LET ME TAKE A SELFIE: STUDENT’S PERCEPTION ON THE RELATIONSHIP
BETWEEN SOCIAL MEDIA POSTING AND SELF-ESTEEM
Undergraduate Thesis
Submitted to the Faculty of
Cavite State University-Tanza Campus
Tanza, Cavite
In partial fulfillment
of the requirements for the degree
Bachelor of Science in Psychology
CARLA MAE Q. NECOLAS
JOANNA MARIE H. SAQUI
February 2023
Republic of the Philippines
CAVITE STATE UNIVERSITY
Tanza Campus
Ph. 2, Bahay Katuparan, Bagtas, Tanza, Cavite
🕾 (046) 414 – 3979
www.cvsu.edu.ph
General and Teacher Education Department
Authors
:
CARLA MAE Q. NECOLAS
JOANNA MARIE H. SAQUI
Title
:
LET ME TAKE SELFIE: STUDENT’S PERCEPTIONS
ON THE RELATIONSHIP BETWEEN SOCIAL
MEDIA POSTING AND SELF-ESTEEM
APPROVED:
MILDRED A. SEBASTIAN
Thesis Adviser
_____
Date
MILDRED A. SEBASTIAN
Department Chairperson
_____
Date
JOHN DANIEL V. CAP-ATAN ____
Technical Critic
Date
MILDRED A. SEBASTIAN
Research Coordinator
TITA C. LOPEZ, PhD
Campus Administrator
____
Date
____
Date
BIOGRAPHICAL DATA
Ms. Carla Mae Q. Necolas was born at Barangay Pulvorista, Kawit, Cavite on
July 07, 2000. She is the eldest child of Mr. Carlos M. Necolas who is a fisherman and
Mrs. Marcelina Q. Necolas who is a housewife.
She finished her elementary education at Wakas Elementary School in
Tanggulan Street Wakas II, Kawit, Cavite, and finished her junior high school at
Binakayan National High School in 2017. For her senior high school, she obtained it at
Saint Mary Magdalene School in Poblacion, Kawit, Cavite with a strand of HUMSS
(Humanities and Social Sciences) in 2019.
She is currently studying at Cavite State University-Tanza Campus under the
program Bachelor of Science in Psychology.
She hopes to finish her degree in 2023.
iii
BIOGRAPHICAL DATA
Ms. Joanna Marie H. Saqui was born on October 11, 2000 in Imus City,
Cavite. She resides at Barangay Anabu II-B Imus City, Cavite. She is the youngest
child of Mr. Jowel Saqui who is a tricycle driver and Mrs. Helen Saqui who is a sewer.
She finished her elementary education at Anabu II Elementary School in Emilio
Aguinaldo Highway, Anabu II-A, Imus City, Cavite in 2013. She finished her secondary
education at Southern Philippines Institute of Science and Technology in Tia Maria
Building Anabu II-B Emilio Aguinaldo High way, Imus City, Cavite in 2017. And her
senior high school with Science, Technology, Engineering and Mathematics (STEM)
strand at Southern Philippines Institute of Science and Technology in 2019.
She is currently studying at Cavite State University-Tanza Campus under the
program Bachelor of Science in Psychology. She wishes to finish her degree in 2023.
iv
ACKNOWLEDGEMENT
The researchers would like to express their utmost gratitude and sincere
appreciation to the following who contributed on their own way to finish this study:
Prof. Mildred A. Sebastian, thesis adviser, research coordinator and
department chairperson for her invaluable dedication in supervising the researchers to
accomplish the study;
Mr. John Daniel V. Cap-atan, technical critic, for his valuable assistance
towards the improvement of this research;
Mr. Ritch M. Banate, English critic, for his tremendous help in progressing this
research.
Dr. Tita C. Lopez, campus administrator, for inspiring the students in
completing their study;
All fourth year BSP students, for the friendship, support, and kindness;
All the respondents, for their honest responses which served as an aid in
gathering the necessary information towards the completion of this study; and
To Almighty God, for guiding the researchers throughout the study.
THE AUTHORS
v
PERSONAL ACKNOWLEDGEMENT
The researcher would like to express her heartfelt appreciation to the following
who helped her in some way while conducting her research study:
The Almighty God, for the guidance, love, and joy He has always given the
researcher every day of his life;
Her parents, Mrs. Marcelina Q. Necolas and Mr. Carlos Necolas, for the advice,
love, care and patience during her study and existence;
Her research adviser, Prof. Mildred A. Sebastian, for the advises and guidance
she gave to the researcher, for the joy, laughter and friendship they had shared, also for
inspiring her to finish her study and guiding her in all way of her life;
The faculty and staff of the Cavite State University–Tanza Campus, for the
laughter, knowledge, advice, and guidance they have shared with the researcher on her
entire study journey;
Her classmates from the year levels in the department especially her research
partner, Ms. Joanna Marie H. Saqui and for their support;
Those whom the researcher was not able to mention, but in some way helped the
research in completing her research successfully.
CARLA MAE Q. NECOLAS
vi
PERSONAL ACKNOWLEDGEMENT
The researcher would like to express her deepest gratitude and appreciation to
the following who helped her all throughout the research journey:
Almighty God, Jesus Christ, for the courage, knowledge, wisdom, and strength
while conducting the research;
Her parents, Mrs. Helen and Mr. Jowel Saqui, who always been her priority and
serves as her inspiration to keep going, for their love and support;
Her only and beloved brother, Mr. Mark Jonel Saqui for being incredibly
supportive;
Her thesis partner, Ms. Carla Mae Q. Necolas, for her kindness and understanding
as her research partner.
Those whom the researcher was not able to mention, but in some way helped the
research in completing her research successfully.
JOANNA MARIE H. SAQUI
vii
ABSTRACT
NECOLAS, CARLA MAE Q. and SAQUI, JOANNA MARIE H. Let Me Take a Selfie:
Student’s Perception on the Relationship between Social Media Posting and SelfEsteem. Undergraduate Thesis. Bachelor of Science in Psychology. Cavite State
University-Tanza Campus, Tanza, Cavite. February 2023. Adviser: Prof. Mildred A.
Sebastian
The study was conducted to investigate the student’s perception on the
relationship between social media posting and its impact on self-esteem. Specifically, the
study assesses the student’s perception in relation to their interactions in terms of posting
and feedback in using social media; distinguish the level of the self-esteem of the
participants; and determine if there is a significant relationship between social media
posting and self-esteem.
The study employed a quantitative-descriptive research design. It was used to
measure the perception of users towards using social media and its impact on their selfesteem. The researchers of the study adapted two survey questionnaires. The first is from
Limcujo and Vasay (2019), with their study entitled “Self-Published Image Rating on SelfEsteem Assessment of the University of the Immaculate Conception College Students''.
The second is from Aoife Gilbert (2019) entitled “The Impact of Social Media Use on the
Self-Esteem Levels of Its Users”. Furthermore, the researchers used the convenience
sampling technique in the study. The data were gathered via Google form and were
distributed to selected college student of Cavite State University-Tanza Campus from
November 2022 to January 2023. Regarding the assessment using the Rosenberg SelfEsteem Scale, it got a mean of 3.61 which interpreted that the students’ level of selfesteem was high. The participants obtained a Pearson coefficient value of 0.041; this
indicates a correlation or association between the two variables.
viii
TABLE OF CONTENT
Page
BIOGRAPHICAL DATA ………………………………………………………………….iii
ACKNOWLEDGMENT ………………………………………………………………..…....
v
ABSTRACT ………………………………………………………………………………...
viii
LIST OF TABLES ……………………………………………………………….…………
xi
LIST OF FIGURES ………………………………………………………………..……….
xii
LIST OF APPENDICES …………………………………………………….…………........
xiii
INTRODUCTION ………………………………………………………………..……………
1
Statement of the Problem …………………………………………………………
2
Objectives of the Study ………………………………………………….……..…
2
Significance of the Study ………………………………………………………….
3
Time and Place of the Study ………………………………………………………
3
Scope and Limitation ………………………………………………….……………
3
Hypothesis ……………………………………………………………………….. 4
Conceptual Framework of the Study …………………………………………….
