Republika ng Pilipinas

Kagawaran ng Edukasyon
REHIYON V (BIKOL)
Mataas na Paaralan ng Sto. Nino, Lungsod ng Iriga

SOCIAL MEDIA; IT'S IMPACT ON THE SELF-ESTEEM LEVEL OF

THE SENIOR HIGH SCHOOL STUDENTS OF SNNHS SY 2024-2025

A Researcher Presented to the Faculty of

Sto. Nino National High School
Senior High School, Iriga City

In Partial Fulfillment of the Requirements

in Practical Research ll
(School Year 2024-2025)

BY:
Camila, Mary Jane M.
Villadores, Franzl Czian P.
Namoro, Zuleyka H.

Christianne O. Romano
Adviser
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Kagawaran ng Edukasyon
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Mataas na Paaralan ng Sto. Nino, Lungsod ng Iriga

ACKNOWLEDGEMENT

This research has now been made public thanks to the direction of the All-Power
God, as well as the support and collaboration of countless kind individuals. The
following people are acknowledged by the researchers for their invaluable
encouragement and support.
To our Parents, who were extremely thoughtful and provided invaluable
emotional and financial support. Most important, though, was their unshakable spiritual
strength, which greatly aided the researcher in finishing their work.
To our research adviser Mrs. Annaliza O. Olleres, for her selfless leadership
and unselfish provision of her expertise, skills, and instructional concepts to boost this
work motivation by demanding excellence.
To the Senior High School Students of Sto. Nino National High School The
researchers would like to thank them for their cooperation and help in providing truthful
answers to the questionnaire.
Above all, we give thanks to Almighty God for his wisdom, love, and supply of
ample strength and blessings, maintaining the researchers in good health and safety.

The Researchers
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Mataas na Paaralan ng Sto. Nino, Lungsod ng Iriga

INTRODUCTION

BACKGROUND OF THE STUDY

Social Media especially Facebook is one of the most famous social media
platforms among 21st century learners. The senior high school students of Sto. Niño
National High School are among the active users of Facebook. For it allows the society
to break boundaries between people through texting, profile viewing and virtual meeting
(Amedie,2015).
Various studies found that social media carries a positive effect of the student,
such as: and Facebook, Instagram, another site. A study of Verdun (2017) traced that
active social media use as online activities that can allow direct and easy to access
some activity through social media. In addition, the study of Ellison and Boyd (2013) has
permitted an easy to connect sites. In which student prefer to use Facebook, twitter and
Instagram to interconnect (Amedie,2015). Meanwhile, a study of Jan et. Al (2017)
Facebook showed it can hurt self-esteem.
The study of Hunt et. al (2018) found that Social Media increased self-monitoring
and reduces anxiety and fear of missing out. While the finding of Jan et. Al (2017)
showed that Facebook hurts self-esteem. Although many studies have been conducted,
further investigation are needed to address the certain factor of how social media
affects the self-esteem of social media user.
This study sought to determine the effects of the time spent of social media to the
self-esteem of the senior high school students of Sto. Niño National High School. The
study will divert the attention of individuals and help in analyzing their lover courtesy of
social media and the possible consequence in covering self-esteem.
Early 21st century marked the emergence and growth of Social Networking sites
in the whole world. Since then these sites have become a major part of people’s lives,
specially the lives the youth. Many teenagers are using social media, especially
Facebook, to build relationships, connect with the world, share and gain knowledge and
information, build stronger Personalities and have better social lives (Boyd, 2007).
Claimed that social networking sites are used by youngsters to get engaged in
Romantic and casual online relationships. It has been observed by the Changing
behavior of the people that social media has many negative Repercussions on people.
Social networking sites help people to make social Comparisons which increase the
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Kagawaran ng Edukasyon
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Mataas na Paaralan ng Sto. Nino, Lungsod ng Iriga

