectively.

Yin et al. (cited in Malouf et al., 2022) highlighted that while social media can

provide a sense of connection, college students with lower self-esteem should

be wary of relying solely on social media to fulfill their need for belongingness.

According to Twenge (2020), adolescents and young adults who spend more

time on media are reported to have lower psychological well-being and lower
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life satisfaction. Davis (cited in Chen et al., 2019) stated that low self-esteem

is a significant component of a distorted perception of oneself, which is the

primary cause of problematic internet use. Namely, social media users may

compare themselves with other users or celebrities on dimensions that are

relevant to self-worth such as attractiveness or social connectedness (Appel

et al., 2020).

Relationship Between Students’ Self-esteem and Social Media Usage

According to Fennel (cited in Tibber et al., 2020), self-esteem is a

strong candidate as a potential link in the pathway/s between social media

use and mental health. Every aspect of our life is influenced by technology

(Aravind et al., 2021). With the rapid and extensive evolution of media, the

type of media available to adolescents is vast and quickly growing and is

having a dramatic effect on them and how they develop and interact with peers

during a critical developmental period in their lives (Daniels, 2020). Social

networks are often perceived as having negative consequences for teenagers

because they create new virtual realities that can be addictive and lead young

people to spend a significant amount of time on them. Depending on the

activities carried out, the amount of time spent, and the meaning and purpose

attached to them, these virtual worlds can impact teenagers in various ways

(Hoxhaj et al., 2023). Sharma et al. (2022) stated that our perception of

ourselves is directly influenced by media through reinforcement and

observational learning. When individuals contrast their self-beliefs with those

of other people on social media whose behavior is more rewarding, their

internal self-beliefs work against them. This changes the individual's real self
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into their ideal self and may lead to anxiety in later life. Furthermore, according

to Christensen (cited in Wong et al., 2022), social media is related to a lower

level of well-being since social media contact takes place online, depriving it

of the personal touch and quality that would allow it to have the same positive

effects as conversations in person. In contrast, Gitimu (cited in Dennig, 2021)

argued that social media improves students' communication with their current

friends, and students surveyed rated social media communication as

acceptable. Students found that social media helped develop a positive self-

concept, or it had no impact on self-concept. Evidence from other studies

indicates that social media usage and self-esteem have a negative

relationship. Clearly, the increasing usage of social media among college

students influences their communication and self-concept.

Related Studies

Several studies found that there was a correlation between self-esteem

and social media usage through conducting studies involving mostly

adolescents and university students. A study conducted by Narawat and

Singh (2021) with 80 participants found a significant link between social media

and self-esteem. Excessive use of social media was shown to negatively

impact individuals’ self-worth. The study suggests that it is important to strike

a balance between online activities and real-world experiences, such as

spending time with family and friends, to maintain a healthy sense of self-

esteem. A study by Colak et al. (2023) examined the relationship between

self-esteem, social media addiction, and body image in adolescents. The

study included 204 high school students, and the findings showed a negative
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correlation between self-esteem and social media addiction levels.

Additionally, there was a positive correlation between self-esteem and body

image. Social media addiction negatively predicted self-esteem and body

image levels, with body image having a partial mediating effect in this

relationship. Mann and Blumberg (2022) examined 152 American teenagers

and found a strong correlational relationship between those who presented

their true selves online also having higher self-esteem and were less sensitive

to possible negative feedback. They also found that individuals who spent

more time online also reported higher social comparison, in line with what

Fagundes et al. (2020) found in Brazil that the greater the intensity of social

media use, the individual is exposed to comparing themselves with others

which leads to lower self-esteem. In a study conducted by Hassan and Afzal

(2022), a sample of 100 students was chosen from several Lahore universities

using a random selection technique. Three standardized social media, self-

esteem, and self-concept surveys were employed. It was found that there is a

substantial positive correlation between social media usage, self-esteem, and

self-concept among young adults based on the findings that social media use

is a predictor of both self-concept and self-esteem. Chaka (2022) surveyed a

total of 120 university students. The results show a negative correlation

between social media use and self-esteem, self-confidence, and feelings of

competence. The study shows that students' self-esteem, self-confidence,

and feelings of competence decrease depending on how often they use social

media. However, students who used social media for an average of three

hours each day showed high levels of self-esteem, self-confidence, and

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feelings of competence. As a result, it was determined that social media is a