5
Definition of Terms ………………………………………………………......... 6
REVIEW OF RELATED LITERATURE ……………………………………………….…
8
Synthesis of Review of Related Literatures and Studies …………………….15
METHODOLOGY …………………………………………………………………………..
17
Research Design ……………………………………………………….……………
17
Participants of the Study……………………………………………………….……
17
Sampling Technique ………………………………………………………………..
18
Data Gathered ………………………………………………………………… 18
Statistical Treatment of Data ……...……………………………………….……..
21
Validation of Research Instruments ……………………………………………….
21
Reliability of Analysis ………………………………………………………………..
21
ix
22
Reliability of the Research Instruments ……………………………..……………
22
Ethical Consideration ………………………………………………………………..
23
RESULTS AND DISCUSSION …………………………………..……………….……...
Profile of the Respondents …………………………………………………… 23
Social Media Applications ……………………………………………………
23
Level of Self-Esteem of the Participants …………………………………..
25
Level of Self-Published Image of the Participants …………………………. 27
Relationship of Social Media and Self-Esteem …………………………..
28
30
SUMMARY, CONCLUSION, AND RECOMMENDATIONS ……………………....……
30
Summary ……………………………………………………….…………….…….
31
Conclusion ……………………...……………………………………………….....
31
Recommendation ………………………..…………………………………………
33
REFERENCES ………………….…………………………………..……………….……...
37
APPENDICES ………………………………………………………………………....……
x
LIST OF TABLES
Table
Page
1
Numerical interpretation for the self-published image rating ……...…19
2
Numerical interpretation for the self-esteem assessment
questionnaire…….…………………………………………..……19
3
Numerical interpretation for participant’s level of self-esteem on
20
social media posting using Rosenberg self-esteem scale …….
4
Numerical interpretation in relationship between social media
and self-esteem using r-value and p-value ……………….…..20
5
Internal consistency result of survey questionnaire ……………………
21
6
Participants’ level of self-esteem on social media posting ……………… 26
7
Participants level of self-esteem on social media posting using
Rosenberg self-esteem scale mean value ……………………..
26
8
Level of self-published image rating of the participants mean
value ……………………………………………………………. 28
9
Relationship between social media and self-esteem using
29
r-value and p-value …………....………......................................
xi
LIST OF FIGURES
Figure
Page
1
Conceptual framework of the study ………………………..……......… 5
2
Most commonly used social media applications ….……………..…… 24
3
Hours spent on browsing social media ……………………..………..... 25
xii
LIST OF APPENDICES
Appendix
Page
1
Letter of request …………………………………………………………. 38
2
Research instrument ……………………………………………………….
39
3
Sample raw data………………………………………………………….. 43
4
Program of work ………………………………………………………….. 61
5
Gantt chart of activities ……………………………………………..……..62
6
Certificate from statistician ………..………………………………….
7
66
Certification from English critic ………………………………………………
8
67
Routing slip ………………………………………………………………….
9
Certificate of completion ………………………………………………….68
xiii
64
LET ME TAKE A SELFIE: STUDENT’S PERCEPTION ON THE RELATIONSHIP
BETWEEN SOCIAL MEDIA POSTING AND SELF-ESTEEM
Carla Mae Q. Necolas
Joanna Marie H. Saqui
An undergraduate thesis manuscript submitted to the faculty of the General
Teacher Education Department,, Cavite State University–Tanza Campus, Bagtas,
Tanza, Cavite in partial fulfillment of the requirements for the degree of Bachelor of
Science in Psychology with Contribution No. ________________. Prepared under
the supervision of Prof. Mildred A. Sebastian.
INTRODUCTION
The use of social media allows people to connect with others and share their
lives through photos and videos. Social media such as Facebook, Instagram, Twitter
and many more engage people to connect to one another in means of virtual
connection across long distances. Katz et al. (2015) suggest that social media
platforms and recently, ‘selfies’ have become fully incorporated into young people’s
lives. In today's modern era, every individual has their own smartphone; it does not
matter if you are an elder or a child. In means of social media posting, in the age range
of 13- to 17-year-olds 45 percent were using social media platforms, such as YouTube,
Facebook, Instagram and Snapchat. The reason behind why people post selfies is that
psychosocial theory suggests that it reflects young people’s stage of development, in
which identity is explored, and perceptions regarding appearance and weight are
fragile (Arnett, 2000).
Self-esteem is the subjective sense of overall personal worth or value. Similar
to self-respect, it describes the level of confidence of a person’s ability and attitude
(Cherry, 2022). Self-esteem is also defined as a global barometer of self-evaluation
2
involving cognitive appraisals about general self-worth and affective experiences of
the self. Perhaps the simplest definition of self-esteem found on Webster’s dictionary
is “satisfaction with oneself” (Murphy et al., 2005). Another definition of this is “selfesteem is one’s good opinion of one’s dignity or worth”. (Rosenberg, 1989 cited by
Stonsy, 2014), all theories on self-esteem agree that individuals have the desire to
maintain, protect and enhance their self-esteem.
With this, the researchers of the study assessed the student’s perception using
social media in terms of posting and getting feedbacks and its impact on self-esteem
among the selected college students of Cavite State University-Tanza Campus.
Statement of the Problem
This study aims to investigate the relationship between social media posting
and its impact on self-esteem.
Specifically, it aims to answer the following questions:
1. What is the assessment on student’s perception in relation to interactions
(postings and feedbacks) in using social media platforms?
2. What is the level of self-esteem of the selected college students?
3. Is there a significant relationship between social media posting and
self-esteem?
Objectives of the Study
The purpose of the study is to determine the relationship between social media
posting and its impact on self-esteem.
This study aims to:
1. assess the student’s perceptions in relation to interactions (postings and
feedbacks) in using social media platforms;
2. identify the level of self-esteem of the selected college students.
3. assess the relationship between social media interactions and selfesteem.
3
Significance of the study
The study was focused on explaining and discussing the relationship between
social media posting and its impact on self-esteem.
Findings of the study will help social media users to know what to improve and
boost their low self-esteem. Also, the study will help them determine if their rules and
regulations are correctly implemented and how these affect an individual’s level of selfesteem.
It will also provide the students of CvSU-TC about their own perception in using
social media towards to the level of their self-esteem.
Furthermore, other social media user would directly benefit from this research
as its findings may help them to find out if there is a significant relationship between
social media posting into the level of their self-esteem.
Moreover, the study involves the relationship between taking a photos/video
and posting it on Facebook and other social media platform and its impact on a
student’s self-esteem.
Thus, the result of the study had been used for future
discussions by the future researchers.
Time and Place of the Study
The study was conceptualized in March 2022 and the data gathering was
conducted from October to November 2022 among the students of CvSU - TC.
Interpretation and finalization were done from December 2022 to January 2023.
Scope and Limitations
This study was focused on the student’s perception in terms of social media
posting and feedback towards to their self-esteem. The researchers of the study
adapted two different survey questionnaires from different researchers to determine
and to measure the independent and dependent variable. Survey one came from
(Limjuco and Vasay, 2016) with their study entitled “Self-Published Image Rating on
Self-Esteem Assessment of the University of the Immaculate Conception College
Students” it was used to determine the independent variable which is social media.
4
The second survey was based on the study under (Gilbert, 2019) entitled “The Impact
of Social Media Use on the Self-Esteem Levels of Its Users” which helps to measure
the dependent variable which is self-esteem.
The researchers conducted the survey among 100 college students who are
currently enrolled at Cavite State University-Tanza Campus. No students from other
universities are involved in the study. Minor revisions were done on the survey tool to
achieve the objectives of this study.
Hypothesis
H1: There is a significant relationship between social media posting and selfesteem to the selected respondent. The result was accepted based on the study.
H0: There is no significant relationship between social media posting and selfesteem to the selected respondents. The result was rejected based on the study.
5
Conceptual Framework
This section indicates the conceptual framework used by the researchers in
conducting the study. It describes how the concepts were related to each other and
shows the steps to achieve the objectives of the study.
