Running head: the effects on college students of self perception and social media
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- Bu səhifədəki naviqasiya:
- Design and Analysis
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For this study a total of 50 college students were randomly asked to complete a survey. The students involved were all enrolled in a private Christian university. Of the 50 students that were asked to take the survey, only 47 surveys were used for their results. The researcher disregarded two surveys because not all of the questions were answered. The researcher also threw out two surveys with male participants because the researcher wanted a somewhat even ratio number of males versus females. The ages of the participants ranged from 18 years old to 23. Of those questioned, 83% were in their early twenties. The students that participated in the survey had various majors, which included: Biology, Kinesiology, BCMB, History, Nursing, and Business. The survey asked students key reasons why they use social media. Of the students questioned 70% of all males and 67% of females surveyed said that they use social media for entertainment, to pass time, to keep updated with famous people and to get the latest gossip. The participants were told that taking the surveys were completely voluntary and were given the right to disengage at any moment. The participants were given a consent form to sign regarding the information of the survey and how their information would remain confidential. Instruments The researcher was unable to find a questionnaire that was consistent with the effects of self-esteem and social media. The researcher strategically made up some of her own survey using the Social Media Addiction Scale (Karadağ, 2015), the Validation of the Self-Esteem Rating Scale (Nugent, 1993), and the Facebook and Friend Survey (Lee, 2012). The researcher made different categories in her survey in hopes of finding a correlation with the data. One limitation of the instrument is the researcher is the inexperience with making surveys and as a result, many questions from the survey were disregarded from the survey. The questions were too ambiguous and were not worded properly therefore, the participants would answer the questions incorrectly. The researcher knew that there would be problems so she included 54 questions knowing that she would be throwing out questions. The following is the survey given to 50 students, 47 of which completed. The survey includes a demographic section, followed by 22 questions that relate to social media, and 14 questions that relate to self-esteem. A section about photo editing behavior was removed from the survey since the researcher could not find any key characteristics. The researcher also removed another section regarding how students feel about themselves because she felt that some of the questions were repetitive. Part three of the survey consisted of eight positive and eight negative type questions. Two of which were made up by the researcher that asked about how participants would feel if their friends “like” their posts and how they would feel if their friends posted too many things on their social media. Procedures Out of the 50 surveys given, all were filled out, but due to incomplete answers and wanting to keep the ratios of males and females somewhat even, the researcher had to disregard 3 of the surveys. Half of the surveys were given in a kinesiology class before class started but ended up going through part of class time taking approximately about 10 minutes to be completed. The remaining 25 surveys were given out at random to students all over campus. 9 were given in the student center where students usually hang out in between their classes, the researcher handed out the remaining 16 surveys in the library, spending about 3 hours waiting on students to complete the surveys. The students in the library took longer than usual to complete the surveys due to distractions such as friends talking to them and access to their computers and phones. The researcher spent approximately 3 hours and 10 minutes distributing all 50 surveys and gathering them in one day. The participants were asked to answer the questions to the best of their ability and each was given about 15 minutes to complete. Design and Analysis This study was designed to find students who spend less time on social media to be the ones who have a higher respect of oneself and a higher sense of self-esteem/self-efficacy, and to find that those that spend more hours on social media are those with low self-esteem. The researcher also wants to see if college students are dependent upon their social media by asking questions like if they would delete their social media if a higher authority asked them to and providing a space for the students to give a good reason why they wouldn’t delete if they marked “yes”. The survey given contained questions regarding social media and self-esteem to find a correlation between the two topics. In the demographic section of the survey, it requested the gender of the participants in order to see which gender is more affected by self-esteem with social media. The questions were designed to find the time spent on social media on a typical day, how students feel about themselves, how students feel others think about them, and how the amount followers/friends a student has will have any affect with their self-esteem. The researcher separated the scores given on questions and compiled the average of all males and females in a separate excel spreadsheet. The researcher would use excel to make the charts to see if there was any relationship between the data recorded. Depending on the type of questions that were being asked, the scores were correlated with the number of friends/followers as well as the numbers of hours spent per day on social media. For the self-esteem scale, the researcher used question 6 to determine self-esteem and question 15 to determine confidence in real life social interactions. Attachment to social media was measured by the answer to the question, “Would you delete your social media account if a higher authority told you to?”