Findings

In the level of Social Media Usage, the overall mean is 4.1256 with a standard deviation
of .65716 which is described as high. Furthermore, In Peer Influence, mean is 4.0576 with a
standard deviation of .63187 which is described as moderate. Furthermore, the indicator
Academics has a mean of 4.125 with a standard deviation of .651. Next, Socialization has a
mean of 3.9599 and a standard deviation of .75001. Moreover, the indicator Entertainment has a
mean of 4.2406 with a standard deviation of .71722. Lastly, Informative gas a mean of 3.9024
with a standard deviation of .83553.

In the level of Peer Influence, the overall mean (M= 3.5071, SD= .57803) is described
as moderate. For the indicator Influence,
Results and Discussion TABLE 1
Significant Relationship Between Social Media Usage and Psychological Well-Being

This study explores the relationships between various facets of social media usage and
psychological well-being dimensions among students. The correlations identified reveal
significant associations, highlighting the multifaceted impact of social media on psychological
well-being.

1. Social Media Usage and Psychological Well-Being:

o Autonomy: There is a significant positive correlation (r = .342, p < .000) between
overall social media usage and autonomy. This suggests that students who engage
more in social media tend to feel more self-determined and independent.
o Environmental Mastery: A moderate positive correlation (r = .213, p < .014)
indicates that social media usage is linked with a better sense of control over
one’s environment.
o Personal Growth: Social media usage shows a significant positive correlation (r
= .172, p < .048) with personal growth, suggesting that it may contribute to the
students’ feelings of continued development and realization of their potential.
o Relationships with Others: The correlation (r = .430, p < .000) suggests a strong
positive relationship between social media usage and the quality of relationships
with others, indicating that social media might enhance students' social
interactions and connectedness.
o Self-Acceptance: A high correlation (r = .562, p < .000) signifies that students
who use social media more tend to have higher self-acceptance.
o Purpose in Life: There is a positive correlation (r = .309, p < .000), indicating
that social media usage can contribute to students' sense of purpose.
o Overall Psychological Well-Being: The significant positive correlation (r = .413,
p < .000) shows that social media usage is generally beneficial to psychological
well-being.

2. Peer Influence and Psychological Well-Being:

o Academics: Significant positive correlations were found between academic-
related social media usage and psychological well-being dimensions such as
 autonomy (r = .307, p < .000), personal growth (r = .172, p < .047), and self-
acceptance (r = .536, p < .000). This suggests that academic-related social media
usage positively influences students' psychological well-being.
o Socialization: Positive correlations between socialization-related social media
usage and dimensions such as autonomy (r = .315, p < .000), personal growth (r =
.189, p < .029), and self-acceptance (r = .570, p < .000) imply that social
interactions via social media enhance psychological well-being.
o Entertainment: There are significant correlations with autonomy (r = .238, p
< .006), environmental mastery (r = .201, p < .020), and self-acceptance (r = .411,
p < .000), indicating that entertainment-related social media usage contributes
positively to these aspects of psychological well-being.
o Informative: Informative social media usage shows significant correlations with
autonomy (r = .308, p < .000), environmental mastery (r = .192, p < .027), and
self-acceptance (r = .413, p < .000). This suggests that using social media for
informative purposes supports students' psychological well-being.

These findings underscore the complex and varied ways in which social media impacts
psychological well-being. The significant positive correlations suggest that social media, when
used appropriately, can enhance various aspects of psychological well-being among students.

Expounded Conclusions and Recommendations

Conclusions

1. Positive Impact of Social Media Usage:

o The study reveals that social media usage has a generally positive impact on
various dimensions of psychological well-being among students. Notably, social
media usage is significantly associated with autonomy, environmental mastery,
personal growth, relationships with others, self-acceptance, and overall
psychological well-being.

2. Role of Social Media in Academic and Social Domains:

o Social media usage related to academics and socialization significantly
contributes to students' psychological well-being. This indicates that engaging in
educational and social activities on social media platforms can be beneficial for
students' mental health.

3. Importance of Content Type:

o The type of content consumed on social media plays a critical role in influencing
psychological well-being. Academic, socialization, entertainment, and
informative content each have unique positive impacts on different aspects of
psychological well-being.

