Influence of Thin Ideals in Music Videos on Eating Attitudes

Influence Of Female Body Images In Music Videos On The Eating Attitudes Of Female High
School Students
A Thesis Presented to the
Communication Department
Assumption College
In Partial Fulfillment of the Requirements
for the Degree of Bachelor of
Communication Major in
Performing Arts
Naara Jo B. Acueza Acueza
Rose Caroline B. Mamonong

INFLUENCE OF FEMALE BODY IMAGES IN MUSIC VIDEOS… 2
Chapter 1
Introduction
A number of studies regarding body dissatisfaction and its effects on an individual’s eating
attitudes have been realized mostly in Western countries, especially in the US. These studies have
concluded that factors such as body disturbance and body dissatisfaction indeed contribute
tremendously to certain behavior such as dietary restraint, desire for thinness, and eating disorders
(Stice, 2001).
It is evident that the researchers find media to be one of the most powerful tools that
influence these kinds of behavior. Certain images and themes that can be found in different media
forms, particularly on television and through the internet, present various ideals that affect the way
an individual perceives himself/herself. This study specifically focused on the portrayal of thin-body
ideal images on media that can be found in music videos today and how it affects adolescents. Many
studies have suggested that the media’s constant portrayal of ultra-thin models and personalities as
beautiful has led to increasing levels of body dissatisfaction and eating disorders among young
women (Goodman, 2005). Studies using survey or experimental methods have also found significant
relations between exposure to thin female images in magazines and on television and disordered
eating, anorexia, bulimia, drive for thinness, body dissatisfaction, body anxiety, and thin ideal
endorsement.
Developmental theories, such as that by Piaget (Goswami, 2008), suggest that young people
experience crucial and dramatic changes in their capacity to handle the information to which they are
exposed in the environment from early years until adulthood. In connection to these adolescents’
response towards body images, studies concluded that the effects of exposure to media content that
present the thin ideal are greater among women younger than 19 years of age (Groesz et al., 2002).
Clay, Vignoles, and Dittmar (2005) discovered that exposure to thin-body ideal images led to a
significant decrease in 11 to 16 year old females' satisfaction and self-esteem.
Since most of the studies pertaining to the effects of body images on adolescents are in the
Western context, the researchers liked to see if there would be a difference in the results if a similar
study were conducted among Filipino adolescents. Not many studies on the eating attitudes of
underweight adolescents have been made in the Philippines compared to obese adolescents.
Nonetheless, researchers have stated that Filipino females might be exposed to and be influenced by
western ideals and unhealthy eating and dieting patterns given the close ties between the US and the
Philippines (Stice, 2001). Results of a cross-cultural study on the eating attitudes and body
dissatisfaction among Indian, Japanese, Omani, Euro-American and Filipino adolescents showed that
Filipino adolescents had the most abnormal eating attitudes, including dieting, bulimic behavior and
a strong need for control over their eating (Kayano et al., 2008). Lorenzo et al (2002) further
explained that while data remains scarce, there is growing evidence that eating disordered attitudes
and behaviors are becoming a significant problem in the Philippines as well.
Members of the entertainment industry, in particular, are under intense pressure to maintain a
certain weight and preserve an ideal physique. These people prefer to have lighter bodies to be able
to move easily either on a film set or on a stage. There appears to be a contradiction between the
physical image actors are required to maintain and the responsibility of media to their young,
impressionable audiences. Actors and performers are considered role models for the youth. Being
Performing Arts majors themselves, the researchers addressed this conflict. This study was their way
of confronting an alarming trend in the dieting behavior of Filipino youths.

Review of Related Literature
Media and its role in society. O’Donnell (2005) describes media as a cultural force that
produces shared social meanings and a tool that provides guidelines on how to make sense of the
world. Media as popular culture is a significant part of society and has the ability to manipulate and
limit individual development (Adorno, 1991).
To further understand the role of media in culture and society, the critical theory explains mass
media’s role in promulgating ideology and power relations through images and representation
(Mckenna, 2006). Visual rhetorical scholars are interested in symbols as forms of communication
such as music videos, film, commercials, and advertisements. This theory allows communication
scholars to make sense of visual information (Mckenna, 2006). Moreover, visual rhetoric theory also
allows scholars to understand what meanings are presented to an audience (Foss, 2005). Both the
narrative theory and visual rhetoric theory argue that the media represents stories with signs,
symbols, and meaning that represent reality. Barbatsis (2005) states that storytelling is a universal
human behavior and that messages portrayed in television have the power to influence society’s
thinking and behaviour. These messages are assimilated by audiences who construct a lifestyle
representing their unique interpretations of the consumption ideals prevalent in popular culture.