psychological distress of individuals and as A result lower the overall level of self-
esteem (Chen & Lee, 2013). May Observes and researchers believe that due to
increase in the usage of social Networking sites, people have become the victims of
lower self-esteem Mitchell (2002).
For adolescents, the stage of character development and self-confidence is
imperative, and the online space allows for identify development and self-expression
and will be elaborated on further. Partaking in social media sites can have an adverse
effect on young adolescents’ body image and self-esteem, as multiple factors such as
self-photo investment, photo manipulation, comparison of peers online, and also
exploring sexuality to adhere to societal norms are multiple factors that will be
examined.
Social media refers to “forms of electronic communication (such as websites for
social networking and microblogging) through which users create online communities to
share information, ideas, personal messages, and other content (such as videos)”
(“Social networking,” n.d.). Social networking sites are included under the umbrella of
social media. Both social networking sites and social media sites provide a way to
connect and share with others so these terms are often used interchangeably. The
majority of sites and apps used by adolescents, such as Facebook, Instagram, Twitter,
and Snapchat, are both social media and social networking sites.
Social media sites, such as Instagram, Snapchat, and YouTube, have undeniably
altered the landscape of teen interactions. These platforms play a critical role in
connecting teens with new friends. With 64% of teens meeting new friends online and
62% of teens sharing social media usernames as a means to keep in touch, social
media platforms have created a new way for teens to meet and get to know and learn
more about each other (Lenhart, 2015b).
The 4 Types of Social Media Users.
Marketing- Social media allows for every voice to be heard, but how do people choose
to express themselves on social media? According to a research study, there are four
categories of social media users: Professionals, Sharers, Creators and Bonders. These
groups were formed based on similar digital footprints that they leave behind. Why do
these groups even matter? Well, by understanding them, your company will benefit by
posting content each group will appreciate. Let’s dive deeper into who they are.
The Professional- Whether it’s for personal or professional gain, The Professional is
looking to expand their network. Professionals use social media to demonstrate their
intelligence by sharing their stance on important issues and trends. The Professional is
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known to post often and uses a considerable amount of time on each post before
actually sharing. You could say that their followers view them as credible thinkers. The
Professional is ideal for consuming thought-provoking articles, press releases and
insightful blog posts.
The Creator- They’re innovative, sometimes hipster and definitely set trends. With the
internet as their blank canvas, Creators feel inspired to share their pioneering ideas with
the world. They enjoy taking pictures, writing blogs and utilizing any platform that allows
them to express their thoughts. Ultimately, the Creator’s followers look to them for the
latest trends. Marketers should recognize those Creators rising in fame, as they have
the potential to become useful influencers and brand ambassadors.
The Sharer- Brie is always posting, sharing and comment on social posts. Yep, she’s
definitely a sharer. Sharers are known to be thoughtful individuals who enjoy helping
others through social media. You can see them sharing YouTube tutorials, informative
articles and product reviews. Heck, sometimes they’re sharing articles to raise
awareness and money. Although Sharers may or may not have substantial influence,
they are certainly capable of spreading the word. For your company that could be good
or bad. Make sure to pay close attention to their concerns and respond to negative
reviews.
The Bonder- Bonders are the “social butterflies” of the world. This group is highly active
on social media and checks their feed several times a day. Bonders put a great deal of
importance on building and cultivating relationships. They tend to have a decent number
of followers and engage with their followers by constantly liking and commenting on
posts. Bonders make up a large portion of social media users and it’s important that a
company captures the attention of these users by intriguing photos and stories.
Self-esteem is confidence in one's own worth, abilities, or morals. Self-esteem
encompasses beliefs about oneself (for example, "I am loved", "I am worthy") as well as
emotional states, such as triumph, despair, pride, and shame. Smith and Mackie define
it by saying "The self-concept is what we think about the self; self-esteem, is the positive
or negative evaluations of the self, as in how we feel about it".
The construct of self-esteem has been shown to be a desirable one in psychology, as it
is associated with a variety of positive outcomes, such as academic achievement,
relationship satisfaction, happiness, and lower rates of criminal behavior. The benefits
of high self-esteem are thought to include improved mental and physical health, and
less anti-social behavior while drawbacks of low self-esteem have been found to be
anxiety, loneliness, and increased vulnerability to substance abuse.
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Mataas na Paaralan ng Sto. Nino, Lungsod ng Iriga

Self-esteem can apply to a specific attribute or globally. Psychologists usually regard

self-esteem as an enduring personality characteristic (trait self-esteem), though normal,
short-term variations (state self-esteem) also exist. Synonyms or near-synonyms of self-
esteem include: self-worth, self-regard, self-respect, and self-integrity.
STATEMENT OF THE PROBLEM
This study aimed to determine the impact of the social media on the self-esteem
of senior high school students. Specifically, it sought to answers to following question.

1. How frequently do SHS students use social media and what platforms do they
engage with the most?
2. What are the common type of contents that influence students’ self-esteem?
3. How does social media affect the self-esteem of SHS students?
4. Is there a significant relationship between the engagement of social media and
the self-esteem of the students?
5. What strategies do students employ to manage the effects of social media on the
self-esteem?

Hypothesis
Three is no significant relationship between social media usage and its impact on the
self-esteem level of the senior high school students.
Scope and Delimitation of the Study
This study aims to find out the Impact of Social Media on the Self-esteem Level. It
included the demographic profile of senior high school students, at Sto. Niño National
high School, Iriga City in terms of sex, age and the significant relationship will only be
tested between demographic profile and the impact of social media.
It is delimeted to 27 respondents who are enrolled in Sto.Niño National High School,
Iriga City. This sample was a purposive Method.
SIGNIFICANCE OF THE STUDY
The result of the study of great benefit to the following:
Student. this study is primarily important to students because it will give them
awareness about the impact of social media on their behavior in their classes. They will
be more conscious about the said effect and on them to realize that excessive use of
social media has a negative impact on their self-esteem level
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Mataas na Paaralan ng Sto. Nino, Lungsod ng Iriga

Parent. will help parents communicate more effectively with their children’s schools.
School Administrator. this research will help to school administrators to communicate
with parents, students, and teachers more effectively through social media. By sharing
important updates, announcement, and reminders administrators can ensure the every
one stays informed and engaged.
The Researcher. the ideas presented can be used as a reference data in conducting
new research related on this study.
LOCALE OF THE STUDY
Sto. Nino National High School is one of the two existing public secondary
schools in the rive unit area. It is situated in Barangay Sto. Nino, Iriga City which is
bounded on the north by Ba-ay River and Barangay La Anunciacion; and on the
northeast by Daraga River and Barangay Banao on the east by Los Angeles, Buhi,
Camarines Sur, La Trinidad on the north; Kuyasao Brook and Barangay La Medalla on
the southwest; Agus River and Barangay La Purisima, Albay on the south; and
Tiriktirikan a sitio of Sto. Nino on the southeast.
This study was conducted Sto. Nino National High School, Iriga City, which has a
total of _____ enrollees in Junior High School, _____ in Senior High School, and a total
of _____ teaching staff and _____ non-teaching personnel for the school year 2024-
2025, headed by Dr. Joselyn C. Sayson, the school administrator.

