Students' Social Media and Online Games Engagement

i
STUDENTS’ SOCIAL MEDIA AND ONLINE GAMES ENGAGEMENT
IN RELATION TO PSYCHOSOCIAL WELL-BEING
A Thesis Presented to
the Faculty of Graduate School
Misamis University
Ozamiz City
In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education
Major in Guidance and Counseling
by
DARYL P. GALVE
October 2018
ii
APPROVAL SHEET
This thesis entitled, “STUDENTS’ SOCIAL MEDIA AND ONLINE GAMES

ENGAGEMENT IN RELATION TO PSYCHOSOCIAL WELL-BEING,” prepared
and submitted by Daryl P. Galve, in partial fulfillment of the requirements for the degree
of Master of Arts in Education major in Guidance and Counseling, has been examined
and is recommended for acceptance and approval for Oral Examination.
EDEN A. NERI, MAEd, RGC

Adviser
Approved by the Thesis Committee on Oral Examination with a grade of Passed.
CYNTHIA S. SUPERABLE, EdD, DScN

Chairman
GENELYN R. BALUYOS, MAEd HAYDEE D. VILLANUEVA, MAEd

Member Member
PERLITO D. JOMUAD, EdD

Member
Accepted and approved in partial fulfillment of the requirements for the degree
Master of Arts in Education major in Guidance and Counseling.
Comprehensive Examination passed on March 17-18, 2018.
CYNTHIA S. SUPERABLE, EdD, DScN

Dean, Graduate School
Date: October 2018

iii
ACKNOWLEDGMENT
The researcher would like to extend appreciation to the following for the
contribution given leading to the success of the research undertaking:
The Divine Providence, for the gift of wisdom which enabled the researcher to seek
for professional advancement;
The Commission on Higher Education (CHED), for the privilege given to the
researcher as a recipient of the K to 12 Transition Program Scholarship allowing him to
pursue the Master’s degree;
Prof. Eden A. Neri, his adviser, for the guidance given leading to the
accomplishment of the research;
Dr. Perlito D. Jomuad, Prof. Haydee D. Villanueva, and Prof. Genelyn R. Baluyos,
the panel members, for the insightful comments and constructive criticism given leading
to the betterment of the paper;
The respondents of the study, for the time extended in answering the research
instruments; and
Other individuals not specifically mentioned in this paper, for the assistance
provided for the accomplishment of this painstaking work.
Daryl
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DEDICATION
This thesis is sincerely dedicated to
My ever supportive future wife Geraldine Baguio;
My loving mother Virginita B. Galve and supportive father Jonaler D. Galve,
Who serve as my inspiration to pursue this research; and
Above all, the Almighty God, JESUS CHRIST,
for His unconditional love, strength, and power
Which enabled me to accomplish this research undertaking.
Daryl
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ABSTRACT
Social media and online games are viewed as growing and popular means of
communication and entertainment, especially to the young generation. This study
determined the social media and online engagement of 156 Senior High School students in
relation to their psychosocial well-being. It was conducted in Philippine Advent College in
Sindangan, Zamboanga del Norte. The respondents were selected through stratified
sampling. This study used the descriptive - correlational research design. The instruments
used in gathering the data were the researcher-made Students’ Social Media Engagement,
Students’ Online Game Engagement Questionnaire, and Students’ Psychosocial Well-
Being Questionnaire. Mean, Standard Deviation, and Pearson Product-Moment
Correlation Coefficient were used in analyzing the data gathered. Results revealed that the
respondents were engaged in social media. The respondents had a good level of
psychosocial well-being. Social media engagement had a highly significant effect on the
social well-being of the students and a significant effect on the cognitive well-being. The
study also revealed that the students were less engaged in online games. The engagement
in online games highly influenced the cognitive and the emotional well-being of the
students. Thus, social media and online games engagement can affect the students in varied
ways and at the different levels.
Keywords: engagement, internet, games, social media, well-being

vi
TABLE OF CONTENTS
Page
TITLE PAGE . . . . . . . . . . i
APPROVAL SHEET . . . . . . . . . ii
ACKNOWLEDGMENT . . . . . . . . iii
DEDICATION . . . . . . . . . iv
ABSTRACT . . . . . . . . . . v
TABLE OF CONTENTS . . . . . . . . vi
LIST OF TABLES . . . . . . . . . ix
LIST OF FIGURE . . . . . . . . . x
Chapter
1 GENERAL INTRODUCTION . . . . . . 1
Theoretical Framework . . . . . . 4
Conceptual Framework . . . . . . 6
General Objectives of the Study . . . . . 9
REFERENCES . . . . . . . . 10
2 SOCIAL MEDIA ENGAGEMENT AND STUDENTS’
PSYCHOSOCIAL WELL-BEING . . . . . . 15
ABSTRACT . . . . . . . . 15
INTRODUCTION . . . . . . . 16
Objectives of the Study . . . . . . 18
METHODS . . . . . . . . 19
Research Design . . . . . . 19
Research Setting . . . . . . . 19
Respondents of the Study . . . . . . 19
Instruments . . . . . . . 20
vii
Data Collection . . . . . . . 21
Ethical Considerations . . . . . . 22
Data Analysis . . . . . . . . 22
RESULTS AND DISCUSSION . . . . . . 22
Students’ Social Media Engagement . . . . 22
Level of Students’ Psychosocial Well-Being . . . 24
Significant Relationship between the Students’ Social

Media Engagement and Psychosocial Well-Being . . . 26
CONCLUSION AND RECOMMENDATIONS . . . 27
REFERENCES . . . . . . . . 29
3 ONLINE ENGAGEMENT AND STUDENTS’

PSYCHOSOCIAL WELL-BEING . . . . . . 33
ABSTRACT . . . . . . . . 33
INTRODUCTION . . . . . . . 34
Objectives of the Study . . . . . . 37
METHODS . . . . . . . . 37
Research Design . . . . . . 37
Research Setting . . . . . . . 37
Respondents of the Study . . . . . . 38
Instruments . . . . . . . . 38
Data Collection . . . . . . . 40
Ethical Considerations . . . . . . 40
Data Analysis . . . . . . . . 40
viii
RESULTS AND DISCUSSION . . . . . 41
Level of the Students’ Online Games Engagement . . 41
Level of the Students’ Psychosocial Well-Being . . . 42
Significant Relationship between the Students’ Online Games

Engagement and Psychosocial Well-Being . . . 44
CONCLUSION AND RECOMMENDATIONS . . . 46
REFERENCES . . . . . . . . 47
4 SYNTHESIS OF THE STUDY . . . . . . 51
APPENDICES
Appendix A - Students’ Social Media Engagement Questionnaire . . 53
Appendix B - Students’ Online Games Engagement Questionnaire . . 54
Appendix C - Students’ Psychosocial Well - Being Questionnaire . . 55
CURRICULUM VITAE . . . . . . . . 56
ix
LIST OF TABLES
Table Page
1 Level of the Students’ Social Media Engagement . . . 24
2 Level of the Students’ Psychosocial Well-Being in Terms
of Cognitive, Social, Emotional, and Spiritual Well-Being . . 25
3 Significant Relationship between the Students’ Social Media

Engagement and Psychosocial Well-Being . . . . 27
1 Level of the Students’ Engagement in Online Games . . 42
2 Level of Students’ Psychosocial Well-Being in Terms of Cognitive,

Social, Emotional, and Spiritual Well-Being . . . . 44
3 Significant Relationship between the Students’ Online Games

