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RELATIONSHIP BETWEEN MEDIA LITERACY AND PSYCHOLOGICAL WELL-BEING OF

GRADE 12 STUDENTS IN BUCAL NATIONAL HIGH SCOOL-SHS

CHAPTER I

INTRODUCTION

Background of the study

In the past few years, there has been a rapid growth in the use of

communication technology, such as internet and mobile phones, and media plays a

great role in the life of many people especially to the young people. Therefore, media

delivers all types of messages that created by their own publishing policy and ideology

to individuals with different characteristics. Hence, media have an enormous effect on

individuals especially to the young people since they widely uIsed the internet to

explore the world, video games etc,. Many studies about the impact of media on the

youth confirmed that it has many unpleasant effects on their mental health and well-

being such as risky sexual behavior, aggressive behavior, substance use and eating

disorder. Media affects adolescents not only by relocating the time they spend doing

school work, studying or sleeping but it also manipulates their attitudes, beliefs and

behavior. Moreover, media literacy is really important to the young people because

adolescents is the pillar of socialization and identity in the human body, also childrens

who are the main audience of media have a slight power in choosing, selecting,

processing and analyzing information or messages. Hence, lack of media literacy

education among youth will result in improper use of media.

Despite of the evident undesirable effects of media, there is also evidence that

media can be useful to the young people. Media can be used to connect to other

people, research, making new friends, exchanging ideas and pictures, and for
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entertainment. Therefore to effectively participate in the modern-day interconnected

world, children and adolescents should attain media literacy; they should be capable

of rational use of media and create digital, multimedia texts. Media literacy is a kind of

skill-based understanding that can be used to distinguish between different types of

media as

well as media productions. Media literacy components are as follows: ability to speak

and listen, read and write, access new technologies, and produce their own messages

with a critical point of view. Media literacy gives children and adolescent a deep

understanding of what is happening in the media space. The main aim of media

literacy is to make children and adolescents critically and appropriately literate in all

types of media, and hence that the media does not control what they see and hear,

rather they are the ones to control it. As mentioned media in addition to desirable

effects, have adverse effects, such as highly aggressive behavior, the promotion of

utopian ideals and groups, stereotyped thoughts, and inappropriate sexual behaviours

that have a direct impact on children and adolescents mental health.

According to the various studies, the issue of mental health or psychological

well-being is regarded as an imperative facet of health, especially in children and

adolescents. However, this study aims to find out the relationship between media

literacy and psychological well-being of G12 students in BNHS.

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Theoretical Framework

Bahramian , Mazaheri , Hasanzadeh, 2017. Media literacy was significantly

correlated with total psychological well-being, personal growth subscale, and self-

acceptance subscale. Considering the importance of psychological well-being in

adolescents' life, the design of educational interventions to increase media literacy is

recommended.

Conceptual Framework

OUTPUT
INPUT Is there a significant
PROCESS relationship between
psychological well- media literacy and
being Distribution of survey psychological well-
questionnaire to the being of G12 students
Media literacy
G12 students in BNHS in Bucal National High
School

Statement of the Problem

This study aims to find out the relationship between media literacy and

psychological well-being of G12 students in Bucal National High School.

Specifically this study aims to find out the following:

1. Do the students have positive and negative psychological well-being?

2.How important is media literacy to the g12students?

3.Is there a significant relationship between media literacy and psychological well-

being of g12 students?

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Significance of the Study

The importance of conducting this research is to find out the relationship

between media literacy and psychological well-being of students. This study will

benefit the following:

 Students-This study will educate the students regarding to the relationship

between media literacy and psychological well-being.

 Teachers- They will able to able to help the students to become better media

users. They will able to help the students to solve their problem in this topic.

 Parents- They will able to educate or inform their children/s about the proper

use of media and its effect to their psychological well-being.

 Future Researchers-This study will serve as reference or guide for them.

Hypothesis

Ho –There in no significant relationship between media literacy and psychological well-

being among G12 students.

H1-There is significant relationship between media literacy and psychological well-

being among G12 students.

Scope and delimitation

The primary goal of this study is to gain knowledge regarding the relationship of

media literacy to the psychological well-being of Grade 12 students of Bucal National

High School-Senior High School. The respondents of this study will be the Grade 12
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students taking Humanities and Social Science and Technical-Vocational and

Livelihood (Bread and Pastry Production, ICT-Animation, and Electrical Installation

Management) enrolled in Bucal National High School-Senior High School in year

2019-2020. From the total population of 335, the researchers will use Slovin's

formula(n= N/(1+Ne2)to get the sample size. The data gathering will be conducted

during the respondents' free time, vacant or recess that is also, not contrary to the

researchers' schedule, to disable them from disturbing them in academic hours.