double-edged sword whose effects depend on the amount of time spent using

it. In the study of Chen et al. (2023), the influence of self-esteem on mobile

phone addiction among 694 college students were investigated. The results

showed that self-esteem significantly and negatively predicted mobile phone

addiction, self-esteem influenced mobile phone addiction through the

mediating effect of social avoidance, self-esteem influenced mobile phone

addiction through the mediating effect of peer relationships, and lastly, social

avoidance and peer relationships played a significant role in the influence of

self-esteem on mobile phone addiction. Kim, D., and Kim, S. (2023) examined

the social comparison, self-esteem, and body image concerns among

Instagram users through a survey of 224 participants. Results indicated that

users were more likely to engage in social comparison when they took more

time to upload a post or story on Instagram. According to the findings,

Instagram users who compare themselves to others are more likely to suffer

from low self-esteem and body image concerns.

Studies also found correlations among age groups. Based on the study

of Merce et al. (2022), 200 participants divided into three age groups were

given a set of questionnaires. It was found that body image was associated

with social media addiction in the total sample as well as in subgroups based

on gender and age. It was found that bivariate correlations between

internalizing and externalizing problems and variables were significant in the

overall sample but were not significant within the subgroups based on gender

or age. The study of Ardiana & Tumanggor (2020), involving 87 high school
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students aged 15-18, found a negative relationship between Instagram social

media addiction and self-esteem. This suggests that there is a significant

association between Instagram addiction and decreased self-esteem among

high school students.

Marengo et al. (2021) reported that the frequency of updating a user's

profile and sharing personal content had a direct impact on the frequency and

intensity of feedback, such as likes, that other users received from their online

social networks. The results also indicated that positive feedback was related

to perceived happiness, partly mediated by a higher level of self-esteem.

Overall, findings demonstrate a connection between positive online social

feedback and perceived well-being. In the study conducted by Savira et al.

(2022), 18 respondents believed that other individuals on social media,

particularly on TikTok, were better and more successful than them, and 29

respondents believed there was nothing positive about themselves.

Additionally, 26 respondents felt nervous about other people's opinions of

them. Up to 20 respondents claim to always feel inferior or insecure when they

view other people's TikTok appearances. This demonstrates that the TikTok

app also affects teenagers' self-esteem. This raises questions about

adolescent psychology because the adolescent stage is characterized by

thoughts and emotions that are still continuous and changeable. Self-esteem

is a person's perception of their entire value. Self-comparison is a feature of

social media platforms like Facebook and Instagram. According to Smith and

Andersan (as cited by Hassan & Afzal, 2022), adults compare themselves

upwardly and downwardly on social media. When comparing upwards, there

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is a correlation between an increase in depression symptoms and a drop in

self-esteem; when comparing downwards, there is a correlation between an

increase in depressive symptoms and a rise in self-esteem.

However, there are studies that contradict the previous findings,

discovering that there are little to no correlations between self-esteem and

social media usage. Namely, according to Dennig's (2021) study, a total of 61

participants were involved, with 30 participants in the group that continued

using social media and 31 participants in the group that abstained from using

social media. The findings showed that social media use has no effect on

college students' self-esteem. Based on the study of Valkenburg et al., (2021)

the relationship between social media use and adolescent self-esteem was

examined, and the findings were mixed. The impact of social media use varies

from teenager to adolescent is a strong explanation for these contradictory

results. Six times every day for three weeks, each adolescent provided

feedback on their usage of social media and sense of self. The researchers

discovered that 88% of adolescents experienced no or very small effects of

social media use on self-esteem, whereas 4% experienced positive and 8%

experienced negative effects. Furthermore, Ma (2022) examined participants

in the current study totaling 153 students. It evaluated various online

behaviors as a predictor for determining the effects of social media use among

adolescents. Findings showed that there was no significant correlation

between internet behaviors and self-esteem. Lastly, a total sample of 138

Indian adolescents ranging from 18 to 30 years were considered in the study.