Engagement and Psychosocial Well-Being . . . . 46
x
LIST OF FIGURE
Figure Page
1 Schematic Diagram of the Study . . . . 8
1
Chapter 1
GENERAL INTRODUCTION
In the Millennial generation, social media have become an almost indispensable
part of daily life, particularly among students who are generally heavy social media users.
Social media is a fast-growing and increasingly prevalent phenomenon with various
definitions (Lau, 2017). Social media refers to online tools that are designed to facilitate
the dissemination of the issues through social interaction between individuals, groups, and
organizations using the Internet and Web-based technologies to enable the transformation
of broadcast monologues (one to many) into social dialogues (many to many) (Mills &
Botha, 2012). The primary means of people’s communication, social engagement,
information seeking, and possibly, a central component of identity and community-
building is the social media exchanges ( Davis et al., 2015) since the media enables social
interaction (Khan, 2017).
The social media tools are often used synonymously with the ‘‘social media
engagement,’’ but the two are conceptually distinct. Social media refers to the multiplicity
of activities participated by any individuals in online while social media engagement refers
to the nature of cognitive and emotional absorption in the use of social media tools ( Wu
et al., 2018). Engagement is a multidimensional concept that comprises not only behavioral
(actions) but also cognitive (thoughts), and emotional (feelings) aspects (Khan, 2017).
Psychological motivation and affective state bring extra-role behaviors (Kang, 2014).
Thus, engagement as a one-way, organization-to-public activity, fosters
interconnectedness of organizations and social environment (Johnston, 2014; Taylor &

2
Kent, 2014). With the advent of smart technologies, an individual, not only possesses more
control over his immediate environment but has become an integral part of it. The internet
of things has blurred the boundary between human, technology, and environment; all three
have become parts of a larger interconnected system (Greengard, 2015).
Young adolescent and adulthood, frequently defined as the period from the late
teens through the 20s, is a critical time for self-identity construction (Villanti et al., 2017).
The vast amount of publicly available user-generated content on social media enables the
study of complex problems for which sufficient data was not available before in various
domains, such as health, politics or economics (Preoţiuc-Pietro et al., 2015). The dramatic
increase in social media use has challenged traditional social structures and shifted a great
deal of interpersonal communication from the physical world to cyberspace (Lowry,
Zhang, Wang, & Siponen, 2016). The role of social media as a conduit for useful
information during emergencies is increasingly acknowledged and accepted by the formal
response and humanitarian agencies (Goodrich & De Mooij, 2014). A longitudinal study
affirmed that excessive use of social media might increase the risk of mental health
problems and might compromise psychosocial well-being more generally (Shakya &
Christakis, 2017).
On the other hand, the first commercial online games in the early 1970s took until
the 1980s for the first reports of online game addiction to appear in the psychological and
psychiatric literature (Griffiths, 2015). In many online games, in the virtual world or some
other imagined playing space where a player of the game, one player controls one or more
player characters. The player characters can be considered in-game representations of the
controlling player (Lam et al., 2017). Online service allows more friends to participate in
3
online games. In an online session with a friend, a user is typically required to log in the
service providing the online and manually identify friends with their names or email
addresses (Smith, Belinsky, & Strahm, 2014).
The Internet addiction is defined as a loss of control over Internet-use behavior,
which leads to significant impairment in other areas of life (Keating & Can, 2016). It has
been observed that when the use of the Internet becomes excessive and problematic, there
are more tensions and these lead to the deterioration of the psychosocial well-being of
individuals (Bernal-Ruiz et al., 2017). In some Western countries, the online gaming
disorder has been recognized as a public health issue in the past few years (Saunders et al.,
2017).
Psychosocial well-being refers to inter- and intra-individual levels of positive
functioning that can include one’s relatedness with others and self-referent attitudes that
involve one’s sense of mastery and personal growth. Well-being reflects dimensions of
judgments of life satisfaction (Burns, 2015). However, schools are confronted with
problems of students' psychosocial well-being as indicated by the levels of social anxiety,
depressive symptoms, and well-being (van der Ploeget et al., 2015). Some factors are
believed to affect one’s psychosocial health, and they are grouped into external and internal
factors (Lancaster, 2016).
A number of studies stressed that excessive social media use and online games
engagement increase the risk of mental health problems and compromise the users’ well-
being. However, limited studies were conducted focusing on the influence of social media
and online games engagement on students’ psychosocial well-being. Thus, this study was
conducted to address this gap in literature.

4
The researcher observed that the Senior High School students at Philippine Advent
College Academy have been using their cellular phones during class hours despite the
school policy prohibiting the use. The students spend most of their free time accessing the
Facebook and playing online games. This observation motivated the researcher to conduct
the study.
Theoretical Framework
This study is anchored on the Social Learning Theory by Albert Bandura (1977),
Cognitive theory by Mergel (1998), Erik Erikson’s Theory of Psychosocial Development,
and Zone of Proximal Development by Vygotsky (1978). In the social learning theory,
Bandura (1977) agreed with the behaviorist learning theories of classical and operant
conditioning. However, he adds two significant ideas. Attention refers to the extent to
which individuals have exposed the behavior. The behavior is imitated and it has to grab
attention. Individuals observe many behaviors on a daily basis, and many of these are not
noteworthy. It is therefore extremely vital whether a behavior influences others imitating
it. On the other hand, Motivation entails the behavior of the person. Rewards and
punishment that follow a behavior will be considered by the observer. If the rewards
perceived to outweigh the perceived costs (if there are any), also then the behavior will be
more likely to be imitated by the observer. If the vicarious reinforcement is not seen to be
important enough to the observer, then they will not imitate the behavior.
According to Mergel (1998), the cognitivist theory is based on the thought process
behind the behavior of the individual. The process occurs inside the learner's mind
consciously. Also, it focuses on how people think, how people understand, and how people
5
know. How people think stresses how the ways of thinking will be impacted on their
behavior. How people understand pertains to the people’s understanding related to the
outside world. How people know refers to how people know a phenomenon outside the
world. The process happens in the human mind. An individual‘s cognition plays a
significant and primary role in the development and maintenance of emotional and
behavioral responses to life situation. Thus, cognitivist theory explains the mental process
and its impact or influence on the individual’s emotional and behavioral responses.
Erik Erikson’s Theory of Psychosocial Development emphasizes the sociocultural
determinants of development and presents them as eight stages of psychosocial conflicts
(often known as Erikson’s stages of psychosocial development) that all individuals have to
overcome or resolve successfully to adjust well to the environment.According to the
theory, everyone encounters a certain crisis that contributes to his or her psychosocial
growth at each stage of psychological development. Whenever an individual experiences
such a crisis, he has no choice but to face it and think of ways to resolve what he or she has
experienced. The failure to overcome such crisis may lead to a significant impact on his or
her psychosocial development. Every individual has her own unique personal identity
which can be positive or negative. The personality traits can be innate or acquired, and
they vary from one person to another based on the degree of influence that the environment
has on the individual. The bottom line is that human beings possess many characteristics
that are honed in many different aspects that eventually define who they are (Santrock,
2011).
In the zone of proximal development by Vygotsky (1978), the distance between
the actual development level is determined by independent problem solving and the level
6
of potential development as determined through problem-solving under adult guidance or
in collaboration with more capable peers. The theory tackles on the cognitive growth for
the learner, and that social interaction plays a major role in developing the cognitive ability
of the student. With the presence of the proficient persons like parents and teachers, the
learner can develop his cognitive ability. In the absence of assistance, the child’s cognitive
ability can be tested to determine whether he has achieved his potential development
through social interaction.
Conceptual Framework
Social networking site (SNS) serves as a context for social media activities, wherein
individuals debate ideas, contextualize news, and connect with like-minded individuals
(Hung, Li, & Tse, 2011; Smith & Gallicano, 2015). Social media is an integral, but largely
unexplored, part of the contemporary student experience. The ubiquity of digital
technologies and the social networking sites and applications that they administer among
the students are clear. Studies showed that students are online for many hours each day and
90 percent of all undergraduates use Facebook, just one of many social networking sites
(Dahlstrom, de Boor, Grunwald, & Vockley, 2011). Social media which facilitates the
higher-level learning outcomes via collaborative learning appears evident and supported
by studies and literature (Al-Rahmi, Othman, & Yusuf, 2015).
The unparalleled rise of social media and its rapid permeation into routine life
across the globe lately has attracted considerable attention from the research community
(Zhang, 2014). The engagement is often tied to the users’ desires to interact with friends.
For example, when students reach college, they spend countless hours on social media
7
(Junco, 2014). But, social media are used for much more than seeking information (de
Zúñiga, Molyneux, & Zheng, 2014).
Engagement is underscored by emotional attachment, dedication, and passion
(Davis Mersey, Malthouse, & Calder, 2010; Kang, 2014). Emotional attachment of
engagement was driven by positive affectivity, affective commitment, and empowerment
(Kang, 2014). Students commonly engage in the social media to increase relational
connections. On the other hand, social engagement is associated with interaction and online
support (Smith & Gallicano, 2015).
Although the number of time players spends gaming has no diagnostic value in
itself, gamers with Internet gaming disorder (IGD) spend most of their time gaming.
However, this gaming is detrimental to their physical and psychological well-being. Losing
interest in and neglecting other activities can lead to a considerable decrease in work- or
education-related performance, while their interpersonal relationships deteriorate or come
to an end (Király, Griffiths, & Demetrovics, 2015).
Next page shows the Schematic Diagram of the Study.