As shown in Figure 1, the independent variable in the study was the social
media in terms of postings and feedbacks while the dependent variables are the
student’s level of self-esteem the moderating variable was the different social media
platform which has strong influence on shaping and directing the relationship between
the other two variables. In order to define moderator, there must be two variables which
have the relationship with each other, and in which changing one variable may change
the level or position of another variable (Savantz et al., 2023).
Using different Social Media
Platforms
Using Different
Social media
Platform that affects between
the Two Variable
Student Level of SelfEsteem
Social Media Postings
and Feedbacks
Figure 1. Conceptual framework of the study
6
Definition of Terms
The following terms were operationally defined in the study;
Assessment refers to the collection of data to describe or better understand
an issue.
Body image is the perception that a person has for his or her physical self, the
thoughts and feelings that arise from that perception.
Body satisfaction occurs when a person has persistent negative thoughts and
feelings about their body. It is also the multifaceted psychological experience of
embodiment that encompasses one’s body-related self-perceptions and self-attitudes
Feedback is a form of interaction in which users respond to posts on social
media. Defined as a response to an action that shapes or adjusts that action in
subsequent performance.
Inflated people tend to think of themselves better than other people and are
always ready to underestimate others. Believing or claiming that someone or
something is more important or impressive than they really are
Online community is a community where members interact with each other
primarily via the Internet.
Perception is an image that holds about oneself and traits; and make
judgements about those traits.
Personal identity is the concept where a person develops his/herself that
evolves over the course of their life. The term “personal identity” in psychology means
different things to different people
Self-esteem was referring to overall subjective sense of personal worth or
value. In other words, self-esteem could be defined as how much you appreciate and
like yourself regardless of the circumstances. In psychology, this means how we value
or perceive ourselves.
7
Selfie is an image that includes oneself and was taken by oneself using a digital
camera, especially for posting on social media. It is a tool for impression management
as it controls how others see oneself.
Social media platforms are websites and applications to communicate
informally with others, found people, and share similar interests. It also allows users
to directly connect with one another through groups, networks and location.
REVIEW OF RELATED LITERATURE
This chapter presents the relevant literature and studies that supported the
study. These articles and related studies were gathered via online resources and were
used by the researchers to support the findings of the study.
Origin of Selfie
Steven Wrighter, who coined the term “selfie”. The use of the hashtag “selfie”
first appeared on Flickr, 2004. It took about a decade to gain public interest, attention,
and google trend research found selfie culture growing in popularity in late 2012. Selfie
usage reportedly increased by 17,000 percent and phenomenon is so prevalent today
and the Oxford Dictionary has coined the term “Word of the Year 2013”. In addition,
the tendency to take selfies has become an almost daily habit for many people around
the world, with social media sites becoming the top places for these people to post
selfies (Benneth et al., 2014).
Self-Esteem
Rosenberg, 1988 all theories of self-esteem agree that individuals have a
desire to maintain, protect, and improve their self-esteem. Cited by (Harter, 2003),
peer acceptance and interpersonal feedback about oneself and control over one’s
environment are important predictors of adolescent self-esteem and wellbeing.
Tarzasniewski (2006), self-esteem will be shown to be important, as low adolescent
self-esteem is believed to lead to better mental and physical health in life. Followed by
Mead's theory of symbolic interaction (1934), people internally internalize and
experience themselves indirectly based on the attitudes of others. Therefore,
(Heatherton et al., 2003) argued that an individual's self-esteem reflects the way others
perceive and value them. Feeling accepted by others increases self-esteem, and
feeling rejected decreases self-esteem. Consistent with this assumption, accumulating
9
evidence in adults suggests a positive association between undergoing validation and
self-esteem. (Gonzales et.al, 2016)
The study, entitled Capitalization Theory by (Sas, 2009) states that the number
of Facebook friends can remind users of their social connections, which in turn can
directly boost their self-esteem. Based on (Nabi, 2013), the concept of the friend’s
heuristic, the number of friends can directly predict self-esteem. There will be an
assumption that Facebook users apply heuristic to assess the availability of social
support based on the number of friends they have. The availability of social support,
that can be viewed as a source of mental health benefits such as: Self-esteem.
In addition, (La Rose et al., 2001), argued that initiating social contact with peer
can boost self-esteem by increasing feelings of social connection with others.
The three types of self-esteem are; inflated self-esteem, low self-esteem and
high self-esteem. The people who have low self-esteem think of themselves as below
average. They do not believe in themselves; they do not trust in their abilities and they
do not place value on themselves. Low self-esteem can affect a lot of things in one’s
life. Some of the effects of low self-esteem are poor relationships, addiction,
depression and anxiety. The people who have high self-esteem tend to love and
accept themselves. They believe in themselves and their abilities. They have the
confidence that whatever challenges might come, they will be able to surpass it. Some
of the benefits of high self-esteem includes being able to be yourself without the fear
of being judged, readiness to accept new challenges, not always searching for
approval from other people, readiness to learn new things as you accept that you do
not know everything and also take corrective criticism. People who have high selfesteem have enhanced initiatives and pleasant feelings and they are more pleasant to
be around. The people with inflated self-esteem tend to think of themselves as better
than other people and are always ready to underestimate others. This is actually a
very negative type of self-esteem because it prevents people who have it from forming
meaningful and healthy relationships. They always want to be ahead and most times
10
do not mind hurting people to achieve the success they desire, thinking that will bring
them happiness. People with inflated self-esteem do not have the ability to listen to
others. Rather, they constantly blame others and undervalue them and also adopt a
hostile attitude and behavior toward others. They are always ready to brag to hide their
incompetence and they have a great fear of rejection and failure hence the reason
they feel the need to camouflage. People like this can change but it has to start with
them accepting it. They need to realize that they are humans who are prone to fail and
make mistakes (Glaynor, 2023).
Early Theories of Self-Esteem
William James, used a simple formula to define self-esteem, he explained that
self-esteem equals success divided by our pretentions. Pretensions refer to the goals,
values, and what humans do believe about these potentials. Hence, if the actual
achievements are low and the believed potential and goals are high, humans tend to
see themselves as failures. Conversely, and if a person can probably remember an
experience like this, if success exceeds their expectations, they feel great about
themselves, and their self-esteem rises (Burke, 2014).
Morris Rosenberg also studied the development of self-esteem, focusing on
adolescence rather than early childhood. His theories proposed that self-esteem
developed more during the uncertainty of adolescence. During this stage of
development, Rosenberg claims that self-esteem is built on an evaluation of the self
in comparison with others. This means adolescents compare themselves to peers they
see around them to evaluate their value while thinking about how others might see
them (Park, 2019).
Self-Verification Theory
According to Swann et al. (1987) many people seek verification for self-views.
People prefer others to see and validate them as they see themselves. He also cited
in 1983 that by receiving self-verification gives people the power to smooth social
interactions through guiding action and letting others know what to expect from others.
11
People seek self-verification to feel better about themselves. When individuals receive
self-verifying feedback within a group, feelings that one is accepted and valued by
others within the group increases worth-based self-esteem. The theory relates directly
to the trend of taking selfies because some of the people who are taking and posting
selfies on social media do that as a way to receive self-verification from others. Some
people confess that they use selfies as confidence boosters. Receiving selfverification, individuals ensure that their beliefs about themselves are sensible and
they can predict and exercise some control over their life’s outcomes (Chen, 2006).
Therefore, stated that they posting selfies to get positive comments and likes, which
makes them feel better about themselves (Grabmeier, 2015).
Uses and Gratification Theory
Katz et al. (1973), uses and gratifications happen in four steps: First, the
audience is active and they use the mass media for a specific goal. Second, the
audience members choose the media outlet that they believe will make them achieve
gratification. Third, the media compete with other sources of media that can provide
some satisfaction. Finally, the gratifications that happen from the media bring
diversion, entertainment, and information to the audience. Even though Katz applied
the uses and gratifications theory to the traditional media outlets such as radio and TV.
The theory can be applied to more recent media such as social media and
selfies. In addition, Bui (2014) cited that the motivation behind selfie use will be
satisfaction depending on individual personality and individual self-esteem. The
individuals who were using selfies more often needed instant gratification and selfie
was one other medium through which they could attain it (Papadakis, 2014).