Results showed that there is a negative relationship between social media

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usage and subjective happiness, with self-esteem as the mediator.

Furthermore, it was observed that there is no direct relationship between

social media usage and subjective happiness, but only an indirect relationship

(Patwari, 2022).

Studies also examined gender differences. The study of Gilbert (2019)

examined the influence of social media on the self-esteem of male and female

users, finding a negative correlation between social media addiction and self-

esteem, regardless of gender. Notably, spending more time on Facebook was

associated with lower self-esteem, contributing to the existing literature on the

subject. Both men and women suffered from low self-esteem by social media

use, indicating that social media has a similar impact on men's and women's

self-esteem.

Based on data processing research that has been done shows that

there is no difference in self-esteem between the male sex and the female

gender. Moksnes and Reidunsdatter (as cited by Ardiana and Tumanggor,

2020) found that self-esteem possessed by male sex is more stable compared

to female. However, the study stated that the self-esteem possessed by the

sexes of men and women are the same. Furthermore, Mann and Blumberg

(2022) found no significant differences between male and female participants

regarding social media usage and self-esteem which contradicts the study of

Steinsbakk et al. (2021) and Ma (2022) which found that girls’ social media

usage poses a more detrimental effect on their self-esteem than boys.

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THE PROBLEM

Statement of the Problem

This study aimed to measure the relationship between the self-esteem

and social media usage of senior high school students in University of Cebu

during 1st semester S.Y. 2023-2024.

Specifically, this sought to answer the following questions:

1. What is the level of self-esteem of the students?

2. What is the level of social media usage of the students?

3. Is there a significant relationship between self-esteem and social media

usage?

Statement of the Null Hypothesis

At 0.05 level of significance, the hypothesis was tested.

H0: There is no significant relationship between self-esteem and social media

usage among senior high school students in University of Cebu – SHS Main

Campus.

Significance of the Study

This study’s significance lies in measuring the relationship

between self-esteem and social media usage among senior high students.

The findings of the study can significantly benefit the following:

Students. This study will benefit not only senior high students, but also

students in general since they can gain insight into their own behavior and
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emotions regarding social media, which can improve their self-esteem through

making informed choices about their online activities.

Teachers. The result of this study will be beneficial to teachers to which

they can gain understanding of their students' behavior and emotional well-

being. Furthermore, they can collaborate with school counselors to create a

supportive environment, promote self-reflection, and properly navigate social

media.

Parents. This study will be especially beneficial to parents to raise

awareness and acknowledge that social media will have an integral part on

their child’s lives, its effects on their self-esteem, and foster understanding

about their children’s well-being to create action plans on how to guide their

children in traversing social media.

Researchers. At the end of this study, the researchers will gain further

understanding and knowledge about the relationship of social media to one’s

self-esteem. With this information, they will be critical consumers of social

media and its influence on their self-esteem.

Future Researchers. At the end of this study, future researchers will

use this study as a resource material that provides more up-to-date

information and insights from an understudied locale about the relationship of

social media and self-esteem. Through this study, the future researchers will

further their investigation, develop interventions, and formulate strategies to

foster healthier self-esteem in individuals using social media.

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Scope and Delimitation

This research’s general intent was to measure the relationship between

the self-esteem and social media usage of senior high school students in

University of Cebu during 1st Semester S.Y 2023-2024. The study was

composed of Senior High School students, precisely 30 respondents. A

convenience sampling method was used to find accessible and readily

available students willing to participate in the study. An 11-item questionnaire

using a 4-point Likert scale was administered to the respondents to measure

their self-esteem, while a 29-item questionnaire using a 5-point Likert scale

was used to measure the respondents’ social media usage.

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RESEARCH METHODOLOGY

This chapter presents the procedure used by the researchers in

gathering data relevant to the analysis of the study. The components of this

chapter include the research design, environment, respondents, instruments,

data collection procedure, and data analysis procedure.