8
Social Media Engagement
Students’ Psychosocial Well-

Being
Online Games Engagement
Figure 1. Schematic Diagram of the Study
General Objectives of the Study
This study determined the social media and online games engagement in relation
to the psychosocial well-being of the Senior High school students at Philippine Advent
College in Sindangan, Zamboanga del Norte. The specific objectives of the study were to:
9
1. Determine the level of students’ social media engagement;
2. Determine the level of students’ online games engagement;
3. Assess the student’s psychosocial well-being as to cognitive, mental,
emotional, and spiritual well-being;
4. Explore the significant relationship between the level of the students’ social
media engagement and psychosocial well-being; and
5. Explore the significant relationship between the level of the students’ online
games engagement and psychosocial well-being.
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associated factors of internet gaming disorder among community dwelling adults
in Macao, China. Journal of Behavioral Addictions, 7(1), 62-69. Retrieved on
November 12, 2018 from https://bit.ly/2DHqWRF
14
Yang, S. U., & Kang, M. (2009). Measuring blog engagement: Testing a four-
dimensional scale. Public Relations Review, 35(3), 323-324. Retrieved on
October 26, 2018 from https://bit.ly/2qk5Jo9
Zhang, G., & Jacob, E. K. (2013). Understanding boundaries: physical, epistemological
and virtual dimensions. Retrieved on October 23, 2018 from
https://bit.ly/2CZh0lX
Zhang, Y. (2014). Social media in Asia. Retrieved on August 4, 2018 from
https://bit.ly/2M1seug
Chapter 2
STUDENTS’ SOCIAL MEDIA ENGAGEMENT IN RELATION

TO PSYCHOSOCIAL WELL-BEING
ABSTRACT
15
Social media serves as a popular medium of communication that is used by people of

different ages, including students in the secondary level. This study determined the level
of social media engagement in relation to the psychosocial well-being of Senior High
School students at Philippine Advent College. The study used the descriptive correlational
research design. The respondents of the survey were the 156 Grade 12 students identified
through stratified sampling. The questionnaires used in gathering the data were the
Students’ Social Media Engagement and Psychosocial Well-Being Questionnaires. Mean,
Standard Deviation, and Pearson Product-Moment Correlational Coefficient were used as
the statistical tools in treating the data gathered. Results revealed that the students were
engaged in social media. The students were good as to their psychosocial well-being. The
social media engagement highly influenced the social well-being of the students, and it
also influenced their cognitive well-being. Social media has effects on the users’ well-
being.
Keywords: media, networking, psychosocial, social, well-being
INTRODUCTION
Social media refers to the online devices that are designed to disseminate the
content on issues through social interaction between individuals, groups, and organizations
using the Internet and web-based technologies to enable the transformation of broadcast
monologues (one-to-many) into social dialogues (many-to-many) (Mills & Botha, 2012).
16
Social media or social networking refers to networked devices that stress the social facets
of the web use as a medium of communication, collaboration, and inventive expression
(Tezer, Taşpolat, Sami, & Fatih, 2017). This media is fundamentally scalable
communications technology that turns Internet-based communications into an interactive
dialogue platform (Montalvo, 2016).
The new source of valuable information on the Internet that may be collected to
generate messages, information, and other data is online social media. It encompasses
online media such as blogs and sub-blogs, online discussion forums, social networks, wiki
sites, online reviews on e-commerce sites, video sites, micro-blogging services, and so on
(Heath, 2014). The Internet network is increasingly used as a platform for social media
(Parsons et al., 2014).
The popular social media sites vary a lot by the level of usage in different countries
and with demographics (Chaffey, 2016). Social networks have a powerful influence on
student’s decisions (Fernández-Luque & Bau, 2015). Social media platforms provide
active communication channels during mass convergence and emergency events such as
disasters caused by natural hazards (Imran et al., 2015). However, a large number of
stakeholders (e.g., clinicians, administrators, professional colleges, academic institutions,
and ministries of health, among others) are unaware of social media’s relevance, potential
applications in their day-to-day activities, as well as the inherent risks and how these may
be attenuated and mitigated (Grajales et al., 2014).
Moreover, most Americans now receive much of their news from social media, and
all over the world. Facebook has become central to people’s experience of the world
(Sunstein, 2017). Through social media people can directly communicate with the
17
audience. The power to create the media voice is to write about people (Scott, 2015). Social
media applications are not new and that their origins can be traced back to the years after
then 2005 (Fuchs, 2017). This type of media entails an interactive network and mobile
platforms through which individuals exchange feelings, messages, ideas, photos, or videos
within a virtual network. Online social networking represents a prominent form of
communication to many people (Kemp, 2015).
Social media may be used in engaging users in creating text, images, and videos
as part of the research process. The number of people utilizing social media across nations
varies. In other countries and among the various users are now striving to develop ways of
using social media to support learning (Fuchs, 2017). Social media and social networks use
in commerce have become ubiquitous and is changing the way people communicate (Ye
et al., 2016).
The generation of students is raised in the context of digital technologies, in a world
of communication and the wide availability of information (Popescu, 2014). The use of
social media is prevalent among college students, and it is important to understand how
social media use may impact students' attitudes and behavior (Davis III et al., 2015). Social
media does not merely allow knowledge transfer, but it also facilitates students'
collaborative learning to creating understanding among students, discussion with peers,
lecturers, increase knowledge sharing and improve students’ research skills (Redecker et
al., 2010). Social media reviews dramatically impact upon student’s satisfaction
(Ramanathan, Subramanian, & Parrott, 2017).
Statistics revealed that Malaysia is one of the top five countries regarding the
number of Facebook accounts created. Social media has infiltrated the twenty-first century
18
generations of Internet users, making it a very prominent means of communications
dissemination, particularly among students at a higher level of education. Academic
activities in institutions are increasingly carried out through social networks, such as
Facebook, Twitter, and LinkedIn. These are used to connect with current and potential
students and to deliver instructional content (Al-Rahmi, Othman, & Yusuf, 2015). The
question arises about the outcomes of social media on academic performance, and the
possibility of using it is an effective pedagogical tool to improve the academic performance
of students. The use of social media has soared in popularity in recent years. Facebook has
over 1.3 billion users, while Twitter and LinkedIn users number in the hundreds of millions
(Kane, 2015).
Objectives of the Study