(Englis, 1993)
Music television is one significant force in popular culture that is a hybrid of entertainment and
commercial forms of communication. Music videos have become a form of entertainment while
some would argue an art form (Englis et al., 1993). Also, aside from music videos being an important
part of a hugely profitable music industry (Grebb, 2006), its definition in the social context stands to
be a driving force in popular youth culture and has also become a valid site for examining cultural
definitions of gender (Mckenna, 2006).

Music videos represent a distinct form of media since its visuals, combined with the music,
may enhance, redirect, or contrast with the effects and introduce new elements to the media
experience that were not understood previously by the viewer (Ashby & Rich, 2005). Studies show
that the combination of visuals and music may bring a stronger impact, especially to adolescent and
teenage audiences, more than either form alone. Ashby and Rich (2005) explain that after
watching music videos, the visual images persist with the viewer even when that individual is
listening to an audio only version of a song; most music video viewers "always" or "frequently" think
of content from the music video when listening to the corresponding music (p. 372). The study
further expounds that as a result of this powerful synergy, music videos’ handling of frequently
portrayed topics, such as sex; violence; and the use of tobacco, alcohol, and other drugs may have an
even stronger effect on adolescent attitudes, beliefs, and behaviors regarding these subjects than
music or television alone.
Female body images in media. Popular mass media in Western societies have been criticized
for sexually objectifying the female body (Vandenbosch & Eggermont, 2012). Arnett (2002)
describes a typical modern music video to be “one that features one or more men performing while
beautiful, scantily-clad young women dance and writhe lasciviously” (p. 256). The women have
fewer clothes on and are mostly just props”. Kim et al. (2007) add that an ideal modern woman in
media would always be styled according to the latest fashion trends and her body would have all the
right curves.
Slater and Tiggeman (2002) say that “sexual objectification occurs when a woman's body is
treated as an object (especially as an object that exists for the pleasure and use of others), and is
illustrated interpersonally through a gaze or "checking out," and in the representation of women in
the media (p.343). Female characters are often shown as sexual objects in rap music videos with a
heavy emphasis on physical appearance and sexual attractiveness (Gan et al., 1997).
It is also evident that across many genres on television, women, in contrast to their male
counterparts, are typically presented as decorative elements whose value is based solely on their
physical appearance (Galdi et al., 2013, p. 2). Conrad et al. (2009) states that sexual objectification
has spurred debates on rap music videos. They have been accused of being overly sexist and
degrading towards women.
Moreover, Hooks (1992) says that rap music videos have long been accused of stereotyping
and sexualizing women as they are often seen wearing provocative clothes and behave in submissive
ways (Dixon & Brooks, 2002). An examination by Kalof (1999) revealed that female undergraduate
exposed to a sexually stereotyped music video indicated greater acceptance of interpersonal violence
(i.e., violence with relationships) than those exposed to a neutral music video (Zhang et al., 2009).
Another study conducted by Lee and Kistler (2010) indicated that participants’ identification with
same-sex popular television characters significantly associated with greater support of women as sex
objects.
Thin ideal in media and body dissatisfaction. A woman’s body image is a significant source
of her self-esteem (Smeesters et al. 2010). However, Park (2005) stated that the body size of women
portrayed in mass media has been steadily getting smaller. Thin models and actresses seen on
television screens, magazines, movie, and internet sites appear to be the standard in media today
(Van Vonderen & Kinnally, 2012, p. 42). There is a mediated norm or body image in present-day
culture and it is characterized by bodies that are extremely thin (Hendriks & Burgoon, 2003). Van
Vonderen & Kinally (2012) state that the phrase “thin-ideal media” refers to media that contain
noticeably thin female main characters, such as fitness and fashion magazines and television
programs (p.42).This mediated thin-ideal is present in mainstream media, and mainstream media are
a source for women to turn to for information about how to look (Hendriks, 2002).