Research Design

This study uses a correlational design because it imposes a

relationship between self-esteem and use of social media. According to

Fraenkel and Wallen (2009), correlational research is a research whose

purpose is to find out the relationship between two or more variables and their

cause and effect. This correlational study falls under the category of non-

experimental quantitative research because it uses numerical data without

manipulating any variables and seeks to determine the relationship between

two variables, namely social media use and self-esteem.

Research Environment

The Senior High School Department of the University of Cebu Main-

Campus, located at J. Alcantara Street, Sambag I, Cebu City. Around 6,100

students attend the Senior High School Department at the University of Cebu

Main Campus, which produces graduates with honors throughout both

morning and afternoon sessions. UC was created with the vision of

democratizing high-quality education, being a visionary and industry leader,

and changing lives. It pledges to uphold the university's mission which

includes serving as an active catalyst for efficient and effective educational

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service delivery, pursuing excellence in instruction, research, and community

service towards social and economic development as well as environmental

sustainability, acquiring, disseminating, and utilizing appropriate technology to

improve the university's educational services, and fostering an organizational

culture.

Research Respondents

The researchers selected a sample of 30 senior high school students

who are officially enrolled at the University of Cebu Senior High School

Department. To ensure that the data collection process aligned with the

research objectives and provided comprehensive information, the

convenience sampling method was employed. According to Rahi (2017),

convenience sampling is the term used to describe the process of gathering

data from a population that is accessible and readily available for the

researcher to access.

Research Instruments

This study used a standardized questionnaire to collect data for the

study's variables, namely student's social media usage and their self-esteem.

The Likert scale method was used in the survey questionnaires to specify the

level of agreement of the respondents to the statement which was written in

English. There are two parts of the questionnaire. The first part is all about

social media usage, while the second part is regarding self-esteem. The

researcher must explain its parts, and how the instrument will be validated.

The instrument to be used should be appended. For scientific and

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experimental research, the materials and equipment to be used in the

experiment must be specified. According to Park and Park (2019), the

Rosenberg Self-Esteem Scale (Rosenberg, 1965) is the instrument most used

to measure self-esteem and has been used in several fields and has

demonstrated comparable stability in many cultures. According to Sahin

(2018), the progress of the scale development work carried out to determine

the social media addiction and characteristics of students. It is a 5-point Likert

type scale which consists of 29 items and 4 sub-dimensions. 1-5 items are

within virtual tolerance sub dimension, 6-14 items are within virtual

communication sub dimension, 15-23 items are under virtual problem sub

dimension, and 24-29 items are under virtual information sub dimension.

Data Gathering Procedure

After gathering all the information needed for the research foundation,

the researchers selected 30 respondents from grade 11 and 12 at the

University of Cebu Senior High School Main who use social media and its

relationship to their self-esteem.

First, the researchers communicated to the possible respondents and

asked if they are willing to participate in this study about social media and self-

esteem. Second, the researchers only gave the printed questionnaires once

they had voluntarily agreed to participate. The researchers provided a Likert

Scale questionnaire regarding the researchers’ topic and answered by each

respondent. The prepared questionnaire also came with a consent letter

containing a confidentiality clause that assures the respondents that their

 25

answers will be kept classified and only for the purpose of this study.

Consequently, their signature is a verification that they are well-informed and

willingly agreed to participate. Finally, the researchers have input the data on

the SPSS software to quickly understand the data and ensure accuracy in the

tabulation.

Data Analysis Procedure

The researchers analyzed the gathered data accurately. This study

aimed to determine the relationship between social media usage and the self-

esteem of senior high school students at the University of Cebu Senior High

School Main for the first semester of S.Y. 2023-2024. The respondents’ level

of social media usage and self-esteem was measured using a weighted mean.

The weighted mean provides a more accurate representation of data by

considering the relative importance or significance of each data point, its

interpretation depends on the context and the weights assigned (Al-Somiri,

2022). To measure the significant relationship between students’ social media

usage and their self-esteem, the Pearson product-moment coefficient of

correlation was used. It summarizes the characteristics of a dataset as well as

testing statistical hypotheses. It specifically describes the strength and

direction of the linear relationship between two quantitative variables (Turney,

2022).
 26

DEFINITION OF TERMS

The following terms are operationally defined basis of the study’s usage:

Self-esteem. An individual’s overall subjective evaluation of their own

worth, value, and competence.