Every individual had their views and needs for selfies. It depended upon the
value an individual adds to their external appearance and presentation. The way a
person sees selfies also varies with the culture of that individual (Rutledge, 2013).
12
Identity Theory
According to identity theory, the self is composed of multiple identities that
reflect the various social positions that an individual occupies in the larger social
structure.
Stryker (1980) states that in an identity it reflects an individual’s conception of
himself or herself as an occupant of that particular position or “self-in-role”. Selfverification occurs when meanings in the social situation match or confirm meanings
in an identity. Thus, when individuals enact and verify an identity, they simultaneously
produce and reproduce the social structural arrangements that are the original source
of those meanings. In adopting such a position in our investigation, we maintain the
central focus on the individual within the social structure that has traditionally
characterized the structural symbolic interactionist position. It suggests that the
verification of an identity produces feelings of competency and worth, increasing selfesteem. When individuals are able to verify group-based identities by altering or
maintaining meanings in the situation that match the meanings in their identities, selfesteem increases through such efficacious action.
Finally, it is suggested that people seek to maintain or increase their selfesteem by creating “opportunity structures” or contexts for self-verification (Swann, et
al., 1990). People seek opportunities and the groups that provide them to verify their
identities and avoid situations of the groups, where self-verification is problematic.
Such efforts help individuals manage and maintain their self-esteem. In this way selfesteem can be viewed as a self-motive, organizing and providing direction for
behavior. Such efforts not only serve the individual but also help account for the
formation and maintenance of group relations.
Self-Esteem Levels and Social Media
One way of fulfilling self-esteem needs is the use of social media to
communicate interpersonally which might provide an opportunity for people with low
self-esteem to engage in public behavior with reduced risk of humiliation and reduced
13
social anxiety. (Vernali, 2015) conducted at Valkenburg, that friend networking
websites, and their study revealed that about 78 percent of the respondents received
predominantly positive feedback from other users of social networking sites, and that
positive feedback enhanced the respondents’ self-esteem significantly (Schouten et
al., 2006). In addition, the reported that those people with low self-esteem exhibited a
stronger affinity for online communication than did those with high self-esteem
(Joinson, 2004).
The value of this study is that although there has been lots of research done in
this area, looking through past research done, according to (Gilbert, 2019) the results
of the studies have been inconclusive as some studies indicate that social media has
a positive impact and some that it has a negative impact on self-esteem and some
indicating no direct link at all between the two.
The selfies are a double-edged sword. For some people, posting selfies is a
self-confidence booster, and for others, selfies are the reason that makes them feel
bad about their lives and having insecurities about their appearances. Most teenagers
spend considerably more time and money to look attractive to others and
consequently, boost their self-esteem (Gil et al., 2014). Further, the Today AOL
(American Online)/body image survey indicated that about 55 percent of girls and 34
percent of teen boys feel that social media makes them feel more self-conscious about
their appearance. About 58 percent teen girls feel bad about themselves when seeing
pictures of other people living glamorous-looking lives on social media. Compared to
girls, only 19 percent of teen boys had the same reaction (Dahl, 2014).
As outlined above, social media use will likely affect appearance self-esteem,
but an opposite direction of influence is also viable. Some adolescents, depending on
pre-existing levels of appearance self-esteem, may be more likely to engage in selfor other-oriented social media behaviors. In support of an assumed path from
appearance self-esteem to social media use, it reported that social self-esteem
predicts more social media use in youth. However, the knowledge of the potential
14
effect of appearance on self-esteem or related constructs on social media use has not
been examined prospectively. (Valkerburg et al., 2017)
Relationships between Self-Esteem the Frequency of Taking Selfies
According to Peek (2014), the selfies are an indicator of low self-esteem, social
dependence, or attention seeking behavior. Voucher Cloud, a money saving
application, conducted a study to examine the relationship between self-esteem and
the people who take more selfies. The study, it involved 2,071 British men and women
between the ages of 18 and 30. The results revealed that 39 percent of the participants
preferred taking pictures of themselves rather than their family, partner or pets. The
results indicated that the participants were found to have low self-esteem. When they
asked about how they felt about their appearance and relationships, only 13 percent
of the participants mentioned that they felt confident in their skin and 60 percent
admitted to having low self-esteem. Hence, it is construed that the number of selfies
and self-esteem levels were indirectly correlated (Blades, 2014).
Relationships between Self-Esteem the Frequency of Posting Selfies
Posting selfies reflects high self-esteem levels, and it might also enhance one's
self-esteem because such photos typically emphasize one's ideal and controlled
image (Seiter et al., 2015). Researchers say that posting selfies might boost selfesteem, as individuals could select the way they wish to present themselves. Barry et
al, the people who post more selfies might also receive more social support or positive
social feedback. At the same time, posting selfies in social media may foster low selfesteem because one may compare oneself to others, and there is a possibility that
one may receive negative, or no social feedback.
The examination by Barry et al. (2015) mentioned the association between
narcissism and self-esteem with the posting of self-photographs or selfies, on a
popular photo sharing social networking site such as Instagram. The study involved
128 undergraduate students (19 males, 109 females) ranging in age from 18 to 43.
The study revealed that a relatively high proportion of selfies that were oriented
15
towards highlighting physical appearance was more common in individuals with fragile
self-esteem. However, there was no significant relationship between self-esteem
levels and the number of posts of selfies. Also, it appeared that individuals with low
self-esteem may be as willing as those with high self-esteem to post selfies on social
media sites. The study revealed that a relatively high proportion of selfies that were
oriented towards highlighting physical appearance was more common in individuals
with fragile self-esteem. However, there was no significant relationship between selfesteem levels and the number of posts of selfies. It appeared that individuals with low
self-esteem may be as willing as those with high self-esteem to post selfies on social
media sites.
Social Media and Self Esteem
According to Hawi et al. (2016), who studied the relationship between selfesteem and social media among college students, they stated that, the results they
get suggested that, independently from culture and gender, there exists a negative
relationship between social media addiction and self-esteem. The connection between
social media and self-esteem is evident throughout the literature.
Synthesis of the Related Literature and Studies
The studies of Barrly et al. (2007), supported the findings of the study that
among people with low self-esteem, the proportion of selfies aimed at emphasizing
appearance was relatively high. However, there was no significant association
between self-esteem and the number of selfies posted. Also, people with low selfesteem seem to be willing to post selfies on social media sites, just like people with
high self-esteem.
Seiter et al. (2015), strengthened the findings of the study that posting a selfie
photo reflects a high level of self-esteem, and such a photo usually emphasizes an
ideal and controlled image, it can also increase self-esteem. With the aid of those
literatures, the researchers were able to identify and determine the objectives,
functions, attributes, advantages and disadvantages, and accessibility of a learning
16
management system. It also helps the researcher in developing a survey questionnaire
that will be employed in data gathering.
METHODOLOGY
This chapter presented the research methodology and describe how the
researchers’ gathered data and information that used in the entire study. The chapter
discusses the research design, participants of the study, sampling technique, sources
of data and gathering procedures and statistical treatment of data to give directions to
the research.
Research Design
The study employed a quantitative-descriptive approach to measure the
perception of users towards using social media and its impact to their self-esteem. The
researchers used correlational design to determine the self-esteem and its relationship
to the use of social media posting and interaction of the respondents. The independent
variable for the study was the use of social media, in terms of posting and feedbacks.
In the questionnaire, the independent variable consisted 11 items to measure the selfpublished image rating of the participants. The dependent variable of the study was
the self-esteem, it was consisted 10 items on the questionnaire.
Participants of the Study
The researchers used primary data gathered from the responses that came
from the selected college students who are currently enrolled at Cavite State
University-Tanza Campus. Next were given a questionnaire via Google form and
answered it. Furthermore, the researchers used convenience sampling to determine
the number of participants.