This study determined the level of the social media engagement and the
psychosocial well-being of the students at the Philippine Advent College, Sindangan,
Zamboanga del Norte. The specific objectives of the study were to:
1. Determine the level of the students’ social media engagement;
2. Determine the students’ psychosocial well-being as to cognitive, social,
emotional, and spiritual well-being; and
3. Explore the significant relationship between the students’ social media
engagement and the psychosocial well-being.
METHODS
Research Design
19
This study used the descriptive - correlational design. Correlational research is to
discover relationships among variables and to allow the prediction of future events from
present knowledge (Boucaud, 2017). The design was appropriate in establishing the
relationship between the social media engagement and psychosocial well-being of the
students.
Research Setting
The research was conducted at the Philippine Advent College in the Municipality
of Sindangan, Zamboanga del Norte, during the School Year 2018-2019. The Philippine
Advent College is one of the colleges in the locality. The institution serves not only the
Municipality of Sindangan, but also the other neighboring municipalities in the province.
Philippine Advent College offers elementary, secondary, Junior and Senior High School,
and tertiary levels of education.
Respondents of the Study
The respondents of the study were Grade 12 Senior High School students at
Philippine Advent College of Sindangan, Zamboanga del Norte. There were 247 Grade 12
students enrolled during the School Year 2018-2019. Out of the 247 Grade 12 students,
only 156 students served as the actual respondents and were identified through stratified
sampling.
Instruments
The following were the research instruments used in gathering the data:
A. Students’ Social Media Engagement Questionnaire

20
The instrument is a researcher-made questionnaire composed of 15 statements
which described the respondents’ engagement in social media. The instrument underwent
the validation process. It was presented to the researcher’s adviser and panel members of
the Thesis Committee. After the validation, a pilot test was conducted to establish the
reliability of the instrument, using students who were not included as actual respondents.
The reliability test yielded the Cronbach’s Alpha of 0.9012 making the questionnaire
suitable for administration to the actual respondents.
In determining the level of the students’ social media engagement, the following
scale was used:
Responses Continuum Interpretation
5 -5 hours or more a day 4.20 - 5.00 Very Highly Engaged (VHE)
4 -3 to 4 hours a day 3.20 - 4.19 Highly Engaged (HE)
3 -1 to 2 hours a day 2.61 - 3.19 Engaged (E)
2 -30 min. or less a day 1.81 - 2.60 Less Engaged (LE)
1 -Never or none at all 1.00 -1.80 Not Engaged (NE)
B. Students’ Psychosocial Well - Being Questionnaire
The instrument is a researcher-made questionnaire composed of four constructs
describing the psychosocial well-being of the respondents. The four constructs are
cognitive well-being with five statements; social well-being with five statements;
emotional well-being with five statements; and, spiritual well-being with five statements.
The instrument underwent the validation process. It was presented to the researcher’s
adviser and panel members of the Thesis Committee. After the validation, a pilot test was
21
conducted to establish the reliability of the instrument, using students who were not
included as actual respondents. The reliability test yielded the Cronbach’s Alpha of 0.8408.
In determining the level of the students’ psychosocial well-being, the following
scale was used:
4 -Strongly Agree (SA) 3.26 - 4.00 Very Good (VG)
3 -Agree (A) 2.51 -3.25 Good (G)
2 -Disagree (D) 1.76 -2.50 Fair (F)
1 -Strongly Disagree (SD) 1.00 -1.75 Poor (P)
Data Collection
Before the gathering of the data, approval for the conduct of the study was sought
from the Dean of the Graduate School of Misamis University. After determining the sample
respondents, the researcher asked permission from the President of the Philippine Advent
College for the conduct of the study. Moreover, approval was also obtained from the High
School Principal then to the school advisers and the subject teachers. Afterwards, the
researcher distributed the questionnaires to the respondents. The data gathered were then
tallied for statistical analysis. Interpretation of the results followed.
Ethical Considerations
The researcher took into consideration the ethical principles by Harriss and
Atkinson (2015). In this study, consent and voluntary participation of the respondents were
ensured. The researcher confirmed that the participants were appropriately identified,
22
approached and recruited into the study. There was explanation given for carrying out the
research on the individuals and additional measures were put in place to ensure that the
research was ethical.
Data Analysis
In analyzing the data, the following statistical tools were used:
Mean and Standard Deviation were used in determining the level of the students’
social media engagement and psychosocial well-being.
Pearson Product-Moment Correlation Coefficient was used in establishing the
relationship between the students’ social media engagement and psychosocial well-being.
RESULTS AND DISCUSSION
Students’ Social Media Engagement
Table 1 shows that the social media engagement of the students was at the engaged
level (M = 3.04; SD = 0.93). The finding means that the respondents spent significant
amount of time using their cellphones and other gadgets in accessing Facebook and other
forms of social media. The students engaged in social media on a regular or daily basis.
The study disclosed that the students engage in social media when they for different
reasons. They can be searching for spiritual quotes and insights when waiting on the
activity to start, when attending on the gathering like wedding ceremony, when watching
academic- related video lectures, and when posting photos. Moreover, the engagement of
the respondents through social media depends on their availability of time and purpose.
Social media engagement is often tied to the respondents’ desires to interact with their
friends when needed.

23
A study indicated that people communicate in direct and creative way (Smith &
Gallicano, 2015). Some students find it difficult to go about their normal lives without
making use of social media. However, concerns arise on whether or not video games -
violent or nonviolent – bring harm to the children and the adolescents who continue
engaging in social media (Ferguson, 2015). Social media challenges educators in using it
for educational instructions (Dron & Anderson, 2014).
In Sindangan Advent College, it was observed that the students would not listen to
the discussion of their teachers during class time. The students were pre-occupied chatting
and watching movies online, chatting with friends and families instead of listening, and
practicing songs even during class hours. These actions of the students had become a
common occurrence in the classroom. Despite the constant reminder of the teachers to
refrain from using gadgets while classes were ongoing, there were students who insisted in
exploring the social media.
School administrators need to impose a strict regulation on the internet connection
within the school campus so as to limit the time students spend online, especially during
class time. Teachers need to make the students understand the adverse effects of using
social media during class hours. The students be made to understand the importance of
self-discipline in the use of technological gadgets.
Table 1
Level of the Students’ Engagement in Social Media
Construct M SD
Social Media Engagement 3.04 0.93

Note: Scale: 4.20-5.0 (Very Highly Engaged); 3.20-4.19 (Highly Engaged); 2.61-3.19
(Engaged); 1.81-2.60 (Less Engaged); 1.0-1.80 (Not Engaged)
24
Level of the Students’ Psychosocial Well-Being
Table 2 shows the students’ psychosocial well-being based on the following four
constructs: cognitive well- being (M = 3.04; SD = 0.68), social well-being (M = 2.86; SD
= 0.82), emotional well-being (M = 2.70; SD = 0.42), and spiritual well-being (M = 2.63;
SD = 0.48). The data revealed that the students’ psychosocial well-being during the conduct
of the study was good (M = 2.80; SD = 0.60). This finding means that the students
generally had a desirable condition in the different aspects of their being.
The study revealed that the cognitive well-being of the students are good in terms
of thinking skills, understanding what they see, solving problems, and knowing things
through social media. When engaging in social media, the social well-being of the students
can be good since it allows them to gain more friends and connect with other people they
know. Through the use of the cellphones and other gadgets, they can easily connect without
being physically present.
The social media engagement of the students was good in terms of the emotional
well-being of the students. Emotional well-being means that the students are emotionally
mature and happy. However, they can also be insensitive to other people’s feelings, or may
easily get upset.
On the other hand, the spiritual well-being of the students refers to the desire to
attend church services, do spiritual matters, share spiritual beliefs, and address spiritual
needs. Especially with the many forms of entertainment at present, the students need to
keep the sense of spirituality as they mature as individuals. They need to appreciate the
essence of recognizing Divine presence in their lives.