Social Media Usage. Actions related to interacting with and using

social networking websites and applications for various purposes, such as

communication, content sharing, networking and entertainment.

Well-being. A person’s overall state of health, happiness, and

contentment in their life. It includes physical, mental and emotional aspects

and reflects how comfortable and fulfilled someone feels in their

circumstances.
 27

CHAPTER 2
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This section presents the results and discussion of the collected data

taken from the survey at the University of Cebu – Main Campus Senior High

School Department. This study aimed to measure the relationship between

self-esteem and social media usage. The data collected are thoroughly

analyzed and reviewed to provide answers in accordance with the questions

formulated in the statement of the problem.

Students’ Self-esteem

Table 1. Level of Self-esteem in Senior High School Students

Statements Mean SD Interpretation

I feel that I have a number of good 3.07 .640
qualities.
I take a positive attitude toward myself. 3.00 .695

On the whole, I am satisfied with 2.93 .828

myself.
I am able to do things as well as most 2.80 .664
other people.
I feel that I am a person of worth, at 2.80 .714
least on an equal plane with others.
I am inclined to feel that I am a failure.** 2.57 .817

I do not have much to be proud of.** 2.50 .900

At times, I think I am no good at all.** 2.43 .935
I certainly feel useless at times.** 2.40 .855
I wish I had more respect for myself.** 2.13 .860

Weighted Mean 2.66

Overall SD 0.791
3.25 - 4.00 (Very High), 2.50 - 3.24 (High), 1.75 - 2.49 (Low), 1.00 - 1.74 (Very Low)
 28

**Item is reverse scored.

Table 1 shows the senior high school’s students’ level of self-esteem. It is

arranged in descending order, where 5 out of the 10 questions are reversely

scored, denoted with a symbol of an asterisk. The topmost statement got the

highest mean of 3.07. According to the study of Hassan and Afzal (2022),

social media usage and self-concept gave a positive response. People feel

emotionally mature through social media, which is why their responses were

positive. On social media, people who criticize never feel helpless. Social

media has a positive effect towards young adults.

The statement that accumulated the highest mean with 3.07 is “I feel

that I have a number of good qualities.”. The statement implies whether the

respondents feel like they have good qualities of themselves. Having a mean

of 3.07 means they have a high level of self-esteem. The respondents stated

that they occasionally felt motivated when using Instagram. They also stated

that they had a positive outlook on life, were content with who they were, could

have more respect for themselves, were more likely to believe that they were

successful, could accomplish things that most people could accomplish, were

worthy individuals, were good in all respects, had many positive traits, and had

a lot to be proud of (Uddin & Wok, 2020).

The statement that got the next highest mean 3.00 is “I take a positive

attitude toward myself.”. The statement implies whether the respondents are

optimistic towards themselves. The mean 3.00 indicates that the respondents

have a high level of self-esteem. According to the findings of Uddin and Wok

(2020), the respondents thought that they were good in all aspects, and they
 29

felt that they had much to be proud of. They also felt successful and had a

positive attitude towards themselves. Furthermore, they mostly felt motivated

and thought that they were able to do things like most people do.

With a mean of 2.93, the statement “On the whole, I am satisfied with

myself.” has the 3rd highest mean. The statement implies whether the

respondents are overall content with themselves. The mean of 2.93 shows

that the respondents have a high level of self-esteem. According to the study

of Uddin and Wok (2020), the highest rating of response is "On the whole,

students are satisfied with themselves," indicating that they are satisfied and

content with themselves in terms of self-esteem.

In summary, the data showed that the higher the mean is the higher

level of self-esteem of the respondents. As shown in table 1.0, the overall

mean is 2.66 which indicates that the respondents have an overall high self-

esteem based on the range and description.