Recommendations

1. Promoting Balanced Social Media Usage:

 o Educational institutions should encourage balanced social media usage, focusing
on content that promotes academic learning, social interactions, and informative
engagement to enhance students' psychological well-being.

2. Developing Guidelines for Healthy Social Media Engagement:

o Developing and disseminating guidelines for healthy social media usage can help
students maximize the positive impacts while minimizing potential negative
effects. These guidelines should emphasize the importance of consuming a
diverse range of content, including academic, social, entertainment, and
informative materials.

3. Creating Supportive Online Communities:

o Institutions should consider creating supportive online communities where
students can engage in meaningful social interactions, share academic resources,
and access reliable information. These communities can foster a sense of
belonging and support, contributing to improved psychological well-being.

4. Integrating Social Media in Educational Programs:

o Integrating social media tools into educational programs can enhance learning
experiences and provide students with opportunities to develop autonomy,
environmental mastery, and personal growth through interactive and engaging
content.

5. Monitoring and Evaluating Social Media Usage:

o Regular monitoring and evaluation of students' social media usage patterns can
help identify potential issues and provide timely interventions. This proactive
approach can ensure that social media remains a positive influence on students'
psychological well-being.

Expounded Results and Discussion TABLE 2

Significant Relationship Between Social Media Usage and Psychological Well-Being

This study investigates the correlations between different aspects of social media usage and
various dimensions of psychological well-being among students. The results demonstrate
significant relationships that underline the nuanced influence of social media on psychological
well-being.

1. Social Media Usage and Psychological Well-Being:

o Autonomy: The positive correlation (r = .342, p < .000) indicates that increased
social media usage is associated with higher autonomy. This suggests that social
media may empower students to feel more independent and in control of their
actions.
o Environmental Mastery: A moderate positive correlation (r = .213, p < .014)
suggests that social media usage helps students feel more competent in managing
their surroundings.
 o Personal Growth: The correlation (r = .172, p < .048) implies that social media
usage is positively linked to personal growth, highlighting its role in fostering
students' development and self-improvement.
o Relationships with Others: A significant positive correlation (r = .430, p < .000)
shows that social media usage enhances students' relationships with others,
indicating that social media platforms can facilitate social connections and
interactions.
o Self-Acceptance: The high correlation (r = .562, p < .000) signifies that students
who use social media more frequently tend to have greater self-acceptance.
o Purpose in Life: The correlation (r = .309, p < .000) suggests that social media
usage contributes to a stronger sense of purpose in life among students.
o Overall Psychological Well-Being: A significant positive correlation (r = .413, p
< .000) indicates that social media usage is generally beneficial for psychological
well-being.

2. Peer Influence and Psychological Well-Being:

o Academics: Significant correlations were found between academic-related social
media usage and dimensions of psychological well-being, such as autonomy (r
= .307, p < .000), personal growth (r = .172, p < .047), and self-acceptance (r
= .536, p < .000). This suggests that academic engagement through social media
positively impacts students' psychological well-being.
o Socialization: Positive correlations with autonomy (r = .315, p < .000), personal
growth (r = .189, p < .029), and self-acceptance (r = .570, p < .000) imply that
social interactions via social media enhance psychological well-being.
o Entertainment: Significant correlations with autonomy (r = .238, p < .006),
environmental mastery (r = .201, p < .020), and self-acceptance (r = .411, p
< .000) indicate that entertainment-related social media usage positively
contributes to these aspects of psychological well-being.
o Informative: Informative social media usage shows significant correlations with
autonomy (r = .308, p < .000), environmental mastery (r = .192, p < .027), and
self-acceptance (r = .413, p < .000). This suggests that using social media for
informational purposes supports students' psychological well-being.

These findings illustrate the diverse and significant ways social media impacts psychological
well-being. The positive correlations suggest that appropriate social media usage can enhance
various aspects of psychological well-being among students.