Figure 1: Location Map of Sto. Nino

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Mataas na Paaralan ng Sto. Nino, Lungsod ng Iriga

History of Sto. Niño National High School

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Kagawaran ng Edukasyon
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Mataas na Paaralan ng Sto. Nino, Lungsod ng Iriga

Sto. Niño National High School is one of the two existing public secondary
schools in the river unit area. It is situated in Barangay Sto. Niño, Irina City which is
bounded on the north by Ba-ay river and Barangay La Anunciacion; and the northeast
by Daraga river ang Barangay Banao on the east by Los Angeles, Buhi, Camarines Sur;
LA Trinidad on the north; Coyaso Brook and Barangay LA Medalla on the southwest;
Agus river and barangay La Purisima, Albay on the south; and Tiriktirikan a sitio of Sto.
Niño on the southeast.
Sto. Niño National High School was founded/organized in the school year 1973-
1974 under the leadership of Mrs. Isabel N. Orallo, the first Asst. principal with the
support of the Elementary teachers and the barangay council headed by the late
barangay Capt. Rustic Belleza. It was financed purely from local funds coming from
tuition fees of students, barangay council aids, PTA and City aids. The leadership on
the school was succeeded by Mrs. Juana Paquio, who was letter transferred to the
school of Philippine Crasftsam in Polangui, Albay. Under her leadership, the young
institution continued its growth. Upon the transfer, another energetic and tireless
principal in the person of the former Asst, School Division Superintendent, Dr. Natividad
Nagrampa took her place. It was during her incumbency that the first graduates of Sto.
Niño National High School scored high in NCEE.
Dr, Nagrampa was followed by Dr as GES-I. Dy. During her terms, the school
won several awards in both academic and co-curricular activities. Upon the promotion of
Mr. Ezequiel A. De Leon (1984-1985). In his administration, the students again exceed
in academic contest. Upon the death of the very active elementary principal Mrs,
Rebecca I. Panga (1988) replace him.

Years passed, progress has been noticed. The barangay High School then
nationalized. Its nationalization brought about the management of a Teacher-In-Charge
in the person of Mrs. Asuncion T. Nagrampa (1988-1995). During her terms the school
reached the peak of success. The Sto. Niño National High School became popular
throughout the city not only in its excellent in academic aspects but in co-curricular
activities. The best accomplishments of Nagrampa in her untiring effort to have separate
school site for the high school. This was realized through the help of the Barangay.
Captain Mamerto Tabarangao, and was followed by barangay Captain Patrocino O.
Tabarangao, the brgy. Kagawad Mr. Antonia A. Salvadora and Mr. Orencio B. Puso.
The venture had not been realized without temporal support and financial assistance
given by the constituents of this barangay and he benevolent persons and citizens of
the city thru the leadership of the city councilor Ros Y. Orolfo. It was because of these
people why beautiful site was acquired.
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Year after year, success has been noted. Enrollment has constantly increased.
School building were constructed, facilities of the school were improved. The school
showed market excellence in academic, sports, and extra-curricular activities. It was
during this time when the school heads were re-shuffled. After more than 20 years of
stay in SNNHS, Mrs’ Nagrampa was transferred to Zeferino Agro Industrial High School,
and was replaced by a very young lady principal Mrs. Abecina P. Dacara (1995-2072)
Transition follow for the rest of the years. Mr. Pedro Illanza (2008-2001), Engr. Ronald
C. Assis (2005-2008), Mr. Sheldon N. Olea (2012-2017) until his retirement in
November 2017. It is during his incumbency when the Senior High School was
established with 48 students who graduated the first batch in STEM (Science
Technology Engineering &Mathematics). Dr. Mary Ann B. Rodolfo who was been a
mentor and SHS Coordinator of this school was designated as Officer-In- Charge
(2017).
It may interest everybody to note the teacher and the barangay official who
coordinated the organization of the first High School were the following; in 1973–1974
the first teacher Mrs. Alice P. Espiritu, Barangay Official: Brgy. Captain Rustico Belleza,
Councilmen: Bonifacio Salvadora, Tirso Nacario, Venancio Oronan, Memerto
Tabarangao, Tito Caganda, Celedonio Cepe, the Secretary is Mrs. Remedios I. Adupe,
and the Treasurer is Mr. Teotimo Aguilar.

CONCEPTUAL FRAMEWORK
INPUT. Refers to the demographic profile of the respondents such as age, sex, socio-
economic status, and grades in quarter 1, RRL, and questioner.
PROCESS. After the questionnaire is finalized, it will be distributed to the respondents,
then will be retrieved for the tabulation, analysis and presentation of the data.
OUTPUT. Conducting a seminar on how to investigate the impact in social or the self-
esteem, line and self-control among students in using social media.
FEEDBACK. Improved self-awareness, self-control, and self-discipline among the
respondents in using social media.
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PROCESS OUTPUT
INPUT
-Drafting/distribution -Conducting a
-Demographic profile of questionnaire program on how to
mitigate the impact of
-RRL -Retrieval of social media on the
questionnaire self-esteem;
-Questionnaire
-Tabulation of data regarding self-
discipline and self-
-Analysis of data control among social
-Presentation of data media

FEEDBACK

TREORETICAL FRAMEWORK
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SOCIAL COMPARISON THEORY:

Festinger A. (1954) suggests that social media can have a significant impact on
individual’s self-esteem and well-being. Users trend to compare themselves with others
based on the content they see on social media, leading to feelings of envy, inadequacy,
and low self-esteem. Constant exposure to carefully curated and idealized versions of
others loves on social media can contribute to negative psychological outcomes.
ESTEEM NEEDS THEORY:
Maslow A. (1943) efers to the need for respect, self-esteem, and self-
confidence. Esteem needs are the basis for the human desire we all have to be
accepted and valued by others. Throughout our lives, we participate in activities either
professionally or as hobbies that give as a sense of accomplishment. If you are not able
to accomplish your esteem needs, it can cause issues regarding self-esteem and
inferiority. As a result of low self-esteem, you might look for respect from others in order
to improve your view of yourself; however, it is important to remember that unit you feel
good about yourself, it is difficult to truly appreciate the way others view you.
RESEARCHERS THEORY:
Social Media Engagement Theory
Social media engagement theory refers to the concept that individuals engage with content on
social media platforms through active participation and interaction. This can include likes,
comments, shares, and other forms of engagement that allow users to express their reactions
and opinions about the content they encounter.
One key aspect of social media engagement theory is the idea that users have a sense of social
presence or "connectedness" to the content and other users on the platform. This can lead to a
sense of community and belonging among users, and can also foster a sense of trust and
credibility in the information being shared.
Another important aspect of social media engagement theory is the role of social influence.
Research has shown that individuals are more likely to engage with content that is popular or
has been shared by others they trust. This can lead to the spread of information and ideas
through networks of connected users, and can also contribute to the formation of "echo
chambers" where users are exposed to information that confirms their existing beliefs and
perspectives. There are also several different factors that can influence an individual's level of
engagement on social media. These can include the platform itself (e.g. Facebook vs. Twitter),
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the type of content being shared (e.g. text, images, video), and the user's personal
characteristics and motivations (e.g. age, gender, interests).
One of the most popular ways to foster engagement on social media platforms is through the
use of "gamification." This involves using game-like mechanics, such as points, badges, and
leaderboards, to motivate users to engage with content and take certain actions, such as
sharing or commenting on posts. This can be a powerful way to build engagement and drive
user behavior, and is often used by brands and businesses to promote products and services.
Social media engagement theory is a rich and complex field that continues to evolve as social
media platforms and the way we use them change. Studies have shown the positive and
negative aspects of social media engagement, it's important to understand how social media
engagement works in order to optimize the use of social media platforms and enhance the
positive aspects while minimizing the negative effects.
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Social Comparison Esteem needs

Theory Theory

Festinger, 1954 Maslow, 1943

Social media: Its impact on the self-

esteem
Level of the Senior High School
Students

It's about how we like, comment, and share, creating a sense of community and
trust. This engagement is influenced by popularity, trusted sources, and individual
factors like age and interests. Gamification, using game-like elements, is a
common way to encourage more interaction. Understanding this theory helps us
use social media effectively, maximizing benefits and minimizing drawbacks.

DEFINITION OF TERMS
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Social media. refers to the means of interactions among people in which they create,
share, and/on exchange information and ideas in virtual communities and networks.
Impact. refers to the influence, effect or consequence that something has on a
particular situation or individuals. In this context, it refers to how social media usage
may affect the self-esteem level of the senior high school students.
Self-esteem. is how we value and perceive ourselves. Its based on our opinions and
beliefs about ourselves, which can feel difficult to change.
Level. these are the four categories of social media users; Professionals, Shares,
Creators and Bonders.
Senior high school students. grade 11 and 12 is refers to the respondents of this
study who are officially enrolled at Sto. Niño National High School student.

REVIEW OF RELATED LITERATURE

This study reviewed the related literature which gave credence and supported
the details of this research.
LOCAL LITERATURE
Accoding to Bautista,R. (2024) uses a descriptive phenomenology approach to explore
the lived experiences of senior high school students during the era of social media
trends. The sample for this research is high school students from North Palawan who
actively follow social media trends and are generally aged 15-18 years. Purposive
sampling was employed to choose participants, and semi-structured interviews were
conducted to gather data. The interviews were documented with consent from the
participants, and the researchers from level of data saturation. The data were thematic,
and the experiences of the senior high psychological experiences of social media use,
and effects of social media trends on academic performance and well-being. The study
revealed that senior high school students perceived social media use as having several
benefits, such as self-expression, sharing of information, and social connectedness.
Social media use also has emotional and psychological effects, which can positively
and negatively impact senior high school students’ well-being. Adverse effects of social
media use can include cyberbullying, online harassment, and social comparison. The
study also found that social media trends can significantly affect senior high school
student’s academic success and general well-being. Therefore, it is essential to
implement strategies that encourage responsible social media use and well-being
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among students to help them navigate the digital world and thrive academically and
emotionally.
According to Carballo,R. et.al (2024) investigate the influence of social media on the
body image and self-esteem among senior high school students in Davao City. Utilizing
a quantitative research design, the study collected data from 100 senior high school
students through structured questionnaires. Established measures were use to assess
social media usage, perceived body image, and self-esteem, with strict adherence to
ethical considerations and data confidentiality. The findings indicate high self-esteem
across personal, social, and appearance- related domains. Additionally, social media
use is high, highlighting its significant role in fulfilling academic, social, entertainment,
and information needs. Moreover, findings indicate a moderate perception of body
image that while students feel positively about certain aspects of their bodies, such as
satisfaction and appearance maintenance behaviors, they also face challenges or
pressures in areas like response to criticism and body modification preferences.
Significant links were found with Academic, Socialization, and Informativeness aspects,
but not with Entertainment. Overall social media usage correlated with perceived body
image. Moreover, Socialization and Informativeness significantly predicted both body
image and self-esteem among students. These findings underscore the influence of
positive social interactions and informative content on social media in shaping
adolescents’ perceptions of themselves. This study contributes to the broader
understanding of addressing social media’s impact in school. It highlights the roles of
administrators, teachers, and students in promoting media literacy, resilience, and
positive mental health outcomes. Future research can build upon these findings to
develop effective intervention strategies.
According to Merino,M. et.al (2024) examines the interplay among body image
perceptions, social media influence, physical measurements, and their impact on
psychological well-being, focusing on the roles of cultural and gender differences and
the need to understand the research methodologies employed in this field. In the age of
digital proliferation, platforms like Instagram and Facebook have reshaped to body
image concerns, often leading to increased dissatisfaction and psychological distress
due to constant exposure to idealized images and culture of social comparison. Physical
attributes such as weight, height, and BMI are scrutinized under societal standards of
health and attractiveness, contributing to spectrum of mental health issues including low
self-esteem, depression, and eating disorders. This examination reveals how cultural
norms and gender expectations further complicate body image perceptions, affecting
individuals differently based on societal and personal ideals. It synthesizes current
research and types of methods to illuminate how these factors together influence mental
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health and self-esteem, advocating for comprehensive interventions and policy