. Each answer in the survey was scored according to the Linkert scale from 1 to 7, with 1 being the least applicable and 7 being most applicable. The question with yes or no answers is analyzed based on a pie chart without assigning any numerical value. Results In order to interpret the data collected the researcher chose from a series of questions from the survey. Here, the male subjects were asked to rate their agreement with the statement “I feel that people really like to talk to me.” The question was meant to access the subject level of confidence in social contact. The higher the score meant that the more confident the student is. The researcher found out the level of confidence in males is inversely correlated (R2 = 0.3) with the number of social media contacts such as friends and followers. This may suggest that the subjects used social media to bolster their self-confidence. The higher number of friends they have on social media, the more secure they feel about their self confidence. On the other hand, female subjects did not show any correlation (R2 = 0.01) between the number of social media contacts and the confidence in real life interactions. Females may feel more secure and content with their level of social interactions. The above chart displays the amount of hours spent daily on social media versus the self-esteem of the subjects. The survey asked the participants the number of hours they spend on social media on a typical day. Self-esteem was measured by the subject agreement to the statement, “I feel afraid that I will appear stupid to others.” Lower scores indicated higher self-esteem. The researcher did not find a correlation between these two variables (R2 = 0.1). The results are not in agreement with the researcher’s prediction as stated in the literature review. This could be due to the real effect or that the subjects have misreported the amount of time spent on social media. There is a similar trend in the chart above with females. The female subjects did not agree to the researcher’s initial prediction (R2 = 0.04), either because of the real effect or the misreport of the subjects. The charts above indicate the percentage of male and female subjects who answered the question, “Would you delete your social media account if a higher authority told you to?” Half of females and males would answer “yes” and furthermore, the researcher also did not find any correlation between either answer and the amount of time spent or the number of social media contacts. This may indicate that the subjects may not be attached to their social media. Social media may not be as important to this group as one would suppose. Discussion The purpose of this survey was to find a correlation between the self-esteem/self-efficacy of college students at a private university with the amount of time spent on social media, and to investigate the dependencies of this group on social media. The data collected showed that male subjects with more friends/followers tend to be less confident in real social interactions, whereas the female subjects did not show any trend. There is a negative correlation between the number of friends/followers and the level of confidence in real life interactions within male subjects (R2 = 0.3). Females do not need a set number of friends/followers to determine their self-confidence in themselves. Based upon the surveys, the female subjects tend to care less about their actual number of friends. Females with more than one hundred friends tend to report a whole number, they often round their number up to the nearest hundred instead of giving an exact number. Whereas, males report their exact number of friends/followers. The next finding, surprisingly the researcher was unable to find a correlation between the amount of hours spent on social media with self-esteem between both males and females. The R2 value of both correlations were found to be around 0.01. Furthermore, the amount of hours spent did not seem to correlate with any behavior or attitude regarding the self (R2 ~ 0.01). This could mean that the amount of time spent was misreported by the subjects. There were a lot of discrepancies between the given number of hour spent and the frequency of social media usage. For example, a subject who said that he spent less than one hour on social media rated his usage at 4 out of 5, while another subject who stated his daily usage to be around 7 hours rated 3 out of 5 on frequency. This is understandable because the amount of time people spend online is normally hard to keep track of whereas, at an office job, it is easy to monitor how many hours are spent. There is no end with social media because people tend to use social media sporadically. The last point, the researcher was interested in finding the degree of attachment of the subjects to social media by asking subjects if they would delete their social media when asked by a higher authority. According to the data, approximately half of the subjects responded “yes.” Furthermore, the tendency of the “yes” answers does not correlate with any other behavior. There may be some factor that is more personal to the subject that the survey did not assess. Most of the prediction from the researcher was based upon the number of hours spent on social media. With the uncertainty of the reported figure, it is difficult to make any correlation with self-esteem/self-efficacy. The suspicion came from the fact that the amount of time spent was not in agreement with the answer provided in the social media addiction survey section (not presented here). One subject claimed that he only spends one hour on social media but when the survey asked a variety of questions regarding the frequency of social media related activities, he answered “most of the time” for the majority of the questions. This is not a single instance but a frequent occurrence. In the future, the question regarding the time spent, instead of asking how many hours spent per day, it can be made to ask how frequent the subjects access the social media so that the researcher can make an inference about the total hours spent. The number of friends/followers one has is not as good a predictor as the actual hours spent on social media because the former can be based on the amount of secondhand friends instead of direct friends. For example, if one is friends with a person who has thousands of friends, those friends will friend that person, giving the impression of active social media