25
Social media engagement may have an influence on the cognitive, social,
emotional, and spiritual well-being of the users (Johnston, 2014.) It can have a negative
impact on users’ happiness, efficiency, and well-being (Brooks, 2015). The psychosocial
well-being of the students is essential to all aspects of life since helps them improve their
critical skills in solving problems and in responding to situations. It is vital that classroom
teachers not only develop the academic learning of their students, but also help shape the
total well-being of the latter.
Table 2
Level of Students’ Psychosocial Well-Being in Terms of Cognitive,

Social, Emotional, and Spiritual Well-Being
Constructs M SD
1. Cognitive Well-Being 3.04 0.68

2. Social Well-Being 2.82 0.81
3. Emotional Well-Being 2.70 0.42
4. Spiritual Well-Being 2.63 0.48
Overall Well-Being 2.80 0.60
Note: Scale: 3.26-4.0(Very Good); 2.51-3.25 (Good); 1.76-2.50 (Fair); 1.0-1.75 (Poor)
Significant Relationship between the Students’ Social Media

Engagement and Psychosocial Well-Being
The Pearson Product-Moment Correlation Coefficient was used in determining the
significant relationship between the social media engagement and psychosocial well-being
of the respondents. As shown in Table 3, the social media engagement was highly
significant to the social well-being of the students (r- value = 0.311; p-value = 0.000) and
26
significant to the cognitive well-being (r-value = 0.173; p-value = 0.032). The findings
imply that the students’ engagement in social media affected their ways of dealing with
other people and in understanding things.
The social well-being of the students can be influenced by their social media
engagement. The students relate with their classmates and friends through the use of
cellphones and computers, whether for academic or interpersonal communication
purposes. They may also connect with their classmates for the purpose of establishing
friendship and getting updates in day-to-day undertakings. Moreover, the social media can
be the students’ means of maintaining contact with other people who are important to them,
like their families and relatives.
Social media is also considered inherently social, marked by mutual trust and
interaction” in which individuals “seek fulfillment of their relational needs through
socializing with others in the community” (Smith & Gallicano, 2015). It is an easy way of
sharing information about oneself through online means (Kang, 2014). However, some
studies have shown that individuals can develop a dependency on online relationships
(Caplan, 2003; Chung, 2013). Social media engagement affects students generally in a
positive manner (Kose, 2016). The extent of their social media engagement also suggests
can also be indicative of social interaction (Mingle & Adams, 2015).
Students use social media as a means of keeping abreast with daily happenings they
consider important or entertaining. They use media as the fastest way of communicating
with friends, connecting with family members and other people who they consider
important, and finding entertainment that media offers. Through technology, the students
27
are able to express themselves and relate with other people who affect or influence their
development as individuals.
Table 3
Significant Relationship between the Students’ Social Media

Variables r-value p-value Remarks
Social Media Engagement and
1. Cognitive Well-Being Significant

0.173* 0.032
2. Social Well-Being 0.311** 0.000 Highly Significant
3. Emotional Well-Being 0.033ns 0.683 Not Significant

4. Spiritual Well-Being 0.003 ns 0.973 Not Significant
Notes: * means p<0.05 (significant); ** means p<0.01(highly significant)
ns means Not significant at 5% level of significance
CONCLUSION AND RECOMMENDATIONS
The students are active users of social media which has formed part of their day-
to-day undertaking. They have developed well their psychosocial well-being as manifested
in their actions as growing individuals. The engagement in social media has an effect on
the students’ well-being though in different ways and extent.
Based on the findings and conclusion, it is recommended that parents monitor the
activities of their children and regulate the latter’s use of social media. Teachers emphasize
to the students the effective use of social media and its adverse effects when engaged in
excessively. Students limit their engagement in social media and devote more time on their
studies and do other more meaningful activities whether in school or at home. Future
researchers conduct further studies on areas not discussed in depth in the present paper.
28
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32
Chapter 3
STUDENTS’ ONLINE GAMES ENGAGEMENT IN RELATION

TO PSYCHOSOCIAL WELL-BEING
ABSTRACT
33
Online games have become popular nowadays and are widely engaged in by students. This
study determined the level of online games engagement in relation to the psychosocial
well-being of students at Philippine Advent College, Sindangan, Zamboanga del Sur. This
study used the descriptive-correlational research design. The respondents of the study were
the 156 Grade 12 Senior High School students identified through stratified sampling. The
Students’ Online Games Engagement and Students’ Psychosocial Well-Being
Questionnaires were used in gathering the data. Mean, Standard Deviation, and Pearson
Product-Moment Correlation Coefficient were used as the statistical tools in treating the
data gathered. Results revealed that the students were less engaged in online games. The
students’ psychosocial well-being was good. The online games engagement influenced the
student's cognitive and social well-being. Online games engagement can have varied
influence on the students’ psychosocial well-being.
Keywords: engagement, games, networking, online, well-being
INTRODUCTION
Online games are widely used as leisure activities by many people. They play video
games as stress reliever, challenge and competition, relaxation, enjoyment, social
interaction, and even escape from the real world (Dumrique & Castillo, 2018). In online
games, continuous scoring, promotion, immediate feedback, and achievement of self-

34
satisfaction have become the channels for upgrading individual self-esteem of the Internet
generation (Kardefelt-Winther, 2014). Mobile games players can easily connect to the
internet and sign into specific kinds of net games to participate actively in interactive games
(Ashraf, Motlagh, & Salami, 2014).
The use of mobile phones began to increase rapidly following the first mobile phone
call in 1983. Afterward, the second stage started with the production of smartphones by
International Business Machines (IBM) in 1994 (Hamari & Keronen, 2017). The Massively
Multiplayer Online Games or MMOGs give attention in the educational world due to
increased availability of such games, a growing consumer base, and the proven benefits of
video games as engagement tools (Bawa, Watson, & Watson, 2017). Adding the internet
to stand-alone offline games has led to the development of entire living words where social
connectivity is both a real and global experience (Király et al., 2015).
Nowadays, the internet and mobile phones are used worldwide (Kuss & Billieux,
2017). On the other hand, librarians have used both offline and online games to teach
students information literacy concept and skills (Markey, Leeder, & Rieh, 2014). In
twenty- first century, students are knowledgeable in the new technology practices even
within their personal and everyday lives (Coiro et al., 2014). The massively multiplayer
online role-playing games (MMORPGs) are a popular form of entertainment used by
millions of gamers worldwide. Potential problems relating to MMORPG play have
emerged, particularly about being addicted to playing in such virtual environments
(Hussain, Williams, & Griffiths, 2015). Many computer games have various types of in-
game actions that a player character can make within the game (Lam & Auterio, 2017).
35
With the technological advancement, it is now possible to use games to capture
information-rich processes by which students interact and solve problems (Scoular, Care,
& Awwal, 2016). However, while online gaming may temporarily offer social, recreational
and personal gratification, excessive engagement can backfire to addictive behaviors
entailing several pathological behavioral outcomes. Spending excessive time on online
gaming hinders the accumulation of the real-life friendships and the development of social
skills (Muller et al., 2014). Therefore, when Internet access is unattainable or denied,
emotional and behavioral reactions of problematic gamers are aggressive and hostile
(Dreier et al., 2013).
Moreover, students suffer from a loss of control over excessive use of the Internet
resulting in personal distress, symptoms of psychological dependence, and negative
consequences (Brand, Young, & Laier, 2014). Scholars who believe internet addiction
exists, there have been debates in the field about whether researchers should study
generalized internet addiction (i.e., the totality of all online activities). The specific activity
addictions on the internet are internet gambling, internet gaming and internet sex (Pontes
& Griffiths, 2014). The characteristics of Internet addiction are similar to those of any other
addiction (Masters, 2015).
The term internet addiction is defined as spending too much time online internet
use which adversely affects marriage, family, and social life, academics, work, and
psychological and physical well-being (Sharma, 2016). On the other hand, problematic
Internet use and Internet addiction can be conceptualized as a form of dysfunctional coping
with stress, personal deficits, and impaired well-being (Tone et al., 2014). Addicted
Internet users present higher rates of comorbidities, e.g., attention-deficit hyperactivity