Researchers contend that the strongest conveyors of each of these sociocultural assumptions
(the thin body ideal, body as object, and thin is good) may be mass media (Stice, Schupak-Neuberg,
Shaw, & Stein, 1994). Mass media have been criticized for portraying thin ideals and for contributing
to the body image disturbance and dissatisfaction among women. (Fouts & Burggraf, 2000; Harrison,
2000;). A study shows that approximately 50% of girls and young women report being dissatisfied
with their bodies and the domination of the thin ideal in media is deemed as one of the main reasons
(Bearman et al., 2006). Consequently, women who are heavy viewers of thin-ideal media may
develop the attitude that thinness is socially desirable, experience greater body dissatisfaction, and
engage in weight loss behaviors and cosmetic surgery in an attempt to measure up to the standard
they observe (Hesse-Biber, Leavy, Quinn, & Zoino, 2006). Growing concerns about body
dissatisfaction and weight loss have paved the way for media effects in body image to be developed
over just a short time (Levine & Harrison, 2009).
Harrison (2000) emphasizes that a growing number of empirical studies have typically found
that media exposure is related to greater endorsement of the thin ideal, less satisfaction with one’s
own body, and greater tendency of exhibiting eating-disorder symptomatology. Abundant exposure
to thin media images has undeniably led to the commonly held belief that the thin ideal is normative
and central to attractiveness.
Irving (1990) reported that undergraduate women exposed to thin, as opposed to average or
oversized, models or thin-ideal media in general, had the most negative subsequent evaluations of
their own bodies. For girls and women, photos depicting extremely thin models appear to exert the
greatest influence on body dissatisfaction. A recent meta-analysis conducted by Grabe, Hyde and
Ward (2008) concluded that media exposure to thin beauty ideals is indeed related to body image
disturbance. Women, who viewed ads that portray highly attractive female characters with
unrealistically thin bodies, preferred a thinner body (indicating a larger discrepancy between their
actual body size and their ideal body size) than women who were in the nonsexist or no ad condition
(Zhang, 2009).
Objectification theory states that exposure to media figures can trigger women to observe their
bodies and focus on external body attributes such as appearance and looks (Fredrickson & Roberts,
1997). This objectified view is mostly measured by two components: body surveillance and body
shame (Forbes, Jobe, & Revak, 2006; Greenwood, 2009)
The Philippines is shown to be following significant trends associated with demographic
changes, economic development and the nutrition transition – three key factors that identify the
rampancy of obesity and the increasing number of overweight people in the United States (Novilla et
al., 2006). Studies also show that diet composition in Metro Manila is increasingly high in animal
products, fat and sugar, and low in fruits, vegetables and fiber (Florentino et al., 1992). However,
studies on underweight Filipinos remain scarce. Whilst this is true, there is growing evidence that
eating disordered attitudes and behaviors are becoming a significant problem in the Philippines as
well (Lorenzo et al., 2002). Considering the close ties between the U.S. and the Philippines, Filipino
females might be exposed to and be influenced by western ideals and unhealthy eating and dieting
patterns (Stice, 2001).
Types of eating disorders. Possible changes in eating behaviors commonly start in the teenage
years. It affects around: 1 fifteen-year-old girl in every 150;1 fifteen-year-old boy in every 1000.
(Retrieved from: http://www.nationaleatingdisorders.org)

1. Anorexia Nervosa
This includes inadequate food intake leading to a weight that is clearly too low. A person
experiences fear of weight gain, obsession with weight and persistent behavior to prevent weight
gain. This also happens when one’s self-esteem is overly related to body image.
2. Binge Eating Disorder
These are frequent episodes of consuming very large amounts of food but without behaviors to
prevent weight gain, such as self-induced vomiting. It also includes a feeling of being out of
control during the binge eating episodes. Indications that the binge eating is out of control include
when one is eating when not hungry, eating to the point of discomfort, or eating alone because of
shame about the behavior.
3. Bulimia Nervosa
These are frequent episodes of consuming very large amount of food followed by behaviors to
prevent weight gain, such as self-induced vomiting. A person feels being out of control during the
binge-eating episodes. Just like Anorexia, one’s self-esteem becomes overly related to body image.