Definition of terms

Media literacy- usage or appreciation of media.

Psychological well-being- refers to mental well- being of the students.

Media- Use to communicate, inform, influence and educate the students.

Relationship- Connection of the two variables.

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CHAPTER II

REVIEW OF RELATED LITERATURE

FOREIGN STUDIES

Media Literacy and Well-Being of Young People(Manisha Pathak-Shelat,January

2013)

According to this study, notions about childhood, media, and well-being have

changed considerably with the socio cultural and technological changes across the

world. In this chapter, I show how the concept and practice of media literacy become

more complex with these changes and argue that media literacy is an important

contributor to child well-being. I look at some of the contemporary challenges for

media literacy, broadly divided in two categories – one, challenges emerging from the

complexities of multiple divides, and two, pedagogical challenges.

The relationship between media literacy and psychological well-being in

adolescent girls (Bahramian , Mazaheri , Hasanzadeh 2017)

As stated in this study, media have had very massive effects on individuals,

especially children and adolescents. Hence, they should be able to use media

rationally also be able to create digital, multimedia texts, and attain media literacy.

Media literacy is a skill based on understanding and gives the audiyence the

opportunity to use the media appropriately and critically.The aim of this study was to

investigate the relationship between media literacy and mental psychology of high

school students in Semirom city.This correlational study was conducted with the
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participation of 139 adolescent girls selected using multi-stage random sampling, in

Semirom city, Isfahan province, the Central of Iran, in 2017.Data were measured using

researcher-made media literacy questionnaire, psychological well-being Scales of

Ryff.Data were analyzed using SPSS software and descriptive statistics (Pearson

correlations) were used. The statistical significant level was set as 0.05.There was no

significant correlation between family economic situation, parental education, and

media literacy score. Media literacy was significantly correlated with total

psychological well-being (r = 0.165, P < 0.05), personal growth subscale (r = 0.216, P

< 0.05), and self-acceptance subscale (r = 0.218, P < 0.05).Considering the

importance of psychological well-being in adolescents' life, the design of educational

interventions to increase media literacy is recommended.

Digital Life and Youth Well-being, Social Connectedness, Empathy, and

Narcissism(CarrieJames, Katie Davis, Linda Charmaraman, SaraKonrath, Petr

Slovak, Emily Weinstein, Lana Yarosh, 2017)

According to this study, youth well-being, social connectedness, and personality

traits, such as empathy and narcissism, are at the crux of concerns often raised about

the impacts of digital life. Understanding known impacts, and research gaps, in these

areas is an important first step toward supporting media use that contributes positively

to youth’s happiness, life satisfaction, and prosocial attitudes and behaviors. By

examining existing work addressing these issues across domains, we found that a

complex interplay of individual factors, type of digital media engagement, and

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experiences in media contexts informs outcomes related to well-being, social

connectedness, empathy, and narcissism.

The Relationship Between Positive Mental Health Literacy and Mental Well-

Being Among Adolescents: Implications for School Health Services(September

26, 2017)

As stated in this study, mental health education is a central part of school

nurses’ practice. Mental health literacy is an asset for health that educational initiatives

can strengthen, and a significant determinant of mental health. This study was

intended to examine the relationship between positive mental health literacy (PMeHL)

and mental well-being to discuss its implications for school health services’ mental

health education. The relationship was assessed using a multiple linear regression

model controlling for relevant covariates. Data were derived from a cross-sectional

school-based survey including 1,888 adolescents aged 15–21 years (response rate

97.3%). A weak gender difference was found in PMeHL.

The association between adolescent well-being and digital technology use(Amy

Orben & Andrew K. Przybylski, 2019)

According to this study, the widespread use of digital technologies by young

people has spurred speculation that their regular use negatively impacts

psychological well-being. Though these datasets provide a valuable resource for

highly powered investigations, their many variables and observations are often

explored with an analytical flexibility that marks small effects as statistically

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significant, thereby leading to potential false positives and conflicting results. Here

we address these methodological challenges by applying specification curve

analysis (SCA) across three large-scale social datasets (total n = 355,358) to

rigorously examine correlational evidence for the effects of digital technology on

adolescents. The association we find between digital technology use and

adolescent well-being is negative but small, explaining at most 0.4% of the variation

in well-being.