36
disorder (ADHD), depressive, and anxiety disorders (Lemenager et al., 2018). Internet
addiction is the inability to control one’s internet use and is a condition that results in the
serious impairment of various life functions (Li et al., 2015).
A comprehensive review of epidemiological research about Internet addiction
indicated that Internet addiction is associated with various risk factors, including socio-
demographic variables (including male gender, younger age, and higher family income),
Internet use variables (including time spent online, using social and gaming applications),
psychosocial factors (including impulsivity, neuroticism, and loneliness), and comorbid
symptoms (including depression, anxiety, and psychopathology in general), suggesting the
factors contribute to an increased vulnerability for developing Internet-use related
problems (Kuss & Lopez-Fernandez, 2016). Thus, the increase in internet users over the
years has aroused rising concerns with regard to problematic internet use (PIU) and its
harmful effects associated with significant impairments in various aspects of the users’
lives, including their behavioral, cognitive, emotional, social, and occupational functioning
(Teo, Lim, & Oei, 2017). During the last decade, the public debate over violent content in
games has declined (Karlsen, 2016).
Objectives of the Study
This study determined the online games engagement in relation to the
psychosocial well-being of the students at the Philippine Advent College, Sindangan,
Zamboanga del Norte. The specific objectives of the study were to:
1. Determine the level of the students’ online games engagement;

37
2. Identify the level of the students’ psychosocial well-being in terms of social well-
being, cognitive well-being, emotional well-being, and spiritual well- being; and
3. Explore the significant relationship between the students’ online games
engagement and psychosocial well-being.
METHODS
Research Design
This study used the descriptive - correlational design. Correlational research is
therefore to discover relationships among variables and to allow the prediction of future
events from present knowledge (Boucaud, 2017). The design was appropriate in
determining the relationship between the students’ online games engagement and
psychosocial well-being as to cognitive, emotional, social, and spiritual well-being.
Research Setting
The study was conducted at the Philippine Advent College in the Municipality of
Sindangan, Zamboanga del Norte, during the School Year 2018-2019. The Philippine
Advent College is one of the colleges in the locality. The institution serves not only the
Municipality of Sindangan, but also the other neighboring municipalities in the province.
Philippine Advent College offers elementary, secondary, Junior and Senior High School,
and tertiary levels of education.
Respondents of the Study
The respondents of the study were Grade 12 Senior High School students at
Philippine Advent College of Sindangan, Zamboanga del Sur. There were 247 Grade 12
students enrolled during the School Year 2018-2019. Out of the 247 Grade 12 students,
38
only 156 students served as the actual respondents and were identified through stratified
random sampling.
Instruments
The following were the research instruments used in gathering the data:
A. Online Games Engagement Questionnaire
The instrument is a researcher-made questionnaire composed of fifteen statements
describing the engagement on online games of the Grade 12 Senior High School students.
The questionnaire underwent validation with the researcher’s thesis adviser and the panel
members. Then, a pilot test was conducted with forty-six students not included as actual
respondents. The reliability testing conducted yielded the Cronbach’s Alpha of 0.9004.
In determining the online game engagement of students, the scale presented next
page was used:
5 -5 hours or more a day 4.20 -5.00 Very Highly Engaged (VHE)
4 -3 to 4 hours a day 3.20 -4.19 Highly Engaged (HE)
3 -1 to 2 hours a day 2.61 -3.19 Engaged (E)
2 – 30 min. or less a day 1.81 -2.60 Less Engaged (LE)
1 –Never or none at all 1.00-1.80 Not Engaged (NE)

39
B. Psychosocial Well - Being Engagement Questionnaire
The instrument is a researcher-made questionnaire composed of four constructs
describing the psychosocial well-being of the Grade 12 students engaged in the social
media. The six constructs are Cognitive Well-Being with five statements; Social Well-
Being with five statements; Emotional Well-Being with five statements, and; Spiritual
Well-Being with five statements. The questionnaire went through validation with the
researcher’s adviser and the panel members. Then, a pilot test was conducted with forty-
six students not included as the actual respondents. The reliability testing conducted
yielded the Cronbach’s Alpha of 0.9003.
In determining the level of psychosocial well-being of students, the following scale
was used:
4 -Strongly Agree (SA) 3.26 -4.00 Very Good (VG)
3 -Agree (A) 2.51 -3.25 Good (G)
2 -Disagree (D) 1.76 -2.50 Fair (F)
1 –Strongly Disagree (SD) 1.00 -1.75 Poor (P)
Data Collection
Before the gathering of the data, the approval for the conduct of the study was
sought from the Dean of the Graduate School of Misamis University. After determining
the sample respondents, the researcher asked permission from the President of the
Philippine Advent College for the conduct of the study. Moreover, permission was also
obtained from the High School Principal and the school advisers and the subject teachers.
40
Afterwards, the researcher distributed the questionnaires to the respondents. The data
gathered were tallied for statistical analysis. Interpretation of the results followed.
Ethical Considerations
The researcher took into consideration the ethical principles by Harriss and
Atkinson (2015). In this study, consent and voluntary participation of the respondents were
ensured. The researcher confirmed that the participants were appropriately identified,
approached and recruited into the study. There was explanation given for carrying out the
research on the individuals and additional measures were put in place to ensure that the
research was ethical.
Data Analysis
In analyzing the data, the following statistical tools were used.
Mean and Standard Deviation were used in determining the students’ online games
engagement and psychosocial well-being.
Pearson Product-Moment Correlation Coefficient was used in establishing the
relationship between online games engagement and the psychosocial well-being of the
students.
RESULTS AND DISCUSSION
Level of the Students’ Online Games Engagement
Data reveal (Table 1) that the students were less engaged in online games (M=
2.37). This finding implies that the students spent less amount of time playing games
available in the internet. Despite the vast number of online games that many high
41
secondary students are engaged in, the respondents of the study had less engagement to
this online form of entertainment.
The study disclosed that the Grade 12 students were less engaged in playing online
games. Games like DOTA and Clash of Clans are popular among students that whether in
school or at home, some students try to find time in playing their favorite games. Usually,
students play with their friends and neighbors, especially that only games are interactive
and require co-players. But, in this study, the respondents claimed having played these
online games, but to a less amount of time. Maybe there are activities that the students are
engaged in like exploring or communicating through Facebook without necessarily
accessing games that are available. Also, the respondents might have dedicated most of
their time doing household chores or attending to academic activities. The less engagement
of the respondents in online games is good since it means that they are able to regulate their
activities in playing games.
Online gaming can be characterized by maladaptive online gaming behaviors such
as excessive gaming with negative repercussions related to online gaming. The appeal of
online games may be explained by players’ positive perceptions of online games (Lee, Ko,
& Chou, 2015). Online gaming has been defined as a loss of control over gaming leading
to significant harm (Van Rooij et al., 2014). Inappropriate use of playing online games
leads to some problems such as being distracted in school. Further, it is where the attention
of the child was divided that even their health and social life is unknowingly affected
(Dumrique & Castillo, 2018).
Parental guidance, discipline, and control are necessary to regulate the time that the
students spend in playing online games. On the other hand, teachers need to emphasize to
42
the students the negative effects of playing gadgets during class hour, especially inside the
classrooms. Parents and teachers have to take their respective roles in guiding the students
in the proper use of gadgets, especially in accessing the internet for gaming activities.
Table 1
Level of Students’ Engagement in Online Games