Adolescents. The World Health Organization (WHO) defines adolescent as a person between
the ages of 10-19 (early adolescence: 10-14; late adolescence: 15-19); and adolescence as “the
period characterized by physical, psychological and social changes” (Omotoso, 2007, p. 2). Scholars
also viewed adolescence as a time for self-exploration, Morris and Steinberg (2001) explains. The
American Academy of Child and Adolescent’s Facts for Families suggests that adolescents
approximately between 14-18 years of age experience the following occurrences in association with
their Social-Emotional Development:
 Experiences intense self-involvement, changing between high expectations and poor self-
concept
 Worries about being normal and continues to adjust to their changing body
 Shows a tendency to distance from parents; possesses a continued drive for independence
 Driven to make friends and greater reliance on them in which popularity can be an important
issue
 Experience feelings of love and passion (Institute of Medicine and National Research
Council, 2011)
Furthermore, Omotoso (2007) stresses that adolescence is the most confusing and the most
poorly understood stage of all the five stages of human development (Infancy, Childhood,
Adolescence, Adulthood, Aged or Old Age). Studies prove that an adolescent cannot be fully
understood outside the context of his or her family, neighborhood, school, or community and factors
such as gender, race, sexual orientation, disability, illnesses, and religious beliefs (American
Psychological Association, 2002). These findings emphasize the importance of environment in
determining the extent by which adolescents are influenced.
The World Health Organization explains that the immediate environment has factors that
include families, peers, teachers and schools, and significant adults in the adolescents’ lives. Parental
monitoring and supervision may prevent children from associating with deviant peers and adapting
negative behaviors. Another factor is an adolescent’s school, which is typically the largest institution
in which he/she people is involved which makes it a primary context for his/her development
(Institute of Medicine and National Research Council, 2011)
Effects of thin ideal in music videos to female adolescents. Sociocultural theory contends
that women's dissatisfaction with their physical appearance stems from: (1) the thin body ideal that is
promulgated in Western societies; (2) the tendency for women to adopt a "body as object" rather than
"body as process" orientation; and (3) the thin is good assumption which emphasizes the rewards that
are accrued by being attractive (i.e., thin) and, concomitantly, the costs that are associated with being
unattractive (i.e., fat) (Morrison et al., 2004).
Body dissatisfaction is a salient feature of disordered eating (Koskina & Giovazolias, 2010).
An eating disorder is present when a person experiences severe disturbances in eating behavior, such
as extreme reduction of food intake or extreme overeating, or feelings of extreme distress or concern
about body weight or shape (National Institute of Mental Health 2009). Scherr et al.(2010) found
significant associations between body dissatisfaction and eating disorders (p. 299) According to the
National Eating Disorders Institution, body dissatisfaction, particularly regarding size and weight, is
a common attribute found in people who are either at risk for, or have an eating disorder. Heinberg
and Thompson (1992) discovered that female participants who considered celebrities (a universal
target) an important comparison group in relation to evaluations of physical appearance were more
likely to engage in pathological weight control practices such as vomiting to lose weight than those
who did not consider celebrities to be an important comparison group.
Dieting, coupled with certain personality and family dynamics, can induce all-consuming,
dangerous eating disorders such as anorexia nervosa and bulimia nervosa (Polivy & Herman,1999).
It affects around one fifteen-year-old girl in every 150 and one fifteen-year-old boy in every 1000.
Music is an integral part of the culture of the youth and since 1981, effects of music videos on
youth have been the target for research and controversy (Kistler & Lee, 2010). On a daily basis, 65%
of adolescents between the ages of 13 and 18 listen to hip-hop over any other genre, a preference that
holds true across different ethnicities (Rideout et al, 2005).
Mass media is considered an important source in setting aesthetic standards, especially among
women and young girls (Grabe et al, 2008). It is noted to also have influences on verbal expressions,
hairstyles, clothing, music, food preference and even the basic social values of adolescents
(Englis,1993). According to Brown et al. (1986), teens or adolescents may utilize various
experiences such as those provided by music television in order to confirm their ideas about
appearance and social behavior, and perhaps thereby reduce their social anxiety.
Adolescent girls younger than 19 years old appear to be the more vulnerable group in this
context (Groesz et al., 2002). Girls between the ages of 12 and 18 need more attention due to various
intrapersonal and interpersonal developmental changes, such as the transformation from a girl’s body
into a grown-up female body. These developments are likely to make a young girl more aware of her
body and appearance, (Tiggeman, 2010)
Adolescent girls and college women are most affected by poor body image and most likely to
engage in various forms of dieting (Grogan et al. 1996). Two recent meta-analyses confirmed that
repeated exposure to the thin body ideal increases body dissatisfaction and disordered eating among
girls and women (Grabe et al., 2008; Groez, Levine, & Murnen, 2002). The moderate degree of
dissatisfaction that is now normative among women encourages many girls and women to diet to
manipulate their size and shape (Gordon, 2000). It is unfortunate that body dissatisfaction is a
widespread epidemic affecting young women in society today (Scherr, 2010).