Exploring the Relationship between School Gardens, Food Literacy and Mental

Well-Being in Youth Using Photovoice(Vanessa Lam ,Kathy Romses andKerry

Renwick, June 16, 2019)

As stated in this study,the goal of the project was to gain an understanding of

the relationships between secondary school youth experiences in school gardens and

their mental well-being. Over the course of five months, sixteen youths participated in

a photovoice research project in which they expressed their personal experiences

about food and gardening through photography and writing. . They were able to

demonstrate and develop food literacy competency because of their engagement with

the gardening and cooking activities. Youth clubs or groups were identified as a key

enabler for connection with other youth and adults. Youth shared their food literacy

experiences, observing that their engagement improved some aspect of their mental

well-being.

Schools and media literacy critical for teen refugees’ social wellbeing(Gareth

Willmer,08 July 2019)

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As stated in this article, for a teenage refugee starting a new life in Europe,

going to school and using digital media form a big part of navigating an unfamiliar

society. But appropriate interventions at school and online could help them feel more

at home in a new country.. It is running the programmes at schools in four Nordic

countries, Belgium and the UK and will work with a blend of about 3,000 mostly

refugee and migrant newcomers, but also EU-born children.One intervention is

teacher-led discussion groups, where both refugee and non-migrant children discuss

topics such as friendship, love, discrimination and future hopes, as well as personal

experiences. They also share experiences through non-verbal modes such as

drawing.

Media, Youth, and Well-Being: What Are the Outcomes of Media Literacy

Education?

(Erica Scharrer, Laras Sekarasih, Christine Olson)

This article examines the relationship between media use and different aspects

of youth well-being. It focuses on elements of physical well-being such as obesity,

injuries, and sleep, as well as elements of psychological well-being including the

development of identity and intimacy. The Internet and other digital tools entail a range

of hardware and software and the distinction between them has become very blurry.

Social networking sites (SNS) were the next generation of communication applications

and included MySpace, Facebook, Friendster, and other applications. Displacement

hypothesis suggests that time is finite and time with media comes at the expense of
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other activities that contribute to physical well-being such as exercise, physical

activities, and sleep

The effect of social network sites on adolescents' social and academic

development: Current theories and controversies(June Ahn, 26 April 2011)

As stated in this study, teenagers are among the most prolific users of social

network sites (SNS). Emerging studies find that youth spend a considerable portion of

their daily life interacting through social media. . These research strands speak to

high‐profile concerns and controversies that surround youth participation in these

online communities, and offer ripe areas for future research.The current tools of

teenage communication go by a peculiar set of names. Wall Posts, Status Updates,

Activity Feeds, Thumbs Ups, and Profiles are some of the ways that youth today

communicate with one another

The Impact of Media Use and Screen Time on Children, Adolescents, and

Families(American College of Pediatricians – November 2016)

According to this study, the media and especially visual media in recent years,

are playing an increasing role in the lives of children, adolescents, and families in the

United States. While the limited use of high-quality and developmentally appropriate

media may have a positive influence, excessive or developmentally inappropriate use

carries grave health risks for children and their families. Excessive exposure to

screens (television, tablets, smart phones, computers, and video game consoles),

especially at early ages, has been associated with lower academic performance,

increased sleep problems, obesity, behavior problems, increased aggression, lower

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self-esteem. depression, and increased high risk behaviors, including sexual activity at

an earlier age.

Mental Health Literacy, Help-Seeking Behaviour and Wellbeing in Young

People: Implications for Practice

(Prishini Ratnayake and Chelsea Hyde, July 2019)

Research indicates that individuals who have high levels of mental health

literacy engage in help-seeking for mental health issues more in comparison to those

with low mental health literacy. It is therefore important to ensure that young people

are able to identify signs of psychological distress and identify appropriate supports

and resources when necessary. Preliminary research has identified gender differences

in help-seeking and identification of mental health problems. This study aimed to

investigate the relationship between mental health literacy, help-seeking intentions

and wellbeing in senior high school students. The sample consisted of 22 females and

10 male students, ranging from 16–18 years.

“Digital Well-Being”. Developing a New Theoretical Tool For Media Literacy

Research (Marco Gui, Marco Fasoli and Roberto Carradore)

In this papershow that a new problem is arising for users of digital media, who

deal with an overabundant flow of information and social relationship options

throughout the day. Drawing from an interdisciplinary body of literature on the concept

of “well-being”, we offer a definition of “digital well-being” as a state obtainable not only

by the individual through his/her personal “digital well-being skills”, but also as a

characteristic of a community whose norms, values and expectations contribute to its

members’ comfort, safety, satisfaction and fulfilment. In the concluding section, we

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show the fruitfulness of the concepts of “digital well-being” and “digital well-being

skills” for interdisciplinary social research and policy. Keywords: digital well-being,

well-being, digital skills, overconsumption.