measures aimed at mitigating body dissatisfaction promoting a healthier, more inclusive
understanding of body image. By delving into the complexities of body image
satisfaction and its psychological implications, this review highlights the necessity of
addressing these concerns within public health and social policy frameworks,
underscoring the importance of multifaceted approach to enhance individual and society
well-being.
According to Raymer (2021) With the advent of the Internet over a decade ago came
the introduction of a new form of communication referred to as social networking. On-
line social networking sites, such as Facebook, Myspace, and Twitter, have become
increasingly popular and almost an integral part of everyday life, especially for college
students. Approximately ninety percent of college students have a Facebook account,
and it is estimated that the average amount of time spent on this social networking site
ranges from thirty minutes to over two hours on a daily basis. The purpose of this study
is to explore the relationship between on-line social networking sites, particularly
Facebook, and the self-esteem levels of college students. According to past research,
there appears to be a connection between more time spent online and a decline in face-
to-face communication with family and peers, which leads to feelings of loneliness and
depression (Chen & Lee, 2013). To test the effect Facebook interaction has on self-
esteem, undergraduate students were asked to participate in an online, anonymous
survey that consisted of the Rosenberg Self-Esteem Scale, the Body Esteem Scale, the
Facebook Intensity Scale, and the Eating Attitudes Test-26. Data was analyzed using
the bivariate correlation test and the independent samples T-test. The results of the
data collection suggest that females spend more time on Facebook than males and
have a larger amount of friends on Facebook than males. Results also indicated that
females have lower body image satisfaction and a greater drive for thinness than males.

FOREIGN LITERATURE

According to Midley,C. et.al (2021) show that social comparisons made through social
media contribute to negative outcomes, little is known about the nature of these
comparisons (domains, direction, and extremity), variables that determine comparisons
outcomes (post valence, perceivers self-esteem), and how these comparisons differ
from those made in other context (eg, text messages, face to face interactions). In 4
studies (N=798), we provide the first comprehensive analysis of how individuals make
and respond to social comparisons on social media, using comparisons made in real-
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time while browsing news feeds (Study 1), experimenter generated comparisons (Study
2). and comparisons made on social media versus in other context (Studies 3 and 4).
More frequent and more extreme upward comparison resulted in immediate declines in
self-evaluations as well as cumulative negative effects on individual’s state self-esteem,
mood, and life satisfaction after a social media browsing session. Moreover, downward
and lateral comparisons occurred less frequently and did little to mitigate upward
comparisons negative effect. Furthermore, low self-esteem individuals were particularly
vulnerable to making more frequent and more extreme upward comparisons on social
media, which in turn threatened their already-lower self-evaluations. Finally, social
media comparisons resulted in greater declines in self-evaluations than those made in
other contexts. Together, these studies provide the first insights into the cumulative
impact of multiple comparisons, clarify the role of self-esteem in online comparison
processes, and demonstrate how the characteristics and impact of comparisons on
social media differ from those made in other contexts.
According to Kocak,O. (2021) discuss the increasing use of social media due to various
individual and social reasons may trigger some psycho-social issues. What can be
effective in reducing social media addiction, which causes social and economic
problems, is an important issue today. This study aimed to investigate the mediation
effect of satisfaction with life in the impact of self-esteem and education level on social
media addiction in individuals. The study was designed as cross-sectional, and the
sample consist of 952 volunteers over the age of 25 using social media in turkey. A
personal information form, the Bergen Social Media Addiction Scale, the Rosenberg
Self-Esteem Scale, and the Satisfaction with Life Scale were used as data collection
tools in the study. The data were analyzed with SPSS 23.0 Program and PROCESS
macro plug-in. Demographic questions such as age, gender, and marriage were used
as control variables. As a result of the research, it was determined that satisfaction with
life had a mediation role in the effect on social media addiction. Self-esteem and
education level improved satisfaction with life, and increased satisfaction with life,
resulted demonstrate the importance of implementing specific practices based on self-
esteem and education, especially for vulnerable groups, to minimize the problems that
may arise with the excessive use of digital apps and social media.
According to Hawi & Samaha (2020) determine the excessive use of the internet and
social media has been associated with behavioral addiction, which sparked the
researcher interest in gaining in better understanding of this global phenomenon. The
aim of this study was to fill a gap in knowledge by using just one sample to identify
similarities and difference in relationship between technology addictions and personality
characteristic, especially traits, self-esteem and self-construal. The sample consisted of
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512 graduate students. The results showed the internet addiction and social media
addiction shared many more similarities than differences. Agreeableness
conscientiousness, openness to experiences, emotional stability, self-esteem, the
frequency of checking account, and internet usage were predictors of both internet
addiction and social media addiction. Age, satisfaction with life, and interdependent self-
construal did not predict internet addiction or social media addiction, whereas real self
and extraversion predicted internet addiction only, and gender posting updates, a
number of friends, and independent self-construal predicted social media addiction only.
These results provide some basis for an understanding of internet and social media
addiction profiles.
According to Kotijah & Manalu (2024) Social media has a strong influence on life,
health, communication, interests as well as psychology among adolescents It has effect
both negative and positive effect on self-esteem. The aim of this study was to conduct
systematic review about the relationship between social media use and self-esteem
among adolescents. Four electronic databases were employed for the literature search:
PubMed, Google Scholar, Scopus, and Science Direct. The keywords were used in this
study based on MeSH, that were “social media” OR “social networking sites” AND
“digital era” OR “technology era” OR “digital era” AND “self-esteem” AND
“adolescence”. The inclusion criteria of the articles were limited in English language,
published between 2019 and 2023, participants were adolescents. The articles were
excluded from the study if it used non-English language, participants were adults, not
original articles, and not published and reported as thesis or dissertation. This study
following PRISMA. Initial studies that include in this review were 1791 articles,
consisting of PubMed: 942 articles, Google Scholar: 400 articles, Scopus: 126 articles,
and Science direct: 323 articles. We removed duplicate articles and screened the article
based on inclusion and exclusion criteria. Finally, there are 20 articles included in this
study. There were 14 articles showed that there was relationship between social media
and self-concept. Social media can increase self esteem among adolescents. This
study can be evidence for nursing intervention to increase self-esteem among
adolescents.
According to Ah babi (2024) This research project examines the impact of social media
use on self-esteem among university students aged 18-25 in the United Arab Emirates,
a country with one of the highest social media penetration rates globally. Utilizing an
observational crosssectional survey design, the study employed the Social Media Use
Integration Scale and the Rosenberg Self-Esteem Scale to assess social media usage
patterns and self-esteem levels. Analysis revealed a significant negative correlation
between social media use and self-esteem, underscoring the complex nature of this
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relationship. The study acknowledges limitations such as reliance on self-reports and