Students’ Social Media Usage

Table 2. Level of Social Media Usage in Senior High School Students

Statements Mean SD Interpretation

I like using social media to keep 3.77 .858
informed about what happens.
I want to spend time on social media 3.70 .988
when I am alone.
I am eager to go on social media. 3.60 .894
I spend more time on social media to 3.57 1.006
see some special announcements (e.g.
birthdays).
 30

Keeping informed about the things 3.50 1.042

related to my course (e.g. homework,
activities) makes me always stay on
social media.
I surf on social media to keep informed 3.50 1.042
about what social media groups share.

I look for internet connectivity 3.47 .776

everywhere as to go as on social
media.
I am always active on social media to 3.43 1.006
be instantly informed about what my
kith and kin share.
Being on social media excites me. 3.43 1.006
I see social media as an escape from 3.43 1.073
the real world.
Going on social media is the first thing I 3.40 .968
do when I wake up in the morning.
I usually prefer to communicate with 3.33 1.028
people via social media.

I am as I want to seem on social media. 3.33 .884

The mysterious world of social media 3.30 .988

always captivates me.
Social media activities lay hold on my 3.13 .860
everyday life.
I express myself better to people with 3.10 .995
whom I get in contact on social media.
I notice that my productivity has 3.07 1.015
declined due to social media.
I pass over my homework because I 3.07 1.048
spend time on social media.

Even though my family frowns upon it, I 3.07 1.143

cannot give up using social media.
I prefer to use social media even if there 2.97 1.098
is somebody around me.
 31

I feel bad if I am obliged to decrease the 2.97 1.098

time I spend on social media.
I do not even notice that I am hungry 2.77 1.104
and thirsty when I am on social media.
A life without social media becomes 2.70 1.055
meaningless to me.
I use social media so frequently that I 2.70 1.055
fall into conflict with my family.
I use social media even when walking 2.63 1.159
on the road in order to be instantly
informed about developments.
I prefer virtual communication on social 2.60 1.102
media to going out.
I feel unhappy when I am not on social 2.60 1.276
media.

I prefer the friendships on social media 2.33 1.124

to the friendships in real life.
I have physical problems because of 2.27 1.258
social media use.

Weighted Mean 3.01

Overall SD 1.029
4.20 - 5.00 (Very High), 3.40 - 4.19 (High), 2.60 - 3.39( Average), 1.80 – 2.59 (Low), 1.00 - 1.79 (Very Low)

Table 2 reveals the students’ level of social media usage. It is arranged

in descending order, where the higher the mean is the higher the level of social

media usage of the students.The topmost one, which was originally the 25th

item in the questionnaire, got the highest mean of 3.77. This shows that there

are a higher number of students who like to use social media to keep informed

about what happens. According to the findings of Hoxhaj et al. (2023), 20.7%

of teenagers reported using social networks to get information.

The statement that garnered the next highest mean with 3.70 is “I want

to spend time on social media when I am alone.” which shows that the
 32

respondents spend their leisure time by themselves, using social media.

According to the study of Stockdale and Coyne (2020), using social networking

sites to alleviate boredom increased over time, as well as connecting with

others, and to seek information.

Meanwhile, the statement that got the third highest mean with 3.60 is

the item that was originally first. This indicates that there are a high number of

respondents who are eager to go on social media. This result is in line to the

finding of a Pew Research Center poll found that 97% of adolescents report

using at least 1 of the 7 most popular social media platforms, namely YouTube,

Instagram, Snapchat, Facebook, Twitter, Tumblr, and Reddit (Riehm, 2019).

In summary, the data showed that the higher the mean of the statement

is the higher level of social media usage among the respondents. As shown in

table 2.0, the overall mean is 3.01 which indicates that the respondents have

an overall moderate level of social media usage based on the range and

description.