usage. In other words, it is highly dependent upon the amount of friends the direct friend has. The people who are actually attached to their social media may be more judicious on which friends to add and consequently have a lower number of friends compared to a person who is not that attached but happen to have a contact who has a lot of friends. Of course this frequency can be vanished if one can collect enough data to the thousand for example. For a small scale like this, the number of friends is not very reliable. Conclusion According to the literature, self-worth is based upon the amount of friends/followers a user gains. One would expect a to find a positive correlation between the time spent and the number of friends and the degree of attachment to social media and a negative correlation between the number of friends/followers and self-esteem and self-confidence. Here, the researcher did not find any correlation between the time or the number of time spent or the degree of attachment. But the researcher did find a negative correlation between the number of friends/followers and the level of self confidence in real life social settings but only in male subjects. This relationship can be further clarified by employing methods that can reliably assess the hours spent on social media daily. 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The following format is to be used in submitting proposals to the Human Subjects Research Review Committee (HSRRC). Sample forms are attached. If you believe that your proposal may be exempt from review by this committee, you must still submit the following information and any required accompanying materials to the chair of this committee. Please use the following template and respond to each of the questions, creating an electronic file. 1. The Effects on College Students of Self Perception and Social Media 2. Faculty Supervisor: Dr. Kylee J. Studer Assistant Professor of Kinesiology Houston Baptist University School of Nursing & Allied Health 7502 Fondren Rd. Houston, TX 77074 BFC 2321 281-649-3128 kstuder@hbu.edu 3. Department of origin of proposal: School of Nursing and Allied Health: Kinesiology 4. Student/Research Assistant or Investigator(s) name(s): Quyen Nguyen 5. Research proposal abstract (maximum of 250 words): Technology has become a necessity in this society especially among college students. Many students are obsessed with the number of followers/friends and “likes” they receive on social media. It was found that those spending more hours on social media were those with lower self-esteem. This is a problem that needs to be addressed because not many people are aware of how much self-esteem plays a role in social media. The hypothesis for this research states that students who spend less time on social media are the ones who have more self-respect and more self-esteem. This study included a survey a group of 50 students of various races, ages, and majors in order to determine their dependency upon social media. It was found that there was a negative correlation between the number of friends/followers and the level of self confidence in real life social settings seen in male rather than female subjects. This suggests a difference in the attitude of male and female subjects towards social media. The result of this research would help to improve the understanding of the complex behavior on social media.
7. Number of subjects required: 50 8. Type of subjects (e.g., college students): College Students 9. Source of subjects (e.g., subject pool): Undergraduate Students enrolled in a private Christian university. 10. Please respond to each of the following questions: a. Who will be the subjects and how will they be recruited? The subjects chosen must be currently enrolled undergraduate students. Students will be randomly selected on campus to answer questionnaires. The questionnaires will be given either in class or in the common meeting areas around campus. b. Describe the psychological and/or physiological stimuli or interventions and the means used to administer these stimuli or interventions. Indicate the steps that will be taken to assure the proper operation of the equipment used to administer stimuli. Give particular attention to prevention of accidental harm or injury to the subjects. The research conducted will not contain any experimental factors so there are no risk factors involved for the subjects. The only process the subjects will go through is filling out the questionnaires, which will not contain any inherent risks. There will be no equipment or stimuli administered to the subjects. c. Describe the level of risk to which the subjects will be exposed by participating in this study. If the proposed research exposes the participants to any level of risk, attach a detailed description and justification for the risk. The students will not be exposed to any type of risk. The only process the participants will be involved in is to answer the questionnaires. d. Is there any deception of the subjects that will be involved? If so, what is its rationale, its necessity, and why is the research so important as to justify its use? Are there modifications to this research that would allow for genuine informed consent? The participants will not be involved with any form of deception. The questionnaire is simply just a question and answer form. e. Describe the expected behavior of the subjects and the behavior of the investigator during the study. This must include a written statement of what is to be read to, or said to the subject concerning the study. Hello, my name is Quyen Nguyen, I am a graduating senior majoring in kinesiology. I am conducting a research about students on campus and their self perception on social media. Please help me by filling out this questionnaire. First, take the time to look over the paperwork and then returning it to me. The information given is completely confidential and will not be seen by anyone. The process consists of you filling out the questionnaire given and returning it. The researcher will then detach all forms that contain your confidential information. If you have any questions or concerns regarding your participation please feel free to email me at nguyenqn@hbu.edu. Thank you for helping me. f. Describe how the subjects are to be debriefed and the mechanism