small sample sizes, suggesting future research should incorporate larger, more diverse
samples and longitudinal designs to explore the enduring effects of social media on self-
esteem. This research contributes to the broader goal of promoting well-being in the
digital age, aligning with the United Nations’ Sustainable Development Goals, and
provides a foundation for further investigation into moderating factors that influence the
relationship between social media use and self-esteem. In a world where" likes" and"
followers" have become the new currency for validation, social media has become a
stage where self-esteem takes the center spotlight. As humans, it is innate to compare
ourselves to others, whether consciously or unconsciously [1]. This innate drive to
compare exists both online and offline. With these comparisons, we evaluate our
achievements, skills, personalities, and emotions, influencing how we perceive
ourselves. Research shows spending more time on Facebook and Instagram increases
social comparison and links it to lower self-esteem and higher social anxiety.
According to Hoxhaj (2023) With the advent of technology, virtual interaction has
become a prevalent mode of socializing among teenagers, sometimes replacing
traditional face-to-face interactions. This study seeks to investigate the relationship
between social media use and self-image and self-esteem among adolescents. To
achieve this aim, a comprehensive literature review was conducted, focusing on key
concepts such as self-esteem, self-image, social networks, and adolescence, with
emphasis on international studies and works. The research uses a quantitative research
design, and a sample of 179 teenagers aged between 13 and 19 years old were
recruited to participate. The participants completed questionnaires to measure their self-
esteem, self-image, and social media use. The findings reveals a negative correlation
between social media use and self-image and self-esteem among teenagers. This result
highlights the potential negative impact of social media use on young people's
psychological well-being. The study's implications suggest the need for parents,
educators, and policymakers to monitor and regulate social media use among
teenagers to promote healthy psychological development.
According to Midgley (2021) Although past research has shown that social
comparisons made through social media contribute to negative outcomes, little is known
about the nature of these comparisons (domains, direction, and extremity), variables
that determine comparison outcomes (post valence, perceiver’s self-esteem), and how
these comparisons differ from those made in other contexts (eg, text messages, face-to-
face interactions). In 4 studies (N= 798), we provide the first comprehensive analysis of
how individuals make and respond to social comparisons on social media, using
comparisons made in real-time while browsing news feeds (Study 1), experimenter-
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generated comparisons (Study 2), and comparisons made on social media versus in
other contexts (Studies 3 and 4). More frequent and more extreme upward comparisons
resulted in immediate declines in self-evaluations as well as cumulative negative effects
on individuals’ state self-esteem, mood, and life satisfaction after a social media
browsing session. Moreover, downward and lateral comparisons occurred less
frequently and did little to mitigate upward comparisons’ negative effects. Furthermore,
low self-esteem individuals were particularly vulnerable to making more frequent and
more extreme upward comparisons on social media, which in turn threatened their
already-lower self-evaluations. Finally, social media comparisons resulted in greater
declines in self-evaluations than those made in other contexts. Together, these studies
provide the first insights into the cumulative impact of multiple comparisons, clarify the
role of self-esteem in online comparison processes, and demonstrate how the
characteristics and impact of comparisons on social media differ from those made in
other contexts.
According to Jamaludin (2023) Over the past few decades, there has been a
remarkable expansion of Information Communication Technology (ICT), leading to
significant changes in our lives as we advance in years. Internet addiction has become
a major global concern, with the number of affected individuals increasing daily. The
Internet has become the primary source of knowledge, and the exponential rise in
students' engagement with social media is a noteworthy phenomenon. However, it
cannot be overlooked that students are spending more time on social media than on
their studies, which can hurt their exam performance unless they allocate more time to
learning. Therefore, this paper explores the extent to which factors of social media
usage and social media addiction influence self-esteem. The target respondents were
among the 97 students of Part 5 in the international business program in UiTM. The
objective of this study is to investigate factors of low self-esteem among teenagers (IB
students) which it narrows down to the following aim; to identify the relationship
between the usage of social media and low self-esteem and to measure the relationship
between social media addiction and low self-esteem. The finding of this study revealed
that social media addiction has positively influenced the teenager’s self-esteem.
Consequently, the result of this study is hoped to help future research to do relevant &
further study on social media associated with self-esteem. Besides that, it also gives
recommendations to teenagers to foster healthier digital habits and strike a balance
between online activities and their daily responsibilities.
According to Yang, Zeng, Wang (2024) Life satisfaction is considered a hallmark of
mental health in adolescence. However, the relationship between parental phubbing
and life satisfaction and the internal mechanism has rarely been studied. Therefore, our
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objective was to examine the relationship between parental phubbing and life
satisfaction and investigate the mediating effect of self-esteem and the moderating
effect of perceived social support. Two thousand two hundred eighty-six junior high
school students completed questionnaires on parental phubbing, life satisfaction, self-
esteem, and perceived social support. The findings revealed a significant and negative
correlation between parental phubbing and adolescents' life satisfaction. Moreover, the
relationship between parental phubbing and life satisfaction was partially mediated by
self-esteem. Perceived social support moderated the relationship between parental
phubbing and self-esteem only. Specifically, for adolescents with low perceived social
support, parental phubbing significantly predicted adolescents' self-esteem. This
association became nonsignificant for adolescents with a high level of perceived social
support. These findings indicate that intervening with parental phubbing is a promising
way to improve adolescents' life satisfaction and promoting adolescents' self-esteem is
an effective approach to improve their life satisfaction.
According to Krause, H (2021) Previous research offers equivocal results regarding the
effect of social networking site use on individuals’ self-esteem. We conduct a systematic
literature review to examine the existing literature and develop a theoretical framework
in order to classify the results. The framework proposes that self-esteem is affected by
three distinct processes that incorporate self-evaluative information: social comparison
processes, social feedback processing, and self-reflective processes. Due to
particularities of the social networking site environment, the accessibility and quality of
self-evaluative information is altered, which leads to online-specific effects on users’
self-esteem. Results of the reviewed studies suggest that when a social networking site
is used to compare oneself with others, it mostly results in decreases in users’ self-
esteem. On the other hand, receiving positive social feedback from others or using
these platforms to reflect on one’s own self is mainly associated with benefits for users’
self-esteem. Nevertheless, inter-individual differences and the specific activities
performed by users on these platforms should be considered when predicting individual
effects.
According to Cataudella (2024) The process of school digitalisation has been on the
rise in recent years, but the relationship between technology and teachers has had a
strong acceleration during the global pandemic due to the coronavirus disease 2019.
198 teachers from primary to high school fill a questionnaire about demographic
variables (age, gender, education level, school level in which they teach and years of
seniority at work), perceptions of using some digital tools and specific platforms before
and during the pandemic (after the first lockdown), self-esteem, self-efficacy, cognitive
flexibility, and burnout perceptions. A non-parametric analysis was first conducted with
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the application of the Wilcoxon test for paired measures. Subsequently, a MANOVA
was applied to verify any differences between teachers belonging to different school
levels and having different levels of seniority. According to literature we found that self-
efficacy, self-esteem, cognitive flexibility, burnout and service seniority are influential
factors for teachers' perceived digitalisation level.
According to Pettapie, B (2024) This article examines the negative effects social media
has on adolescents' health and well-being, and how it impacts their academic life.
Research was conducted by using scholarly search engines to locate several articles
that examined the effects of social media use on adolescents within the last ten years.
After reviewing the articles, five main themes emerged: social media's impact on (1)
social-emotional health, (2) mental health, (3) physical health, (4) academic
performance, and (5) the effect of social media use during the COVID-19 pandemic.
The findings from the literature review show the adverse effects of social media on
adolescent social-emotional, mental, and physical health, and student academic
performance. This review of the literature concludes by observing that adolescents are
struggling with problematic social media use and need to learn responsible self-
regulation tools and strategies. Future research should consider how to effectively
protect and limit students from having to experience these adverse effects, while
promoting a healthy and responsible balance of life online and in-person.
According to Halis & Abdullah (2021) The purpose of this research was to examine the
associations between self-esteem, perceived social competence, ostracism and
loneliness among adolescent students. For the investigation of self-esteem and
perceived social competence as key developmental constructs concerning negative
experiences such as ostracism and loneliness, it is important to understand the
experiences that may inhibit individual development in adolescence. Participants were
542 presecondary and secondary school students who completed the Rosenberg Self-
Esteem Scale, the Perceived Social Competence Scale, the Ostracism Experience
Scale for Adolescents, and the Loneliness Scale for Children. The data were analysed
with Pearson moments correlation analysis and multiple regression analysis. Findings
showed that: (1) self-esteem, perceived social competence, ostracism and loneliness
were related to each other; (2) self-esteem and perceived social competence were
negatively related to ostracism and loneliness; (3) ostracism had a positive relationship
with loneliness and a negative impact on self-esteem; and (4) an increase in the level of
perceived social competence predicted a decrease in the levels of ostracism and
loneliness. The results were discussed in the light of relevant literature.
According to Barry, C (2024) The present study investigated the association between
social media engagement and factors related to well-being (e.g., depression, anxiety,
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sleep, loneliness, self-esteem). Participants: A sample of 1120 college student-athletes