Theoretical Framework
Originally developed by Leon Festinger (1954), “social comparison theory is essentially
concerned with the ways in which people compare themselves to others and to
themselves at different points in time, and the consequences of such comparisons” (Heaton, 2014, p.
336). Corcoran et al (2011) emphasizes that Social comparisons are comparisons between the self
and others that are a fundamental psychological mechanism that strongly influences people’s
judgments, experiences, and behavior.
Social comparison theory is one of the few theories that are commonly used by Mass
Communication scholars to understand the relationship between media exposure and body image
disturbance (Zhang et al., 2009). Specifically, social comparison is mostly understood as a process
that is engaged in fulfilling fundamental needs such as self-evaluation, self-enhancement, and self-
improvement (Corcoran et al., 2011)
According to Festinger (1954) social comparison theory proposes that people will compare
their abilities and opinions against two discrete categories of information sources: non-social data
and real social others under conditions of uncertainty (as cited in Jenkins, 2011).
Two key concepts developed form Festinger’s (1954) theory will be used in the study.
Upward comparison happens when individuals compare themselves with others who they
perceive to possess relatively better qualities than them (Buunk & Gibbons, 2007). Social
Comparison Theory predicts that upward comparison with thin models and images would lead to
lower self-esteem (Sheldon, 2010).
On the other hand, individuals were also found to engage into downward comparisons to others
who they think are worse off or less fortunate than them. Although this is mostly true, it is important
to note that the effects of making upward and downward comparisons may also vary depending on a
person’s disposition. A downward comparison might, for instance, be positively invoked to suggest
that there are others worse off, or negatively proffered as a sign of how things might get worse
(Buunk et al., 2006).
Ghoshal (2012) explains that Contrast, which is a key concept in Social Judgment Theory,
refers to a negative relationship between the value people place on the context and the value they
place on the target stimulus. A larger discrepancy between an individual and the norm that he/she
finds acceptable would result in Contrast.
This study looked into the context of Contrast in relation to the upward and downward social
comparisons. When contrast occurs following upward comparison, individuals have been found to
experience negative changes in self-evaluations, increased negative affect, including depressive
feelings, as well as decreased self-esteem (Ghoshal, 2012). When contrast follows downward
comparison, however, the opposite results have been found to occur, with individuals experiencing
positive changes in self-evaluation (Wills, 1981), positive affect such as pride (Smith, 2000), and
increases in self-esteem (Markman & McMullen, 2003; Wills, 1981).
Other important concepts include that initial theoretical structure for social comparison theory
and noted that it was an innate process whereby individuals gather information regarding some
feature or attribute. In the area of body image disturbance, a social comparison model has had an
impact on various types of research, ranging from basic laboratory to clinical intervention (Cash,
1997; Stormer &Thompson, 1996). It may also occur on aspects such as physical appearance and
eating attitudes. The affective consequences of the comparison process appear to be influenced by
the direction of the comparison (e.g., whether it is upward or downward) and by the characteristics of
the target (Wheeler & Miyake, 1992).
The researchers made use of Social Comparison Theory because it aims to discover more
about the extent of the influences of female body image in music videos on their eating attitudes. The
researchers used the upward and downward comparisons to measure the influence of the female body
images on the eating attitudes of female high school students.
Since an upward comparison could trigger a desire to be closer to or similar with the images
that the participant is exposed to, there is a greater chance that her eating attitudes will be affected
negatively. A downward comparison would most likely result in positive eating attitudes.
Conceptual Framework
Figure 1. Conceptual Framework of the Influence of Female Body Images in Music Videos on the
Eating Attitudes of Female High School Students
As shown in figure 1, the variables of the study were students in an all-girl high school. The
researchers used Festinger’s Social Comparison Theory to identify the influence of the female body
images in music videos on the eating attitudes of female high school students. This determined if the
influence towards the female body images on music videos is upward or downward type of
comparison.
Statements of the Problem
The study aimed to determine the influence of female body images in music videos on the
eating attitudes of female high school students
Specifically, it answered the following questions:
1. What are the female body images (subcategories: gestures, physical attributes, make-up and
clothing) represented in music videos perceived by selected female high school students?
2. What is the self-evaluation of female high school students grouped according to:
a. Upward Comparison?
b. Downward Comparison?