Expounded Conclusions and Recommendations

Conclusions

1. Positive Impact of Social Media Usage:

o The study demonstrates that social media usage has a generally positive impact on
various dimensions of psychological well-being among students, including
autonomy, environmental mastery, personal growth, relationships with others,
self-acceptance, and overall psychological well-being.
 2. Role of Social Media in Academic and Social Domains:
o Social media usage related to academics and socialization significantly
contributes to students' psychological well-being, indicating that engaging in
educational and social activities on social media platforms can be beneficial for
students' mental health.

3. Importance of Content Type:

o The type of content consumed on social media plays a critical role in influencing
psychological well-being. Academic, socialization, entertainment, and
informative content each have unique positive impacts on different aspects of
psychological well-being.

Recommendations

1. Promoting Balanced Social Media Usage:

o Educational institutions should encourage balanced social media usage, focusing
on content that promotes academic learning, social interactions, and informative
engagement to enhance students' psychological well-being.

2. Developing Guidelines for Healthy Social Media Engagement:

o Developing and disseminating guidelines for healthy social media usage can help
students maximize the positive impacts while minimizing potential negative
effects. These guidelines should emphasize the importance of consuming a
diverse range of content, including academic, social, entertainment, and
informative materials.

3. Creating Supportive Online Communities:

o Institutions should consider creating supportive online communities where
students can engage in meaningful social interactions, share academic resources,
and access reliable information. These communities can foster a sense of
belonging and support, contributing to improved psychological well-being.

4. Integrating Social Media in Educational Programs:

o Integrating social media tools into educational programs can enhance learning
experiences and provide students with opportunities to develop autonomy,
environmental mastery, and personal growth through interactive and engaging
content.

5. Monitoring and Evaluating Social Media Usage:

o Regular monitoring and evaluation of students' social media usage patterns can
help identify potential issues and provide timely interventions. This proactive
approach can ensure that social media remains a positive influence on students'
psychological well-being.
Expounded Results and Discussion (with citation) table 1
Significant Relationship Between Social Media Usage and Psychological Well-Being

This study investigates the correlations between different aspects of social media usage and
various dimensions of psychological well-being among students. The results highlight significant
relationships, revealing the nuanced influence of social media on psychological well-being.

1. Social Media Usage and Psychological Well-Being:

o Autonomy: A positive correlation (r = .342, p < .000) indicates that increased
social media usage is associated with higher autonomy. This suggests that social
media may empower students to feel more independent and in control of their
actions.
o Environmental Mastery: A moderate positive correlation (r = .213, p < .014)
suggests that social media usage helps students feel more competent in managing
their surroundings.
o Personal Growth: The correlation (r = .172, p < .048) implies that social media
usage is positively linked to personal growth, highlighting its role in fostering
students' development and self-improvement.
o Relationships with Others: A significant positive correlation (r = .430, p < .000)
shows that social media usage enhances students' relationships with others,
indicating that social media platforms can facilitate social connections and
interactions.
o Self-Acceptance: The high correlation (r = .562, p < .000) signifies that students
who use social media more frequently tend to have greater self-acceptance.
o Purpose in Life: The correlation (r = .309, p < .000) suggests that social media
usage contributes to a stronger sense of purpose in life among students.
o Overall Psychological Well-Being: A significant positive correlation (r = .413, p
< .000) indicates that social media usage is generally beneficial for psychological
well-being.
2. Peer Influence and Psychological Well-Being:

1. Academics: Significant correlations were found between academic-related social

media usage and dimensions of psychological well-being, such as autonomy (r
= .307, p < .000), personal growth (r = .172, p < .047), and self-acceptance (r
= .536, p < .000). This suggests that academic engagement through social media
positively impacts students' psychological well-being (Junco, 2012).
o Socialization: Positive correlations with autonomy (r = .315, p < .000), personal
growth (r = .189, p < .029), and self-acceptance (r = .570, p < .000) imply that
social interactions via social media enhance psychological well-being (Roblyer et
al., 2010).
o Entertainment: Significant correlations with autonomy (r = .238, p < .006),
environmental mastery (r = .201, p < .020), and self-acceptance (r = .411, p
< .000) indicate that entertainment-related social media usage positively
contributes to these aspects of psychological well-being (Twenge, 2019).
 o Informative: Informative social media usage shows significant correlations with
autonomy (r = .308, p < .000), environmental mastery (r = .192, p < .027), and
self-acceptance (r = .413, p < .000). This suggests that using social media for
informational purposes supports students' psychological well-being (Smith &
Anderson, 2018).