Sampling Technique
The researchers used convenience sampling method. The researcher used
this type of sampling technique because it helps them collect data by taking samples
that are conveniently located around the scope of the researchers. Cochran Formula
was utilized to develop a sample size. Convenience sampling is the most common
18
form of non-probability sampling, also they stated that it is a method where units are
selected for inclusion in the sample because they are the easiest for the researcher to
access (Manz et al., 2017).
Data Gathered
The developed questionnaire was pre-tested to 30 participants who are not
included in the study to ensure that all the items are correctly perceived by the
participants. This was done to avoid misunderstandings and distraction on the
participants. With, findings and results will be highly reliable.
The main instrument used in the study was the survey questionnaire, which
consists of four parts:
Profile of the participants. This part asked for the name, which is optional.
Social media interactions. This part of the questionnaire includes the social
media application that most commonly used, hours spent on browsing it.
Self-published image rating. This part of the questionnaire includes the
student’s perception in terms of social media posting and feedback.
Level of self-esteem. This part of the questionnaire includes the participant’s
level of self-esteem in means of the Rosenberg Self-Esteem Scale.
By gathering the information, the researchers determined if there is a significant
relationship between student’s perceptions in social media posting to the level of their
self-esteem.
Statistical Treatment of Data
The data were analyzed using statistical tools such as frequency counts
percentage, means, and Pearson-r coefficient where;
Frequency count was used by the researcher in the analysis of the data profile
of the respondents, mean is a calculated central value of a set of numbers and this is
the average of the numbers.
In determining the level of self-published image rating, the means were
interpreted using the scale below.
19
Table 1. Numerical interpretation for the self-published image rating
MEAN
DESCRIPTIVE LEVEL
VERBAL INTERPRETATION
This means that the student’s level
on image rating is very high.
4.21 – 5.00
Always
This means that the student’s level
Often
3.41 – 4.20
on image rating is above average.
This means that the student’s level
2.61 – 3.40
Sometimes
on image rating is average.
This means that the student’s level
Seldom
on image rating is below average.
1.81 – 2.60
This means that the student’s level
Never
on image rating is very low.
1.00 – 1.80
On the other hand, in determining the level of self-esteem assessment the
means were interpreted using the scale below.
Table 2. Numerical interpretation for the self-esteem assessment questionnaire
MEAN
DESCRIPTIVE LEVEL
VERBAL INTERPRETATION
This means that the students’ level of
4.21 – 5.00
Always
self-esteem is very high.
This means that the students’ level of
3.41 – 4.20
Often
self-esteem is high.
This means that the students’ level of
2.61 – 3.40
Sometimes
self-esteem is inflated.
This means that the students’ level of
1.81 – 2.60
Seldom
self-esteem is low.
This means that the students’ level of
1.00 – 1.80
Never
self-esteem is very low.
In the same way, in determining the participant’s level of self-esteem on using
social media posting it used the Rosenberg self-esteem scale to interpret the results.
20
Table 3. Numerical interpretation for participant’s level of self-esteem on using social
media posting using Rosenberg self-esteem scale
MEAN
VERBAL INTERPRETATION
26 - 30
This means that the students’ level of self-esteem is high level
This means that the students’ level of self-esteem is normal
15 - 25
level.
Below 15
This means that the students’ level of self-esteem is low level.
Similarly, in determining the relationship between social media and selfesteem, Table 4 were used to interpret the r-value and p-value.
Table 4. Numerical interpretation in relationship between social media and self-esteem
using r-value and p-value
MEAN
VERBAL INTERPRETATION
±0.90 to ±1.0
This means that the relationship between social media and selfesteem using r-value and p-value is very high
positive/negative correlation.
This means that the relationship between social media and self±0.70 to ±0.90
esteem using r-value and p-value is high positive/negative
correlation.
±0.50 to ±0.70
This means that the relationship between social media and selfesteem using r-value and p-value is moderate positive
positive/negative correlation.
This means that the relationship between social media and self±0.30 to ±0.50
esteem using r-value and p-value is low positive/negative
correlation.
This means that the relationship between social media and self±0.00 to ±0.30
esteem using r-value and p-value is very low
positive/negative correlation.
Pearson’s product moment correlation (r) was used to determine the significant
relationship between student’s perceptions in social media posting towards to the level
of self-esteem. According to Obilor & Amadi (2018), the Pearson’s product moment
correlation
coefficient
is
a
measure
of
the
strength
and
direction
of
association/relationship that exists between two variables measured on at least an
interval scale.
The Pearson correlation coefficient or as it denoted by r is a measure of any linear
trend between two variables. The value of r ranges between −1 and 1. When r = zero, it
means that there is no linear association between the variables. A Pearson’s correlation
21
attempts to draw a line of best fit through the data of two variables, and the Pearson’s
correlation coefficient, r, indicates how far away all these data points are from this line
of best fit.
Validation of Research Instruments
The researchers sent the initial instruments with validation rating scale to three
(3) experts from different fields of expertise through email to assess its validity. The
total of items of initial instruments for both the two variables was 21. Minor revisions of
grammar and terminologies undergone, ending the instrument for the dependent
variables are 11 while the instrument for independent variables is 10. The content of
the research instrument has been checked and validated of its physical appearance
and was evaluated to be appropriate, substantive and ready for implementation.
Reliability Analysis
The survey type questionnaire was distributed and respond by thirty
participants, who are not included in the study. The Cronbach’s alpha reliability
coefficient was used to determine its internal consistency before it was administered
to the actual participants. Theoretically, Cronbach’s alpha results should give a number
from 0 to 1, but a negative number as well. A negative number indicate that there is
wrong or flawed within the data due to neglecting to reverse score some items. A
Cronbach’s alpha of 0.70 or higher is considered to be satisfactory, .80 is consider to
be superior and .90 or higher is considered to be the highest (Statistics Solutions,
2023).
Table 5. Internal consistency result of survey questionnaire
COMPONENT OF THE
CRONBACH’S
LEVEL OF INTERNAL
RESEARCH INSTRUMENT
ALPHA VALUE
CONSISTENCY
Level of self-published image
rating of the respondents
0.7309
Reliable internal
consistency
Level of self-esteem
assessment of the respondents
using the Rosenberg SelfEsteem Scale
0.3662
Rather reliable internal
consistency
22
Cronbach's alpha was applied to measure the reliability index of the research
instrument. The findings show that the internal consistency reliability of “Level of selfpublished image rating of the respondents” part of research instrument has reliable
internal consistency (r=0.7309). In addition, at the “Level of self-esteem assessment
of the respondents using the Rosenberg Self-Esteem Scale” part of research
instrument also has rather reliable internal consistency only (r=0.3662). Therefore, it
reached the basic threshold for reliability and had accepted internal consistency.
Reliability of the Research Instruments
Before the implementation of the data gathering, the questionnaire was
administered to 30 respondents, who are not included in the study, to determine its
internal consistency before it was administered to the target participants. It was
administered through Google Form and was computed using the Cronbach’s Alpha
Level of Internal Consistency. The adopted researcher instruments have been
checked by three validators with expertise in the field of psychology and validated of
their physical appearance, and content and were evaluated to be appropriate,
substantive and ready for implementation.
Ethical Consideration
To ensure the highest standards for research in psychology, the researcher will
adhere to the principles, specifications, and morals in research set by the
Psychological Association of the Philippines (PAP), as discussed in its Code of Ethics
for Philippine Psychologists (PAP 2009). Moreover, the research will be reviewed by
the University Ethics Review Board (ERB) to guarantee the safeguard of research
participants as they engage themselves in the conduct of the study. The researcher
will ensure that all measures and safeguards will be implemented to ensure the
confidentiality of the results, in compliance with the Data Privacy Act of 2012. With the
unexpected pandemic situation, copies of the informed consent will also be individually
sent to all research participants through their own social media accounts.
RESULTS AND DISCUSSION
This chapter presents the analysis of data and the corresponding interpretation
and discussion of findings based approximately on the statement of the problems. The
data were gathered from the personal appointments with the respondents. Data were
presented in corresponding graphs and tables in order and sequence of the questions
raised in the study.
Profile of the Respondents
The profile of the participants was collected through the survey type
questionnaire using Google forms that were distributed to them. The data included the
name of the participants which is optional for them to have a data privacy that is written
on the Ethical Consideration.