for alleviation of stress or psychological harm that may derive from participation in this study. All interactions between the researcher and participants will take place in a short amount of time since the research only participates with the the subjects during the questionnaires. The researcher will explain to the participants the purpose of the study and what they need to do. The questionnaire given will contain a short introductory paragraph that will explain into detail their participation. As a result, there is no mechanism for stress reduction or psychological harm that will take place. g. Include a statement of what the data from this research are to be used for (e.g., class assignment, thesis, etc.), who will have access to the data, and what will be done with the data at the end of the study: The data from this research is being used to fulfill requirements for KINE 4370 Research in Kinesiology. This course serves as the senior capstone course for Kinesiology majors and requires that all students complete a research paper on a kinesiology related topic. In addition to the student researcher, Dr. Kylee J. Studer, the KINE 4370 instructor, will have access to this material. Both the student researcher and Dr. Studer will take the necessary measures to destroy the data following the completion of the course. h. If the current project is being conducted by students, describe the level of involvement of the faculty advisor. Dr. Studer will be guiding students throughout this research process. Because of the purpose of the project – to serve as an opportunity for students to conduct their own research project and subsequent paper – Dr. Studer will serve to oversee the projects, but not conduct any part of the research. 11. Describe how the subjects’ privacy and anonymity are to be protected. The researcher will instruct participants to fill out the forms in front of the questionnaire and then detaching the pages to return to the researcher. The researcher will then collect the forms attached to the questionnaire that contain the participants’ information. Without their information, the participants’ identification will remain anonymous to the researcher and the public. 12. Include a copy of any questionnaires or interview questions that will be used. 13. In accordance with Federal regulations, University policy on research involving human subjects requires the use of “informed consent forms”, which must be signed by the subject or the legally authorized representative of the subject. One copy of the appropriate, completed form(s) must accompany the proposal to the Human Subjects Research Review Committee. If the study involves children, a copy of the letter or other communication to parents providing the essentials of the proposed study must also accompany the proposal to the Human Subjects Research Review Committee. NOTE: A research proposal by graduate and undergraduate students must have the following statement signed by a faculty supervisor: “I have examined this completed form and I am satisfied with the adequacy of the proposed research design and the measures proposed for the protection of human subjects. I will take personal responsibility for the safekeeping of all raw data (e.g., test protocols, tapes, questionnaires, interview notes, etc.) in a College office or computer file.” Signature and Title of Faculty Supervisor ____________________________________________ Signature of Investigator___________________________________ Phone_________________ Date____________________
ADULT SUBJECT CONSENT FORM Primary Investigator: Quyen Nguyen Student Researcher(s): N/A Title of Project: The Effects on College Students of Self Perception and Social Media I acknowledge that on __________ (date), I was informed by Quyen Nguyen of Houston Baptist University School of Nursing and Allied Health of a project having to do with the following:
I am fully aware of the nature and extent of my participation in this project and the possible risks involved or arising from it. I understand that I may withdraw my participation in this project at any time without prejudice or penalty of any kind. I hereby agree to participate in the project. Printed name: ____________________________________________________________ Signature: _______________________________________________________________ Address: ________________________________________________________________ Date: _____________________ * Subject should sign two copies of this form. Keep one copy and return the other to the investigator. Appendix C Please fill out appropriate questions and circle the answer that best applies to you
Caucasian Asian/Pacific Islander Hispanic/Latino Native American African American Other: ____________________
Male Female
Freshman Sophomore Junior Senior Graduate Student
On campus Off campus Part I: Facebook & Friends Survey
a). _____________________________________________________________________ b). _____________________________________________________________________ c). _____________________________________________________________________ 15. Does social media keep you from doing school work? Yes No 16. How do you describe yourself on the “About Me” section of your social media? ___________________________________________________________________________ 17. Would you delete your social media account if a higher authority told you to? Yes No 18. If you circled “no” in the previous question, please indicate why ______________________________________________________________________________
Never (1) Almost Never (2) Sometimes (3) Most of the time (4) Always (5)
Never (1) Almost Never (2) Sometimes (3) Most of the time (4) Always (5)
Never (1) Almost Never (2) Sometimes (3) Most of the time (4) Always (5)
Never (1) Almost Never (2) Sometimes (3) Most of the time (4) Always (5)
Never (1) Almost Never (2) Sometimes (3) Most of the time (4) Always (5)
Never (1) Almost Never (2) Sometimes (3) Most of the time (4) Always (5)
Never (1) Almost Never (2) Sometimes (3) Most of the time (4) Always (5)
Never (1) Almost Never (2) Sometimes (3) Most of the time (4) Always (5) Part III: Self-Esteem Rating Scale (SERS) 1 = Never 2 = Rarely 3 = A little of the time 4 = Some of the time 5 = A good part of the time 6 = Most of the time 7 = Always
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