Constructs M SD
Online Games Engagement 2.37 0.78
Note: Scale: 4.20-5.0 (Very Highly Engaged); 3.20-4.19 (Highly Engaged); 2.61-3.19
(Engaged); 1.81-2.60 (Less Engaged); 1.0-1.80 (Not Engaged)
Level of Psychosocial Well-Being
The psychosocial well-being was measured in four constructs, namely: cognitive
well- being (M = 3.04; SD = 0.68), social well-being (M = 2.86; SD = 0.82), emotional
well-being (M = 2.70; S = 0.42), and spiritual well-being (M = 2.63; SD = 0.48) as shown
in Table 2. The findings revealed that the psychosocial well-being was good (M = 2.80;
SD = 0.60). The finding implies that the students attained a desirable level of wellness as
learners in school and as growing individuals of society.
Psychosocial well-being is important to be developed at a sound level as children
grow up. They need to understand the necessity of interacting with people, participating
in social activities, and even in nurturing themselves spiritually. The day-to-day contact
with other people requires them to observe proper conduct and behavior whether in face-
to-face or virtual means of interaction. Students have to develop their thinking skills for
them to respond effectively to situations or conditions that demand their attention.
In engaging online games, the social well-being of the students is good because the
player can easily communicate, connect and gain more friends when playing online games.
43
Students mostly play online games for entertainment purposes (Männikkö, 2017).
However, playing online lessens the time spent with families and relatives. Previous
research has detected links between low levels of psychosocial well-being and problematic
online gaming (Lemmens, Valkenburg, & Peter, 2011). Several studies have shown that
excessive engagement in online games is related to psychosocial problems (Pappa et al.,
2016).
Classroom teachers provide their students with a clear understanding of the benefits
and disadvantages of playing online games which may have an effect on the psychosocial
well-being. Parents also need to ensure that they are able to develop well the holistic growth
and development of their children. Emphasis should be given on the ways that online games
can affect the players so as to give the students the reason to monitor their engagement.
Table 2
Level of the Students’ Psychosocial Well-Being in terms of Cognitive,

Social, Emotional, and Spiritual Well-Being
Constructs Mean SD
1. Cognitive Well-Being 3.04 0.68

2. Social Well-Being 2.82 0.81
3. Emotional Well-Being 2.70 0.42
4. Spiritual Well-Being 2.63 0.48
44
Overall Well-Being 2.80 0.60

Note: Scale: 3.26-4.0(Very Good); 2.51-3.25 (Good); 1.76-2.50 (Fair); 1.0-1.75 (Poor)

and Psychosocial Well-Being
The Pearson Product- Moment Correlation Coefficient was used in determining the
significant relationship between online games engagement and the psychosocial well-being
of the students. Table 2 shows that the students’ cognitive well-being was highly influenced
by online games engagement (r- value = 0. 208; p-value = 0.010). This finding implies that
how students think is affected by the extent of their engagement in online games.
When the students play online games, their cognition becomes active, or their mind
works. Logical thinking or critical mind setting is involved when students play online
games. Also, the emotional well-being of the students is affected by online games
engagement, especially when players win or lose in the games. They gain friends and favor
from other players who find pleasure as they play. Others manifest a negative or violent
behavior when unable to take control of their reactions while playing. Thus, playing online
games requires being in control of the self.
Escape from reality and mood modification are a major drive for those who engage
in online gaming which represents the strongest motivational factor associated with
Internet Gaming Disorder (Király et al., 2015; Wu et al., 2017). Long-term and excessive
use of online games may cause adolescents to develop negative psychological or social
outcomes (You, Kim, & Lee, 2017). Internet addiction was significant to the student's
psychosocial well-being (Sharma & Sharma, 2018). Online games dependency spent
longer hours per week playing games, high scores for loneliness, high scores for
depression, lower scores for social belongingness in real life situation, lower self-esteem,
45
and with emotional problems compared with those without dependency (Wei, Chen,
Huang, & Bai, 2012). Even if online game-playing is a major and enjoyable recreation
activity, growing evidence suggests that some players have experienced problems in
controlling their gaming behavior, which has further led to negative consequences (Kuss
et al., 2014; Kuss & Billieux, 2017).
Students’ online games engagement needs to be monitored by parents and teachers,
especially that this engagement entails an effect on the psychosocial well-being of the
users. Students need to be guided as to the amount of time spent to remain at a sound level.
As children grow, parents and teachers need to ensure that their children or students attain
proper development.
Table 3

Variables r-value p-value Remarks
Online Games Engagement and
1. Cognitive Well-Being Highly Significant

0.208** 0.010
2. Social Well-Being 0.109ns 0.178 Not Significant
3. Emotional Well-Being 0.160* 0.048 Significant

4. Spiritual Well-Being 0.012 ns 0.886 Not Significant
Notes: * means p<0.05 (significant); ** means p<0.01(highly significant)
ns means Not significant at 5% level of significance
46
CONCLUSION AND RECOMMENDATIONS
The students spend time in playing games available online. They are able to develop
well their psychosocial well-being as they grow. However, the online games engagement
greatly influences by their psychosocial well-being in various ways and at different levels.
The online games engagement of the students has an impact on their development as
individuals.
Based on the findings and conclusion of the study, it is recommended that parents
monitor the internet/social media use of their children and implement home
control/discipline to avoid excessive of online entertainment. Schools develop policies that
prohibit students from engaging in online games when inside the school premises. Teachers
employ learning strategies that can motivate students to become responsible social media
users. Future researchers conduct further study on the effects of online games on users
other than students.
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Chapter 4
SYNTHESIS OF THE STUDY
This study determined the social media and online games engagement in relation
to the psychosocial well-being of the Senior High school students at Philippine Advent
College in Sindangan, Zamboanga del Norte. The descriptive-correlation research design
was used in the study. There were 154 Grade 12 Senior High School students who served
as the respondents and were selected through stratified random sampling. The Students’
Social Media Engagement Questionnaire, Online Games Engagement Questionnaire, and
Psychosocial Well-Being Questionnaires were used in gathering the data. Mean, Standard
51
Deviation, and Pearson Product-Moment Correlation Coefficient were the statistical tools
used in treating the data gathered.
The following were the specific objectives of the study: a) determine the level of
students’ social media engagement; b) determine the level of students’ online games
engagement; c) assess the student’s psychosocial well-being as to cognitive, mental,
emotional, and spiritual well-being; d) explore the significant relationship between the
level of the students’ social media engagement and psychosocial well-being; and e) explore
the significant relationship between the level of the students’ online games engagement
and psychosocial well-being. The study revealed that the students were engaged in social
media. This means that the students spent a considerable amount of time in accessing social
media. The social media engagement was highly significant to the social well-being and
significant to the cognitive well-being of the students. Moreover, it was disclosed
that the students were less engaged in online games. Though the students played online,
the time spent was minimal. The students’ cognitive well-being was highly affected by
online games engagement while emotional well-being was affected by the engagement.
Online games engagement affected the students in selected aspects of their well-being.
52
Appendix A
STUDENTS’ SOCIAL MEDIA ENGAGEMENT QUESTIONNAIRE
Direction: Please indicate the amount of time you spend on Social Media like Facebook
and YouTube. Check the columns containing your answers. Be guided by the
following scale: 5 - 5 hours or more a day; 4 - 3 to 4 hours a day; 3 - 1 to 2 hours
a day; 2 - 30 minutes or less a day; 1-Never or none at all.
Responses
Statements 5 4 3 2 1
I engage in social media when….
1. Answering assignments and homework (Facebook, YouTube).
2. Connecting with friends.
3. Doing physical exercise or looking for ways to improve health.
53
4. Seeking advice(s) from friends.