(338 males, 777 females, 5 identified as non-binary) from nine universities participated
in this study. Method: Data were collected through self-report measures and screen
shots of participants' screen time in the previous week. Results: Overall screen time
taken from devices was not associated with self-reported well-being, whereas use of
social media during daily activities was related to worse well-being across domains
(e.g., lower self-esteem, higher fear of missing out, stress, anxiety, depression). In
addition, student-athlete perceptions that social media interfere with their lives were
related to worse well-being. Conclusions: The implications of these findings, including
the possibility of using protective behavioral strategies (PBS) to reduce negative
impacts of social media in college students, are discussed
According to Kotsonis, A (2024) This paper scrutinizes the nature and scope of
deleterious consequences arising from the pursuit of unattainable pedagogical
exemplars on social media. We cash out this phenomenon using exemplarist theory to
emphasize the fact that social media (e.g., Facebook, Instagram, TikTok) are platforms
in which the vast majority of users present idealized and curated versions of
themselves. We focus specifically on educational practitioners and show that attempting
to emulate unattainable pedagogical exemplars has negative impacts on agents'
emotional well-being: It can cause burnout and self-conflict, decrease motivation, and
also inflict detrimental outcomes on agents' self-esteem. We conclude that attainable,
relevant, relatable, and authentic exemplars are key to a successful exemplarist
approach and that safeguarding against unattainable pedagogical exemplars is of
paramount importance for the wellbeing of pedagogues, and by extension, the success
of educational systems.
According to Peter, E (2022) Social media can lead to rejection, cyber-bullying
victimisation, and cyber-aggression, and these experiences are not fully understood as
experienced by autistic adults. To investigate this, 78 autistic adults completed self-
report measures of social media use, cyber-bullying victimisation, cyber-aggression,
and self-esteem. High levels of social media use were found to be associated with an
increased risk of cyber-victimisation; whereas self-esteem was positively correlated with
feelings of belonging to an online community and negatively correlated with feelings of
being ignored on social network sites and chat rooms. Future studies are needed to
further investigate the experience of cyber-bullying victimisation of autistic adults.