Social Media Applications
Figure 2 revealed that the most used social media application by the
participants belong to Facebook which comes in the first spot having a frequency of
100. Apart from being the medium for expression of opinion and platform for sharing
of knowledge and moments, Facebook has also reduced distances by making people
feel more connected and helped them build new relationships and maintain the existing
ones (Ellison et al., 2007). Inclined to the study, the above figure shown that the
Facebook is the most commonly used application of the participants in terms of social
media posting and feedbacks.
At last, Messenger comes in second with a frequency of 93. It was then
followed by YouTube with a frequency of 77, Instagram with a frequency of 69 and
TikTok with 67 frequencies. Lastly, Twitter got the lowest frequency of 37 which implies
that it is the least known social media application.
24
Figure 2. Most commonly used social media applications
Figure 3 presents the participants’ hours being spent in browsing social media.
4 to 6 hours are the most common hours the participants spent their time browsing
social media with a frequency of 35. It has shown that this hour was the most spent on
using social media in terms of posting and feedbacks of the selected participants.
Followed by 1 to 3 hours with a frequency of 32 and a frequency of 20 is indicating that
participants spent 7 to 9 hours browsing social media. Lastly, 10 hours and above got
a frequency of 13.
25
Figure 3. Hours spent on browsing social media
Level of Self-Esteem of the Participants
The table below illustrates the participants’ level of self-esteem on social media
posting using the Rosenberg Self-Esteem scale. With the highest mean of 3.94
followed by a mean score ranging from 3.53 to 3.93 were all interpreted as high level
of self-esteem. It was perceived that participants have a lot of good qualities and they
do not have much to be proud of have a mean value of 3.22 to 3.39 which was
interpreted as inflated level of self-esteem. Overall, a mean of 3.61 was recorded and
was interpreted as high level of self-esteem.
26
Table 6. Participants’ level of self-esteem on social media posting
STATEMENT
MEAN
VERBAL INTERPRETATION
1. I feel that I am a person who
3.57
Inflated level of self-esteem
has worth or at least on an
equal plane to others.
2. I feel that I have a lot of good
3.39
Inflated level of self-esteem
qualities.
3. At some point I tend to feel
3.62
Inflated level of self-esteem
like a failure.
4. I believe that I can do things
3.65
Inflated level of self-esteem
like most other people.
5. I feel like I do have much to
3.22
Inflated level of self-esteem
be proud of.
6. I have a positive attitude
3.62
Inflated level of self-esteem
towards myself.
7. I feel satisfied with what I
3.93
High level of self-esteem
have right now.
8. I wish I could have more
3.94
High level of self-esteem
respect for myself.
9. I certainly feel useless at
3.68
Inflated level of self-esteem
some time.
10. At times I think I am no
3.53
High level of self-esteem
good at all.
TOTAL
3.61
HIGH LEVEL OF SELF-ESTEEM
Table 7 shows the participants’ level of self-esteem on social media posting
using the Rosenberg Self-Esteem Scale. With an average of 20.05 and a verbal
interpretation of normal level of self-esteem, this means that the participants who have
a normal level of self-esteem tend to love and accept themselves. They have the
confidence to surpass every challenges. Participants benefit from having a normal
level of self-esteem from being able to be their real self without the fear of being judged.
Table 7. Participants’ level of self-esteem on social media posting using Rosenberg
self-esteem scale
Level of Self-Esteem
Frequency
High level of self-esteem
Normal level of selfesteem
15
Low level of self-esteem
20
TOTAL
100
Average
Verbal
Interpretation
20.05
Normal level of selfesteem
65
27
Level of Self-Published Image of the Participants
Based on the table shown below, it illustrates the level of Self-Published Image
Rating of the participants and their interaction in using social media. With the highest
mean score of 4.19, participants posted their photos/videos when attending special
occasions were interpreted as a very high level of self-published image rating. It was
asserted that the respondents chose specifically the place or venue for memorable
and important occasions or events to photograph and share to make them look classy
or to create a good impression to other persons, based on high standard of lifestyle as
captured by the images being posted and these, the respondents most likely do most
of the time (Limcujo et al., 2016).
Followed by a mean score between 3.45 to 3.84, where participants were using
a filter to enhance their photo/video before posting it and they enjoyed receiving
compliments from people who appreciated their profile picture was interpreted that the
student’s level on image rating was above average. On the other hand, statements
with an average mean between 2.73 to 3.26 were all interpreted that the student’s level
on image rating was average level. A mean of 2.32 to 2.38 were interpreted as
student’s level on image rating was below average. Lastly, participants who posted a
photo/video of the latest or branded gadget got the lowest mean score of 1.86 was
interpreted as very low, this simply means that participants did not show any
interactions at all. These findings denote that the respondents do not engage or
participate in such kinds of activities in Facebook, in order to probably protect
themselves or their image to others (Limcujo et al., 2016).
Overall, a mean of 2.92 was recorded and was interpreted that student’s level
on self-published image rating was average which implies that participants' level of
interaction in using social media is not affecting them. According to Cingel (2022), he
stated that social media use does not affect self-esteem for the majority of users, while
small minorities experience either positive or negative effects, as evidenced by recent
research calculating person-specific within-person effects.
28
Table 8. Level of self-published image rating of the participants mean value
STATEMENT
MEAN
VERBAL INTERPRETATION
1.
I enhance
my
3.45
Above average
photo/video by using a filter
before posting it.
2. I post photo/video of myself in
2.81
Average
fashionable or with expensive
clothes.
3. I post good photo/videos
4.19
Very high
during special occasions.
4. I feel more popular when I get
2.73
Average
likes, comments, followers and
subscribers.
5. I post photo/video of latest or
1.86
Below average
“branded” gadgets.
6.
I enjoy
receiving
3.84
Above average
compliments from people who
appreciates my profile.
7. I prefer to post my status in
3.04
Average
English to express my feelings.
8. I erase the negative
2.32
Below average
comments
on
my
own
photos/videos or status.
9. I post photo/video of an
2.35
Below average
expensive food I consume.
10. I post photos/videos with
2.38
Below average
catchy captions or trending
hash tags.
11. I feel glad when someone
3.26
Average
notices my new posted status.
TOTAL
2.92
AVERAGE
Relationship of Social Media and Self-Esteem
As shown in Table 9, the participants have obtained a Pearson coefficient value
of 0.41. A value of 0.041 indicates very low positive correlation or association between
the two variables. Null hypothesis is being rejected which means that there is a
significant correlation between social media postings and self-esteem among the
students of Cavite State University-Tanza Campus. As the researchers concluded, the
results may vary based upon the participants. An individual's self-esteem reflects the
way others perceive and value them (Heatherton et al., 2003). As outline above, social
media use will likely affect appearance but an opposite direction of influence is also
viable.
29
Table 9. Relationship between social media and self-esteem using r-value and p-value
rVerbal
Variable
Remarks
Decision
p-value
value
Interpretation
Relationship
Very Low
between social
Reject Null
Significant
0.205
0.41
Positive
media posting
Hypothesis
Relationship
Correlation
and self-esteem
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary of the study, the conclusion drawn, and the
recommendations made regarding to the assessment on the relationship between
social media posting and self-esteem.
Summary
The purpose of this study is to determine the relationship between social media
posting and self-esteem. Thus, this study aims to (1) assess the student’s perceptions
in relation to interactions (postings and feedbacks) in using social media platforms; (2)
identify the level of self-esteem of the selected college students; (3) determine the
relationship between social media interactions and self-esteem. This study employed
a quantitative-descriptive with correlational approach to measure the perception of
users towards using social media and its impact to their self-esteem. The researchers
of this study adapted two survey questionnaires. The first is from Limcujo et al., (2016),
with their study entitled “Self-Published Image Rating on Self-Esteem Assessment of
the University of the Immaculate Conception College Students''. The second is from
Aoife Gilbert (2019) entitled “The Impact of Social Media Use on the Self-Esteem
Levels of Its Users”. This research administered survey among one hundred (100)
participants, the researchers used a convenience sampling method and the data were
analyzed using statistical tools such as frequency counts, mean, and Pearson-r
coefficient.