These findings illustrate the diverse and significant ways social media impacts psychological
well-being. The positive correlations suggest that appropriate social media usage can enhance
various aspects of psychological well-being among students.

Expounded Conclusions and Recommendations

Conclusions

1. Positive Impact of Social Media Usage:

o The study demonstrates that social media usage has a generally positive impact on
various dimensions of psychological well-being among students, including
autonomy, environmental mastery, personal growth, relationships with others,
self-acceptance, and overall psychological well-being (Smith & Anderson, 2018).

2. Role of Social Media in Academic and Social Domains:

o Social media usage related to academics and socialization significantly
contributes to students' psychological well-being, indicating that engaging in
educational and social activities on social media platforms can be beneficial for
students' mental health (Junco, 2012).

3. Importance of Content Type:

o The type of content consumed on social media plays a critical role in influencing
psychological well-being. Academic, socialization, entertainment, and
informative content each have unique positive impacts on different aspects of
psychological well-being (Roblyer et al., 2010).

Recommendations

1. Promoting Balanced Social Media Usage:

o Educational institutions should encourage balanced social media usage, focusing
on content that promotes academic learning, social interactions, and informative
engagement to enhance students' psychological well-being (Junco, 2012).

2. Developing Guidelines for Healthy Social Media Engagement:

o Developing and disseminating guidelines for healthy social media usage can help
students maximize the positive impacts while minimizing potential negative
effects. These guidelines should emphasize the importance of consuming a
diverse range of content, including academic, social, entertainment, and
informative materials (Roblyer et al., 2010).
 3. Creating Supportive Online Communities:
o Institutions should consider creating supportive online communities where
students can engage in meaningful social interactions, share academic resources,
and access reliable information. These communities can foster a sense of
belonging and support, contributing to improved psychological well-being (Smith
& Anderson, 2018).

4. Integrating Social Media in Educational Programs:

o Integrating social media tools into educational programs can enhance learning
experiences and provide students with opportunities to develop autonomy,
environmental mastery, and personal growth through interactive and engaging
content (Twenge, 2019).

5. Monitoring and Evaluating Social Media Usage:

o Regular monitoring and evaluation of students' social media usage patterns can
help identify potential issues and provide timely interventions. This proactive
approach can ensure that social media remains a positive influence on students'
psychological well-being (Smith & Anderson, 2018).

References

1. Junco, R. (2012). The relationship between frequency of Facebook use, participation in

Facebook activities, and student engagement. Computers & Education, 58(1), 162-171.
https://doi.org/10.1016/j.compedu.2011.08.004
2. Roblyer, M. D., McDaniel, M., Webb, M., Herman, J., & Witty, J. V. (2010). Findings on
Facebook in higher education: A comparison of college faculty and student uses and
perceptions of social networking sites. Internet and Higher Education, 13(3), 134-140.
https://doi.org/10.1016/j.iheduc.2010.03.002
3. Smith, A., & Anderson, M. (2018). Social media use in 2018. Pew Research Center.
Retrieved from https://www.pewresearch.org/internet/2018/03/01/social-media-use-in-
2018/
4. Twenge, J. M. (2019). More Time on Technology, Less Happiness? Associations
Between Digital-Media Use and Psychological Well-Being. Current Directions in
Psychological Science, 28(4), 372-379. https://doi.org/10.1177/0963721419838244
5. Your study data:
o Table 1. Significant Relationships Between Social Media Usage and
Psychological Well-Being

TABLE 2

For the provided results, discussion, conclusions, and recommendations, here are the citations
and references formatted in APA style. The citations in-text should correspond to the source of
data and any relevant literature or background that supports the findings.
Citations in Text

 For results based on your study data:

o (Table 1)
 For general findings on social media and psychological well-being:
o (Smith & Anderson, 2018; Twenge, 2019)
 For recommendations related to educational institutions:
o (Junco, 2012; Roblyer et al., 2010)