Improving the wellbeing of at-risk youth through media participation

(Mari Pienimäki, 22 Mar 2019)

As a persistent societal problem in Finland, youth marginalisation invites

innovative, practice-based studies. The pedagogical action research, titled Young

People in the Limelight: Towards Agency through Multiliteracies, investigates the

potential of including media participation as a part of media education in the context of

the non-formal education of youth work to support youth, who are at risk of

marginalisation, to become active agents in their lives and to build their multiliteracies.

Psychosocial Wellbeing of Black Youth in the Age of Hip-Hop: From Theory to

Practice

(Owens JD, Hicks Harper PT and Reynolds SD, Dec 15, 2017)

Throngs of young people are disengaging from public “schooling”, opting

instead for an alternate reality depicted in popular youth culture (PYC) and popular

youth music multimedia (PYMM), in particular. This alternative reality is disturbingly

real with images, messages, and stereotypes that may be perceived as promoting

highly risky, problem behaviours, while often failing to present the consequences of

these behaviours.

THE RYFF SCALES OF PSYCHOLOGICAL WELL-BEING

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(TriciaA.Seifert, Spring 2005)

Well-being is a multifaceted concept. It is often thought of as one of the

hallmarks of the liberal arts experience, resulting from educational encounters that

both guide students in the search for meaning and direction in life and help them

realize their true potential. The Ryff is a straightforward and relatively short survey that

assesses the psychological component of well-being. This review discusses the

administration and cost of the Ryff; the theoretical background, development, and

psychometric properties of the instrument; and possible uses of this instrument in

higher education assessment settings.

About the Ryff Scales of Psychological Well-Being

The following are example statements from each of the areas of well-being

measured by the Ryff inventory:

Autonomy

I have confidence in my opinions, even if they are contrary to the general consensus.

Environmental Mastery

In general, I feel I am in charge of the situation in which I live.

Personal Growth

I think it is important to have new experiences that challenge how you think about

yourself and the world.

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Positive Relations with Others

People would describe me as a giving person, willing to share my time with others.

Purpose in Life

Some people wander aimlessly through life, but I am not one of them.

Self-acceptance

I like most aspects of my personality.

Responses are totalled for each of the six categories (about half of the responses are

reverse scored, which is indicated on the master copy of the test). For each category,

a high score indicates that the respondent has a mastery of that area in his or her life.

Conversely, a low score shows that the respondent struggles to feel comfortable with

that particular concept.

Definitions of Theory-Guided Dimensions of Well-Being

Self-acceptance

High scorer: Possesses a positive attitude toward the self; acknowledges and accepts

multiple aspects of self, including good and bad qualities; feels positive about past life.

Low scorer: Feels dissatisfied with self; is disappointed with what has occurred with

past life; is troubled about certain personal qualities; wishes to be different than what

he or she is.
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Positive relations with others

High scorer: Has warm, satisfying, trusting relationships with others; is concerned

about the welfare of others; capable of strong empathy, affection, and intimacy;

understands give and take of human relationships.

Low scorer: Has few close, trusting relationships with others; finds it difficult to be

warm, open, and concerned about others; is isolated and frustrated in interpersonal

relationships; not willing to make compromises to sustain important ties with others.

Autonomy

High scorer: Is self-determining and independent; able to resist social pressures to

think and act in certain ways; regulates behaviour from within; evaluates self by

personal standards.

Low scorer: Is concerned about the expectations and evaluations of others; relies on

judgments of others to make important decisions; conforms to social pressures to think

and act in certain ways.

Environmental mastery

High scorer: Has a sense of mastery and competence in managing the environment;

controls complex array of external activities; makes effective use of surrounding

opportunities; able to choose or create contexts suitable to personal needs and

values.
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Low scorer: Has difficulty managing everyday affairs; feels unable to change or

improve surrounding context; is unaware of surrounding opportunities; lacks sense of

control over external world.

Purpose in life

High scorer: Has goals in life and a sense of directedness; feels there is meaning to

present and past life; holds beliefs that give life purpose; has aims and objectives for

living.

Low scorer: Lacks a sense of meaning in life; has few goals or aims, lacks sense of

direction; does not see purpose of past life; has no outlook or beliefs that give life

meaning.