As a result, the researchers found out that Facebook is the most commonly
used social media application with a frequency of 100. In addition to the data collected,
the level of self-published image rating got an overall mean of 2.93 which was
interpreted as average. Regarding the assessment using the Rosenberg Self-Esteem
Scale, it got a mean of 3.61 which interpreted that the students’ level of self-esteem
31
was high. The participants obtained a Pearson coefficient value of 0.41; this indicates
a correlation or association between the two variables. Null hypothesis is rejected
which means that there is a correlation between social media postings and self-esteem
among the students.
Conclusion
After the series of analyzing the results, the following conclusions were drawn:
1. The assessment on student’s perception done by the
researchers was interpreted as average which indicates that
social media activities are manifested by the participants.
2. Students obtained to have a high self-esteem and it was
interpreted that the participants have a normal level of selfesteem.
3. Lastly, the participants obtained a correlation or association
between the two variables. Alternative hypothesis is acc which
means that there is a correlation between social media postings
and self-esteem among the students, as outlined above, social
media use will likely affect appearance but an opposite direction
of influence is also viable.
Recommendations
In the light of the results of the study, the following recommendations are
hereby made:
1. In this study, it is recommended that future researchers better
analyzation on the student’s perception of using social media
platforms regarding the level of their self-esteem. This study will be
useful to those who will conduct similar studies, and it will create
meaningful research that will help them understand someone’s
perception of the level of their self-esteem.
32
2. Future studies should include a more efficient way of assessing
social media platforms. It should also look into the difference in
social media use between males and females, as females may be
more influenced by social media than males.
3. Participating in webinars or seminars related to social media posting
will highlight the importance of why the concepts of self-esteem
should be studied as this will be beneficial to the participants by
raising their awareness of the level of their self-esteem through
social media.
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APPENDICES
Appendix 1. Letter of request
38
Republic of the Philippines
CAVITE STATE UNIVERSITY
Tanza Campus
Ph. 2, Bahay Katuparan, Bagtas, Tanza, Cavite
🕾 (046) 414 – 3979
www.cvsu.edu.ph
General and Teacher Education Department
LETTER OF REQUEST
MS. NOEMI A. PERIDA
School Registrar
Cavite State University
Dear Madam:
Greetings!
The undersigned are fourth year students of Cavite State University–Tanza
Campus and are currently conducting our thesis entitled, “LET ME TAKE SELFIE:
STUDENT’S PERCEPTIONS ON THE RELATIONSHIP BETWEEN SOCIAL MEDIA
POSTING AND SELF-ESTEEM”, as part of our requirements in the program, Bachelor
of Science in Psychology. Part of activities towards the completion of the said study is
to collect data from selected students in the campus.
In this regard, we would like to request your good office the total number of enrolled
students from 1st year to 4th year in all program offerings at Cavite State UniversityTanza Campus.
Thank you very much for your kind approval and endorsement of this request.
Very respectfully yours,
CARLA MAE Q. NECOLAS
JOANNA MARIE H. SAQUI
Researchers
Recommending Approval:
PROF. MILDRED A. SEBASTIAN
Research Adviser
Appendix 2. Research instrument
39
Republic of the Philippines
CAVITE STATE UNIVERSITY
Tanza Campus
Ph. 2, Bahay Katuparan, Bagtas, Tanza, Cavite
🕾 (046) 414 – 3979
www.cvsu.edu.ph
The researcher of this study adapted a survey questionnaire from Limjuco and
Vasay (2016), with their study entitled “Self-Publised Image Rating on Self-Esteem
Assessment of the University of the Immaculate Conception College Students”.
Dear Participants,
This set of questions is about your point-of-view/s regarding your account and
social media platforms mentioned in this thesis. The first few questions ask about your
personal information followed by the survey proper. Your participation in this survey is
voluntary and all answers will be kept confidential. The researchers of this study are
hoping that the information that would be gathered from this survey will help the
researchers understand your situation in your respective institution.
Part I. Profile of the Respondents
1.1. Name ____________ (optional)
1.2. Sex ________
1.3. Age Brackets:
o 18-20 yrs.old
o 21-23 yrs.old
o 24-26 yrs.old
o 27 yrs. old
40
Instructions: Kindly mark (/) on the space provided. Choose at least 3 for items no. 1
and no. 2.
1. What Social Media applications do you use?
___Facebook
___Twitter
___Messenger
___Tiktok
___Instagram
___Youtube
_______ others (Please Specify)
2. Which Social Media platform do you spend most of the time with?
___Facebook
___Twitter
___Messenger
___Tiktok
___Instagram
___Youtube
_______ others (Please Specify)
3. How many hours do you spend browsing social media in a day?
___1 to 3 hours
___ 7 to 9 hours
___4 to 6 hours
___ 10 hours and above
41
Part II. Level of self-esteem assessment of the respondents
Instructions: Kindly choose the box that corresponds to your answer. Use the scale
as given.
5= Always
STATEMENTS
1. I enhance my
photo/video by using a
filter before posting it.
2. I post photo/video
of
myself
in
fashionable or with
expensive clothes.
3. I feel better when I
get positive comments
from others.
4. I feel more popular
when I get likes,
comments, followers
and subscribers.
5. I post photo/video of
latest or “branded”
gadgets.
6. I enjoy receiving
compliments from
people who appreciate
my profile picture.
7. I prefer to post
my
status
in
English to express
my feelings.
8. I erase the negative
comments on my own
photos/videos or
status.
9. I post photo/video of
an expensive food I
consume.
10.
I
post
photos/videos with
catchy captions or
trending hash tags.
11. I feel glad when
someone notices my
new posted status.
4 = Often
3 = Sometimes
2 = Seldom
1 = Never
Sometime
Always
Often
Seldom
s
(5)
(4)
(2)
(3)
Never
(1)
42
Part III: Level of self-published image rating of the respondents
Instructions: Kindly choose the box that corresponds to your answer. Use the scale
as given image rating of the respondents.
5 = Always
4 = Often
3 Sometimes
2= Seldom
1 = Never
Always
Often
Sometimes
Seldom
STATEMENTS
(5)
(4)
(3)
(2)
1. I feel that I am a
person who has worth
or at least on an equal
plane to others.
2. I feel that I have a
lot of good qualities.
3. At some point I tend
to feel like a failure.
4. I believe that I can
do things like most
other people.
5. I feel like I do not
have much to be
proud of.
6. I have a positive
attitude
towards
myself.
7. I feel satisfied with
what I have right now.
8. I wish I could have
more
respect
for
myself.
9. I certainly feel
useless at some time.
10. At times I think I
am no good at all.
Never
(1)
Appendix 3. Sample raw data
Part I. Profile of the Respondents
Part II. Social Media Interaction
43
44
Part III. Level of self-published image rating of the respondents.