3. What are the average eating attitudes of female high school students?
4. Is there a significant relationship between perceived female body image representation and
eating attitudes of female high school students?
Hypothesis
The study set forth the alternative hypothesis, which were tested at 0.05 level of significance.
Ha – There is a significant relationship between female body image representation and eating
attitudes
Scope and Limitations
This study determined the influence of female body images on the eating attitudes of female
high school students. The influence was measured through the participants’ upward and downward
social comparison towards thin body ideal images found in the music videos. The research focused
on female high school students only. Instruments used in gathering data are survey questionnaires
and with support of Focus Group Discussions (FGDs).
Significance of the Study
The study puts emphasis on the role of media as a powerful tool in communicating ideas and
generating influences on the youth today. Media practitioners should be aware of the responsibilities
that come hand-in-hand with their work. This study aims to prove to people in the industry that the
kind of material that audiences are exposed to has an impact on the different realities that occur in
society today- both rewarding and threatening. Body dissatisfaction can lead to serious threats to an
individual’s health. Exposure to thin body ideal images is crucial especially to adolescents who are
considered to be one of the heavy viewers of all sorts of media today. The study would like to find
out the extent of the influence of these images on their self-conception — more particularly in terms
of their physical appearance. The objective is to contribute to a more responsible media. Results of
this study could promote sensitivity in the way media practitioners produce their music videos since
it can be exposed freely to a wide number of medium that can be accessible to all kinds of audiences.
For the Media Practitioners. This study aims to pave the way for media practitioners to be
more cautious in terms of the kinds of images they choose to project on screen. Aside from this
objective, a different challenge is also imposed on performers in general. Since being fit and looking
good is part of the profession, these personalities who most adolescents and teenagers look up to are
left with the responsibility of balancing things. It is important that these performers find a way to
portray images given the requisites of the profession and the art itself as a form of entertainment
without completely jeopardizing the mindsets of adolescents, thus leading them to adopt certain
behaviors that can be harmful to their health.
For Female Adolescent Viewers. Female adolescents have their own share of viewer
responsibilities as well. This study not only aims to open the eyes of media practitioners to these
realities in society, but it also wishes to provide a healthier perspective to adolescents who are
considered to be the biggest consumers of different forms of media today. Nowadays, the number of
girls who wish to be thin or skinny because they consider it attractive continues to grow. It is
alarming that some of these female adolescents would go to extreme measures and risk their health
just so they could become “attractive” and “socially acceptable”.
For Parents. Lastly, this study aims to call attention to the parents of the viewers to know
more about what their children are watching and it will also serve as a warning to parents that there is
an effect on the eating attitudes of their children..

Chapter 2
Method
Research Design
The researchers used quantitative correlational research design in which 2 or more
quantitative variables are trying to be determined if there is a relationship between the 2 variables.
The study focused in finding out the influence of female body images in music videos on their eating
attitudes. In accordance to the objectives of the study, a set of researcher made survey questionnaires
were made and a focus group discussion (FGD) was also completed.
Participants and Sampling Technique
The researchers conducted the survey among 200 selected female high school students from
Assumption College, Makati. The students were from grade 8 to 4th year high school students and 40
respondents were chosen per year level. The researchers used convenient sampling technique, a non-
probability sampling method that trusts on data collection from population members who are
conveniently available to take part in the researchers’ study.
Research Instruments
The researchers used survey questionnaires as a tool to measure the relationship between the
participant’s perception of the body images in music videos and her self-evaluation and eating
attitudes. The first part of the survey questionnaire consists of four questions that tested the exposure
of the respondents to Hip Hop and RnB music videos. The second part of the survey questionnaire
contained 36 questions that were divided into three variables: 1) Perception, 2) Self-evaluation
according to Upward and Downward Social Comparison, 3) Eating Attitudes.

Knowledge items: A, B, C, D
Perception items: 1-12
Eating Attitudes: 13-24
Self-evaluation
Upward Social Comparison: 26, 27, 30, 31, 34, 36
Downward Social Comparison: 25, 28, 29, 32, 33, 35
The perception test was divided into three subscales: 1) Gestures, 2) Physical Attributes, 3)
Clothing and Make-up.
Gestures items: 1, 4, 6, 8,
Physical Attributes items: 2, 7, 9, 11, 12
Clothing and Make-up items: 3, 5, 10
A number of statements in the eating attitudes part of the test were adapted from David
Garner’s EAT-26.