Personal growth

High scorer: Has a feeling of continued development; sees self as growing and

expanding; is open to new experiences; has sense of realizing his or her potential;

sees improvement in self and behaviour over time; is changing in ways that reflect

more self-knowledge and effectiveness.

Low scorer: Has a sense of personal stagnation; lacks sense of improvement or

expansion over time; feels bored and uninterested with life; feels unable to develop

new attitudes or behaviours.

Synthesis
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Based on the presented ideas coming from different studies and literatures, the

connection between media literacy and psychological well-being of the students are

addressed in different cases. In the 21st Century, the students tend to be more aware

in technological advances and digital angsts which affect their psychological stability.

Mental health plays an integral role in students since mind is the very first instrument

they have during discussion in school or whether making decisions.

Some of researchers presented evidences that the two variables are merely

connected as they tackled on how it is to be. Since using technology nowadays

needed the brain to function eagerly, the psychological well-being of the students

regarding media is somehow affected. The mind usually took place of the social life as

the continuous media is taking the best spot in the world in the present regime.

Moreover, the ideas regarding the collision of the two variables are somehow

dodging positive and negative responses. On the positive side, it requires healthy

psychological well-being to perforate more active literacy when it comes to media

which enables the user or the student to think critically, analyze carefully, and examine

factually. As per observed by other researchers, the students are more likely to spend

a day using gadgets and catching up in social media and producing more hormones to

satisfy their brains on the information it gets from the social media.

On the contrary, some believed that the negativity there is present as the

information that the mind gathered are not really filtered although people are literate

enough in media. The psychological well-being of a person is affected by the numbers

of information and ideas it gets from the social media platforms and websites.
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Together with the literacy, the critical thinking, analysis, and understanding of the

student tend to fade out as it was eaten up by the tons of knowledge and wastes it

gets,

Furthermore, the relationship of the variables are somehow obvious as literacy

involved our minds and good well-being involved literacy in everything. In browsing on

the internet or visiting websites, our psychological well-being is beaten up times higher

than we expected. In daily dose of works, mental health is important to anybody as it is

the main functioning organ in the body which also controls it. The literacy on media,

somehow, a good starting point to enhance the psychological well-being, but getting

yourself addicted and high from the platforms of the world, that is the beginning of the

losing point of the healthy mindset.

Hence, the studies and literatures presented above stated their evidences

which can support the claims of each other. Through this research, many people will

more likely to understand more the differences and similarities in the relationship of

media literacy and psychological well-being.

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Chapter III

Methodology

Research Design

The researcher used quantitative research. This study used correlational design

to explore the relationship between media literacy and psychological well- being

among G12 students in Bucal National High School-SHS. Survey method was used

for data collection.

Population and Sampling

The respondents of the research study entitled relationship between media

literacy and psychological well- being of G12 students in Bucal National High School-

SHS were selected using purposive sampling method. Purposive sampling refers to

intentionally chosen sample according to the needs of the study.

Slovins formula: n= N/(1+Ne2)

Where:

n was sample size

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N was the population size

E was the margin error

GRADE 12 SECTIONS POPULATION SAMPLE

HUMSS I UNAS 52 28

HUMSS II MALIMBAN 51 28

HUMSS III GANCAYCO 53 29

HUMSS IV RAMIREZ 43 23

HUMSS V ANDAMAN 51 28

EIM 40 22

BPP/ICT 45 24

TOTAL: 335 182

TABLE 1.

Respondents of the study

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The researchers taken the respondents from g12 students of Bucal National High

School-SHS. To gather data for the research entitled relationship between media

literacy and psychological well- being of G12 students in Bucal National High School-

SHS.The respondents were the students from HUMSS I, HUMSS II,HUMSS III,

HUMSS IV, HUMSS V, EIM, BPP/ICT in the school year 2019-2020. The total number

of g12 students in Bucal National High School-SHS is 335, and 182 of them will be our

respondents.

Statistical Treatment

The researchers used the following statistical treatment to process the data:

1.Percentage (%)

Formula percentage= F/N x 100

Where : F=Frequency

N=Population

2.Weighted mean: WM=Σfx

Where:

X=mean

F=was the frequency of the class

n=was the total frequency

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x=was the mid-interval of each class

fx=was the sum of products of mid-interval values and their corresponding frequency.

Data Collection Procedure

The researchers will gather data to182 g12 students of Bucal National High School-

SHS. Survey questionnaires were distributed to the students. After selecting and

finalizing the tools for data collection, the researcher will ask for permission from the

principal of the school for collecting the necessary data.