45
46
47
48
Part IV. Level of self-esteem assessment of the respondents using the Rosenberg
Self-EsteemScale
49
50
51
52
Part I. Profile of the Respondents
Part II. Social Media Interaction
53
Part III. Level of Self-Published Image Rating
54
55
56
57
Part IV. Level of self-esteem assessment of the respondents using the Rosenberg Self
Esteem
Scale
58
59
60
Appendix 4. Program of work
61
Republic of the Philippines
CAVITE STATE UNIVERSITY
Tanza Campus
Ph. 2, Bahay Katuparan, Bagtas, Tanza, Cavite
🕾 (046) 414 – 3979
www.cvsu.edu.ph
General and Teacher Education Department
PROGRAM OF WORK
Name of Researcher(s)
:
Degree/ Course
Title of Study
:
:
ACTIVITY
CARLA MAE Q. NECOLAS
JOANNA MARIE H. SAQUI
Bachelor of Science in Psychology
LET ME TAKE SELFIE: STUDENT’S
PERCEPTIONS ON THE RELATIONSHIP
BETWEEN SOCIAL MEDIA POSTING
AND SELF-ESTEEM
Title Proposal
Activity Planning
Proposal Drafting
Outline Proposal
TARGET
DATES
Mar. 08, 2022
Apr. 05, 2022
May 06, 2022
Sept. 06, 2022
Data Gathering Review
Manuscript Preparation
Oct. 25, 2022
Nov. 14, 2022
Final Oral Defense
Dec. 07, 2022
Manuscript Review
Jan. 09, 2023
EXPECTED
OUTPUTS
Approved Title
Program of Work
Accepted Proposal
Approved Outline
Proposal
Data Collected
Analyzed
Data/Summary
Research Study
Approved
Final Manuscript
DATE
COMPLETED
Mar. 31, 2022
Apr. 25, 2022
June 03, 2022
Sept. 30, 2022
Nov. 30, 2022
Dec. 09, 2022
Dec. 14, 2022
Mar. 27, 2023
APPROVED:
MILDRED A. SEBASTIAN ____
Thesis Adviser
Date
JOHN DANIEL V. CAP-ATAN ____
Technical Critic
Date
MILDRED A. SEBASTIAN ____
Research Coordinator Date
MILDRED A. SEBASTIAN
Department Chairperson
TITA C. LOPEZ, PhD
Campus Administrator
____
Date
_____
Date
Appendix 5. Gantt chart of activities
62
Republic of the Philippines
CAVITE STATE UNIVERSITY
Tanza Campus
Ph. 2, Bahay Katuparan, Bagtas, Tanza, Cavite
🕾 (046) 414 – 3979
www.cvsu.edu.ph
General and Teacher Education Department
GANTT CHART OF ACTIVITIES (2022-2023)
Name of Researcher(s)
:
Degree/ Course
Title of Study
:
:
CARLA MAE Q. NECOLAS
JOANNA MARIE H. SAQUI
Bachelor of Science in Psychology
LET ME TAKE SELFIE: STUDENT’S
PERCEPTIONS ON THE RELATIONSHIP
BETWEEN SOCIAL MEDIA POSTING
AND SELF-ESTEEM
1
March
2022
2 3
1
August
2022
2 3
ACTIVITY
April
2022
2 3
4
1
4
4
September
2022
1 2 3 4
1
May
2022
2 3
4
Title Proposal
Activity Planning
Proposal Drafting
Outline Proposal
Data Gathering
Manuscript Preparation
Final Oral Defense
Manuscript Review
ACTIVITY
Title Proposal
Activity Planning
Proposal Drafting
Outline Proposal
Data Gathering
Manuscript Preparation
Final Oral Defense
Manuscript Review
October
2022
1 2 3 4
63
ACTIVITY
November
2022
1 2 3 4
December
2022
1 2 3 4
February
2023
1 2 3 4
March
2023
2 3
April
2023
2 3
May 2023
Title Proposal
Activity Planning
Proposal Drafting
Outline Proposal
Data Gathering
Manuscript Preparation
Final Oral Defense
Manuscript Review
ACTIVITY
1
4
1
4
1
2
3
Title Proposal
Activity Planning
Proposal Drafting
Outline Proposal
Data Gathering
Manuscript Preparation
Final Oral Defense
Manuscript Review
APPROVED:
MILDRED A. SEBASTIAN
Thesis Adviser
_____
Date
JOHN DANIEL V. CAP-ATAN ____
Technical Critic
Date
MILDRED A. SEBASTIAN
Department Chairperson
_____
Date
MILDRED A. SEBASTIAN
Research Coordinator
TITA C. LOPEZ, PhD _____
Campus Administrator Date
_____
Date
4
Appendix 6. Certification from statistician
64
Republic of the Philippines
CAVITE STATE UNIVERSITY
Tanza Campus
Ph. 2, Bahay Katuparan, Bagtas, Tanza, Cavite
🕾 (046) 414 – 3979
www.cvsu.edu.ph
General and Teacher Education Department
CERTIFICATION
October 25, 2022
To whom it may concern:
This is to certify that the undergraduate research study of Carla Mae Q.
Necolas and Joanna Marie H. Saqui whose thesis entitled “Let Me Take a Selfie:
Student’s Perception on the Relationship between Social Media Posting and
Self-Esteem” has been analyzed statistically by the undersigned.
JAY VEE L. LACOSTALES
Statistician
65
Republic of the Philippines
CAVITE STATE UNIVERSITY
Tanza Campus
Ph. 2, Bahay Katuparan, Bagtas, Tanza, Cavite
🕾 (046) 414 – 3979
www.cvsu.edu.ph
General and Teacher Education Department
CERTIFICATION
December 1, 2022
To whom it may concern:
This is to certify that the undergraduate research study of Carla Mae Q.
Necolas and Joanna Marie H. Saqui whose thesis entitled “Let Me Take a Selfie:
Student’s Perception on the Relationship Between Social Media Posting and
Self-Esteem” has been analyzed statistically by the undersigned.
CAMILLE C. SORETA, Rpm
Statistician
Appendix 7. Certification from English critic
66
Republic of the Philippines
CAVITE STATE UNIVERSITY
Tanza Campus
Ph. 2, Bahay Katuparan, Bagtas, Tanza, Cavite
🕾 (046) 414 – 3979
www.cvsu.edu.ph
General and Teacher Education Department
To whom it may concern:
This is to certify that Carla Mae Q. Necolas and Joanna Marie H. Saqui whose
thesis study entitled “Let Me Take a Selfie: Student’s Perception on the
Relationship Between Social Media Posting and Self-Esteem” has been edited by
the undersigned as English Critic.
RITCH M. BANATE
Accredited English Critic
Appendix 8. Routing slip
67
Republic of the Philippines
CAVITE STATE UNIVERSITY
Tanza Campus
Ph. 2, Bahay Katuparan, Bagtas, Tanza, Cavite
🕾 (046) 414 – 3979
www.cvsu.edu.ph
General and Teacher Education Department
Name of Student/s
Type of Study
Title of Study
ROUTING SLIP*
: CARLA MAE Q. NECOLAS
JOANNA MARIE H. SAQUI
:
Thesis
EDP
Field Study
Project Design
LET ME TAKE SELFIE: STUDENT’S PERCEPTIONS OF THE
: RELATIONSHIP BETWEEN SOCIAL MEDIA POSTING AND
SELF-ESTEEM
DATE
RECEIVED
DATE
RELEASED
MILDRED A SEBASTIAN
Thesis Adviser
JOHN DANIEL V. CAP-ATAN
Technical Critic
MILDRED A. SEBASTIAN
Thesis Instructor
MILDRED A. SEBASTIAN
Department Chair
RITCH M. BANATE
English Critic
MILDRED A. SEBASTIAN
Research Coordinator
DR. TITA C. LOPEZ, Phd
Campus Administrator
*Manuscript must be released at most one (1) week after receipt.
**Manuscripts with corrections must be submitted along with previously corrected paper
REMARKS
Appendix 9. Certificate of completion
68
Republic of the Philippines
CAVITE STATE UNIVERSITY
Tanza Campus
Ph. 2, Bahay Katuparan, Bagtas, Tanza, Cavite
🕾 (046) 414 – 3979
www.cvsu.edu.ph
General and Teacher Education Department
CERTIFICATE OF COMPLETION
December 14, 2022
To Whom It May Concern:
This is to certify that Carla Mae Q. Necolas and Joanna Marie H. Saqui
successfully defended their thesis entitled Let Me Take a Selfie: Student’s
Perception on the Relationship Between Social Media Posting and Self-Esteem
on December 14, 2022 at the Faculty of Cavite State University-Tanza Campus.
APPROVED:
_______________________
MILDRED A. SEBASTIAN
____
Research Adviser
Date
________________________
JOHN DANIEL V. CAP-ATAN
Technical Critic
____
Date
_______________________
MICAH M. SANCHEZ
____
Panelist
Date
________________________
MARK JOEL C. SIBULO
Panelist
____
Date
_______________________
ESTELITA A. VILLA
____
Panelist
Date
________________________
MILDRED A. SEBASTIAN
Research Coordinator
____
Date
_______________________
MILDRED A. SEBASTIAN
____
Department Chairperson
Date
________________________
TITA C. LOPEZ, PhD
Campus Administrator
____
Date