RESEARCH GAP
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Our edge to the other researcher with our research entitled ‘’Social Media; It’s
Impact on the Self-Esteem Level of the Senior High School students” Our research
explores the relationship between social media usage and self-esteem among senior
high school students. We aim to understand how different platforms and online
interactions influence students’ self-perception and metal well-being. The study will
examine both positive and negative correlations, considering factors such as frequency
of use, types of content consumed, and peer interactions within online spaces.
Research Gap: The lack of comprehensive studies focusing specifically on the nuanced
impact of social media on the self-esteem of senior high school students in Sto. Nino
National High School.

METHODOLOGY
This chapter presented the detailed and cleared discussion of the method of
research used in this study. This study also included and provided information about
research design, research instrument, sampling technique research procedures,
statistical tools to be used and sample size of the study
Research Design
The researchers made use of the Descriptive research which aims to describe a
population, situation or phenomenon accurately and systematically. Quantitative
research is the process of collecting and analyzing numerical data. It can answer what,
where, when and how questions. The researchers carefully developed this to ensure
that the results are valid, reliable and with adequate interpretation.
Research Instrument
Survey questionnaire was used in the study. These questionnaires were made
and conducted by the researchers to have a uniform collection of information as each
respondent received the identical set of questions.
RESPONDENTS
The respondent of this study was the Senior High School Students who are
officially enrolled in this research is delimited of 168 respondents.
Validation of Questionnaire
A dry run of the questionnaire in the study was done among the respondents of
this research study for the validation. The researchers printed three copies of the
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questionnaires to be respondent and to see if the indicators have a significant

relationship as stated in the problem statement.
Sampling Technique
The researcher used Slovin’s formula to compute the population sample of this
study. After computing the study sample, systematic sampling was done similar to
simple random sampling, but usually slightly easier to conduct. Systematic sampling
refers a type of probability sampling method which sample members from a larger
population are selected according to a random starting point but with a fixed, periodic
interval.
Statistical Tool
The researchers of this study used questionnaire to gather data from the sample
size of the respondents.
Slovin Formula
Slovin formula was used to calculate the sample size (n) given the population
size (N) and a margin of error (e).

Where: n= sample size

N= population size
e= margin of error

Percentage Technique
Involves determining the proportion or amount of one quality relative to another
quantity expressed as percentage. The researchers tabulated the data statistically
through the use of percentage technique to determine the percentage or the
demographic profile of the Senior High School Students of Sto. Nino National High
School, Iriga City.
The formula:
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P=F/N*100
Where: P= Percentage
F= Frequency
N= Total number of respondents

Frequency Count
Is a statistic method user to count the number of times a particular value or
category appears in a dataset. It peovides information about distribution and occurrence
of difference values or categories within a dataset.
Frequency count= number of times a specific value or category appears in the
dataset
To perform a frequency count, you go through the dataset and count the
occurrences of each value or category. This can be done manually or by using software
tools that provide frequency counting functions.
Weighted mean
Is a statistical measure that calculates the average of a set of values, taking into
account the importante or weighted assigned to rachel value. It is computed by
multiplying the quantitative outcome by its associated weight or probability, and then
adding up all the values. It is commonly used when some values have more significance
or importance than others. It was used to determine the frequency of Social Media
usage or the impacf of self-esteem level among the Senior high school students.
The formula:
WM=NWF
Where: F= Frequency of the Number of Responses
W= The Weight of the Category of Responses
N= Number of Response
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Pearson's Correlation Corfficient a measurement of linear correlation between two

variables measured using ratio or interval scales. It is limited to measuring the
correlation between two normally distributed variables.
Formula:
Where: x= deviation of x value from its mean
y= deviation of y value from its mean
xy= summative of the product of deviation of x multipied by the deviation of y

R value> a: The decision will be tulo accept the Ho

If the critical value is greater than to the significance level, then your decision will be
accepted the Ho

LIKERT'S SCALE
It is the most widely used approach to scaling responses in survey research, such that
the term is often used interchangeably with a rating scale. A type of psychometric
reponse scale in which the researchers use the responses to specify their level of
awareness of statements.
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