Experts in three sections did the validation of the survey questionnaire: Ms. Joy Villaluz for
Behavioral Construction; Mrs. Charity Orense for Psychometric Properties; and Ms. Jennifer Fule as
a professional in the field. The questionnaire used a four-point Likert Scale interpretation:
4 for Strongly Agree
3 for Agree
2 for Disagree and
1 Strongly Disagree
The researchers formed a non-structured questionnaire for the focus group discussion (FGD)
that was conducted by Mrs. Pat Datul-Ramirez from the Psychology Department of Assumption
College. The non-structured questionnaire contained 9 questions that were also divided into 3
sections: 1) Knowledge and background on Hip-hop and R&B music videos, 2) Perception of the
body images in the music videos, and 3) Self-evaluation. Krizelle Araojo, a psychometrician,
validated the questions for the FGD.
Data Gathering Procedure
The researchers used survey questionnaires in order to gather data. A letter of request was sent
to Mrs. Carmen Lim-Velayo, Basic Education Department Principal of Assumption College after the
questions were carefully checked and validated. The survey questionnaires were distributed to the
200 selected high school students from the all-girl high school upon the principal’s approval. The
researchers tabulated the answered questionnaire and input the data in SPSS followed by the analysis
and interpretation of the result.
The second part of the data gathering was through the focus group discussion (FGD). The
questions that were used were approved and validated. The researchers chose 6 participants from the
selected 200 students wherein each year level was represented.
Mrs. Pat Datul-Ramirez conducted the focus group discussion at the Testing Room of the Basic
Education Department of Assumption College. The interview was held last January 11, 2016. It was
recorded in an audio format and lasted for 24:48 minutes. After the interview, the researchers
transcribed and analyzed each answer.
Data Analysis
The researchers determined the female body image represented in the music videos, by the use
of mean and standard deviation. The researchers also determined the eating attitudes of female high
school students by mean and standard deviation. To find the significant relationship, the researchers
used Pearson r.
Chapter 3
Results
The researchers conducted the actual survey at Assumption College Makati with 200 student
participants from 8th grade to 4th year high school.
Figure 2 shows the percent distribution of the age of the respondents. Of the two hundred
(200) respondents of the study, majority (25%) were 13 years old; 23% were 14 and 15 years old;
16% were 16 years old; 14% were 17 years old; and only 1% was 18 years old.
1%
14%
25%
13 years old
14 years old
16%
15 years old
16 years old
17 years old
18 years old
23%
23%
Figure 2. Percent Distribution of the Age of the Respondents
Note. N=200 Participants

Figure 3 shows the frequency distribution of students by watching music videos through
YouTube, Billboard, Television, and DVD. It can be seen that most of the students watch music
videos in YouTube and in TV (MYX, MTV, V Channel).
The researchers aimed to get a grasp of the respondents’ knowledge with regards to Hip Hop
and RnB music videos by measuring their exposure to the following popular female Hip Hop and
RnB artists: 1) Rihanna, 2) Nicki Minaj, 3) Iggy Azalea, 4) Beyonce.
250
200
199
150 173 165
100 122
50 78
0 27 35
1
Frequency
e rd l) D
T ub oa nne DV
u l l b a
Yo Bi Ch
,V
TV
,M
YX
(M
o n
si
vi
ele
T
Yes No
Figure 3. Exposure of Students to Music Video Channels (Count)

Figure 4 shows that most of the students have watched Rihanna’s music videos at least once.
120
100
80 99
60 69
40
20 26
0 6
Frequency
m
e gs nc
e ce
Na Son O On
ei
r
ei
r os ha
n
Th Th de T
Vi e
ow ow i c or
Kn Kn us s M
M eo
ed id
tch cV
a i
W us
M
ed
tch
a
W
Rihanna
Figure 4. Exposure of Students to Rihanna
Figure 5 shows that most of the students have watched Nicki Minaj’s music videos at least once.
120
100 106
80
60 68
40
20
0 21
5
Frequency
m
e
ng
s
nc
e ce
a o O On
rN rS os n
ei ei de ha
Th Th Vi e T
ow ow i c or
Kn Kn us s M
M eo
ed id
tch cV
a i
W us
M
ed
tch
a
W
Nicki Minaj
Figure 5. Exposure of Students to Nicki Minaj

Figure 6 shows that most of the students have watched Iggy Azalea’s music videos at least once.