Relationship between Self-esteem and Social Media Usage

Table 3. Pearson Correlation of the Relationship of Senior High School

Students’ Self-esteem and Social Media Usage

r=value p=valueInterpretation
Self-esteem and Social Media -.378 .040 There is a significant
Usage relationship.
The results in Table 3 discusses the relationship between the two main

variables of the study - self-esteem and social media usage. The P-value

0.040 is less than 0.05, so the null hypothesis must be rejected. This means
 33

that there is a significant relationship between self-esteem and social media

usage Moreover, the R-value is -.378, which means that the variables have a

weak negative relationship. This signifies that when the level of self-esteem

decreases, the level of social media usage increases, and vice versa.

Consequently, the null hypothesis must be rejected, for there is strong

evidence to prove that the null hypothesis is incorrect.

Fagundes et al (2020) found that the greater the intensity of social

media usage the more likely a person is exposed to comparing themselves

with others, leading to lower self-esteem Furthermore Chaka (2022) surveyed

120 university students in total Findings show a negative correlation between

social media use and self-esteem. The study shows that the students' self-

esteem, self-confidence, and feelings of competence decrease, depending on

the amount of time they spend on social media.

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CHAPTER 3
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS
This section of the study presents the summary of findings, conclusion,

and recommendation. The study was conducted at the University of Cebu -

Main Campus Senior High School Department located at J. Alcantara Street,

Sambag 1, Cebu City. The participants of the study were both the grade 11

and 12 students. The study makes use of a survey questionnaire which is the

fundamental basis of this study.

Summary of Findings

The present study revealed that the students have an overall high self-

esteem. Most of the students believe that they have a number of good qualities

and take a positive attitude toward themselves. On a whole, they are satisfied

with themselves and believe that they are able to do things as well as others.

They rarely feel useless or think that they are a failure, as they feel that they

are worthy, and are on an equal plane with other people.

Furthermore, the study revealed that the students’ social media usage

is overall moderate. A high number of students like to use social media to keep

informed about events. They spend time on social media when they are by

themselves, and they are eager to use it. They consider it an escape from the

real world and using social media excites them. They also use social media to

connect with others, keep informed with announcements, and browse for

academic purposes. They are less likely to have physical problems due to

social media use. The study revealed that the students generally have a

moderate social media usage.

 35

Conclusion

Based on the findings, this study infers that there is a significant

relationship between self-esteem and social media use among the students at

the University of Cebu - Main Campus Senior High School Department.

Subsequently, positive statements got the highest mean in the survey,

indicating an overall high self-esteem. Furthermore, by assessing the social

media usage scale, the participants showed an overall moderate social media

usage which means that as a result, they have high self-esteem. Despite the

negative connotation linking to self-esteem and social media usage, the

students still took a positive attitude toward themselves, and believe that they

are worthy individuals with a number of good qualities.

Recommendations

Based on the findings and conclusion, the researchers would like to

recommend the following:

1. The students will gain a better understanding of the topic and can

apply their knowledge to learn more about social media usage—both its

benefits and drawbacks. This might also encourage them to think more deeply

about themselves and provide guidance for enhancing their self-esteem.

Furthermore, students have the ability to raise awareness regarding the

significance of restricting social media usage and its impact on an individual's

self-esteem.

2. The parents may formulate ways to approach and guide their

children in building up their self-esteem. They may also help their children
 36

develop their self-esteem, provide positive reaffirmations, and to learn how to

control their children’s usage of social media.

3. The teachers can support students and integrate digital literacy into

their learning, teaching critical online skills, and promoting responsible internet

use. They can furthermore gain skills on identifying signs of a students’ low

self-esteem and offer strategies to support students in building resilience.

They may also conduct activities in the classroom that addresses the

importance of regulating social media usage and building a positive self-

esteem.

4. The school administrator can develop and enforce school policies

that promote a positive online environment. They may conduct surveys and

supervise counseling that can build a students self-esteem, fostering a healthy

growth and supportive school culture.

5. The Department of Education may advocate for the inclusion of

digital literacy and mental health education in the national curriculum. They

may also conduct seminars for teachers and school administrators to enhance

their understanding of the relationship between self-esteem and social media

usage. This will equip educators with the knowledge and tools to guide

students in developing a healthy self-esteem while navigating the digital

landscape.

6. This paper will serve as a cornerstone for future researchers in

tackling the relationship between self-esteem and social media usage.