5. Sharing spiritual quotes and insights.
6. Expressing emotions through friends.
7. Watching videos or posting pictures.
8. Waiting for someone (e.g., friends) either in their house or at a
pre-arranged place.
9. Attending seminar/workshop or training programs.
10. Watching academic-related video lectures.
11. Trying to relax from stress.
12. Attending gatherings like wedding ceremony, birthday party,
etc.
13. Waiting for an activity to start.
14. Communicating with families.
15. Trying to get updates on events.
Appendix B
STUDENTS’ ONLINE GAMES ENGAGEMENT QUESTIONNAIRE

Direction: Please indicate the amount of time you spend on online games like Mobile
Legends, Clash of Clans and Dota. Check the column containing your answer.
Be guided by the following scale: 5 - 5 hours or more a day;4 - 3 to 4 hours a
day; 3 - 1 to 2 hours a day; 2 - 30 minutes or less a day; 1- Never or None at all.
Responses
Statements 5 4 3 2 1
I engage in online games when….
1. Playing with friends (Mobile Legends, Clash of Clans, &
Dota.)
2. Communicating with co-player through online games.
3. Trying to forget a problem.
54
4. Responding to an invitation to play.

5. Aiming to relax and have fun.
6. Satisfying social desire.
7. Feeling emotionally upset.
8. Aiming to earn a status in a game.
9. Traveling to other places.
10. Feeling bored.
11. Waiting for classes to start.
12. Wanting to gain new friends who share the same interest
13. Waiting before bedtime.
14. Participating in group competition.
15. Aspiring to get a prize or reward.
Appendix C
STUDENTS’ PSYCHOSOCIAL WELL-BEING QUESTIONNAIRE
Direction: Please describe your psychosocial well- being. Check the columns
containing your answers. Be guided by the following scale: 4 - Strongly
Agree; 3- Agree; 2- Disagree; 1- Strongly Disagree.
Statements Responses
4 3 2 1
Cognitive Well-Being
Social media/online games …
1. Develop my thinking skills.
2. Motivate me to understand what I see.
3. Make me search for ways to solve problems.
4. Improve my knowledge about things.
Social Well-Being
Social media/ online games …
1. Enable me to gain more friends
55
2. Lessen the time I spend with my family.

3. Make me connect with my friends
4. Connect with other people I know.
Emotional Well-Being
1. Make me become emotionally mature.
2. Make me feel happy.
3. Cause me to become insensitive to other people’s feelings.
4. Make me feel upset.
Spiritual Well-Being
1. Lessen my interest to attend church services.
2. Make me do other things instead of doing spiritual matters.
3. Enable me to share spiritual beliefs.
4. Address my spiritual needs.
CURRICULUM VITAE
PERSONAL DATA
Name : Daryl P. Galve

Address : P-7, Brgy. Laih, Siay, Zamboanga Sibugay
Email Address : darylgalve@gmail.com

Date of Birth : December 20, 1992
Religion : Seventh Day Adventist
Father’s Name : Jonaler D. Galve
Mother’s Name : Virginita B. Galve
EDUCATION
56
Graduate : Master of Arts in Education

Major in Guidance and Counseling
Misamis University
Ozamiz City, Misamis Occidental
March 2019
College : Bachelor of Arts in Theology

South Philippine Advent College
Matanao, Davao del Norte
March 2015
Secondary : Siay National High School

Siay, Zamboanga Sibugay
March 2009
Elementary : Monching Elementary School

Siay, Zamboanga Sibugay
March 2003
PROFESSIONAL ELIGIBILITY : Professional Teacher – Secondary Level

September 26, 2016
WORK EXPERIENCE
2015 - present : Instructor

Philippine Advent College
Sindangan, Zamboanga Del Norte

Students' Social Media and Online Games Engagement

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STUDENTS’ SOCIAL MEDIA AND ONLINE GAMES ENGAGEMENT

IN RELATION TO PSYCHOSOCIAL WELL-BEING

This thesis entitled, “STUDENTS’ SOCIAL MEDIA AND ONLINE GAMES

EDEN A. NERI, MAEd, RGC

Approved by the Thesis Committee on Oral Examination with a grade of Passed.

CYNTHIA S. SUPERABLE, EdD, DScN

GENELYN R. BALUYOS, MAEd HAYDEE D. VILLANUEVA, MAEd

PERLITO D. JOMUAD, EdD

Master of Arts in Education major in Guidance and Counseling.

Comprehensive Examination passed on March 17-18, 2018.

CYNTHIA S. SUPERABLE, EdD, DScN

Date: October 2018

contribution given leading to the success of the research undertaking:

for professional advancement;

researcher as a recipient of the K to 12 Transition Program Scholarship allowing him to

pursue the Master’s degree;

accomplishment of the research;

to the betterment of the paper;

provided for the accomplishment of this painstaking work.

This thesis is sincerely dedicated to

My ever supportive future wife Geraldine Baguio;

My loving mother Virginita B. Galve and supportive father Jonaler D. Galve,

Who serve as my inspiration to pursue this research; and

Above all, the Almighty God, JESUS CHRIST,

for His unconditional love, strength, and power

Which enabled me to accomplish this research undertaking.

Keywords: engagement, internet, games, social media, well-being

Objectives of the Study . . . . . . 18

Respondents of the Study . . . . . . 19

RESULTS AND DISCUSSION . . . . . . 22

Students’ Social Media Engagement . . . . 22

Level of Students’ Psychosocial Well-Being . . . 24

Significant Relationship between the Students’ Social

CONCLUSION AND RECOMMENDATIONS . . . 27

3 ONLINE ENGAGEMENT AND STUDENTS’

Objectives of the Study . . . . . . 37

Respondents of the Study . . . . . . 38

RESULTS AND DISCUSSION . . . . . 41

Level of the Students’ Online Games Engagement . . 41

Level of the Students’ Psychosocial Well-Being . . . 42

Significant Relationship between the Students’ Online Games

CONCLUSION AND RECOMMENDATIONS . . . 46

4 SYNTHESIS OF THE STUDY . . . . . . 51

Appendix A - Students’ Social Media Engagement Questionnaire . . 53

Appendix B - Students’ Online Games Engagement Questionnaire . . 54

Appendix C - Students’ Psychosocial Well - Being Questionnaire . . 55

3 Significant Relationship between the Students’ Social Media

1 Level of the Students’ Engagement in Online Games . . 42

2 Level of Students’ Psychosocial Well-Being in Terms of Cognitive,

3 Significant Relationship between the Students’ Online Games

In the Millennial generation, social media have become an almost indispensable

Social media is a fast-growing and increasingly prevalent phenomenon with various

Botha, 2012). The primary means of people’s communication, social engagement,

information seeking, and possibly, a central component of identity and community-

interaction (Khan, 2017).

Thus, engagement as a one-way, organization-to-public activity, fosters

interconnectedness of organizations and social environment (Johnston, 2014; Taylor &

have become parts of a larger interconnected system (Greengard, 2015).

deal of interpersonal communication from the physical world to cyberspace (Lowry,

information during emergencies is increasingly acknowledged and accepted by the formal

addresses (Smith, Belinsky, & Strahm, 2014).