100
80 93
60
63
40
20 32
0 12
Frequency
e gs nc
e ce
Nam Son O On
ei
r
ei
r os ha
n
Th Th de T
Vi e
ow ow i c or
Kn Kn us s M
M eo
ed id
tch cV
a i
W us
M
ed
tch
a
W
Iggy Azalea
Figure 6. Exposure of Students to Iggy Azalea
Figure 7 shows that most of the students have watched Beyonce’s music videos at least once.
120
120
80
40 54
0 22
4
Frequency
e s e ce
am ong Onc On
rN rS os n
ei ei de ha
Th Th Vi e T
ow ow i c or
Kn Kn us s M
M eo
ed id
tch cV
a i
W us
M
ed
tch
a
W
Beyonce
Figure 7. Exposure of Students to Beyonce

After the results were gathered, the researchers determined the female body images
represented in the music videos, by the use of mean and standard deviation as shown in Table 1.
Perception involves twelve (12) statements about women portrayed in Hip-hop and R&B music
videos. The statements and results are given in Table 1. The results show that the statement “Women
show some skin.” got the highest mean score of 3.51 among all other statements. This means that the
respondents agree that women in hip-hop and R&B music videos show some skin. The respondents’
perception indicated that women that show some skin are the usual portions in the music videos that
the respondents see.
On the other hand, the statement “Women have tiny waistlines” got the lowest mean score of
2.92. This means that the respondents agree that women in hip-hop and R&B music videos have tiny
waistlines. This explains that the respondents’ perception on women that have tiny waistline is the
least portion that the respondents see in hip-hop and R&B music videos.
Table 1
Female Body Images as Perceived by the Students
Statements M SD VD
Women show some skin. 3.51 0.71 Strongly Agree
Women dance by moving their hips. 3.46 0.69 Strongly Agree
They wear body-hugging and tight tops. 3.45 0.74 Strongly Agree
Women wear short shorts or skirts. 3.40 0.76 Strongly Agree
They wear heavy makeup. 3.33 2.33 Agree
Women show an enticing look. 3.30 0.83 Strongly Agree
They have bodily contact with male 3.22 0.82 Agree
characters
They get close up shots of certain body 3.11 0.93 Strongly
parts. Agree
Women have slimmer bodies. 3.02 0.80 Agree
They move their lips in a suggestive 3.00 0.89 Agree
manner.
They have chiseled arms. 2.94 0.74 Agree
Women have tiny waistlines. 2.92 0.82 Agree
Note. Strongly Agree – 4, Agree – 3, Disagree – 2, Strongly Disagree – 1.
Table 2 shows the results of the self-evaluation of the respondents grouped according to
upward and downward comparison. Upward comparison happens when individuals compare
themselves with others who they perceive to possess relatively better qualities than them (Buunk &
Gibbons, 2007). Downward comparison is the opposite and studies have been found to occur with
individuals experiencing positive changes in self-evaluation (Wills, 1981). The statement “I don’t
need to dance suggestively in public to attract attention”, which falls under Downward Social
Comparison, got the highest mean score of 3.46. The statement “Wearing clothes that show skin
makes me more attractive”, which falls under Upward Social Comparison, got the lowest mean score
of 1.87. This means that most of the students agree to have a Downward Social Comparison toward
the images.
Table 2
Self-Evaluation of High School Respondents
Statements M SD VD
I don’t need to dance suggestively in public to 3.46 2.93 Strongly Agree
attract attention.
I don’t need to wear a lot of makeup to be 3.37 0.83 Strongly Agree

attractive.
Looking natural (less/no makeup) fits me and 3.18 0.86 Strongly Agree
makes me pretty.
I am comfortable with the way I carry myself. 3.16 2.30 Agree
I have to work out to achieve a slimmer body. 3.11 2.25 Agree
It's important to look my best all the time. 3.00 0.86 Agree
I want to become slimmer 2.94 0.96 Strongly Agree
There’s not so much to change about myself. 2.90 0.92 Agree
I am contented with the way I look now. 2.83 0.97 Strongly Agree
An alluring look puts me to an advantage. 2.07 0.91 Disagree
Smirking at a prospective male acquaintance 1.90 0.98 Strongly Disagree

raises the chances of him liking me.
Wearing clothes that show skin makes me 1.87 0.86 Disagree

more attractive.
Table 3 shows that the overall mean score for downward comparison is 3.15 while the overall
mean score for upward comparison is 2.50. The result obtained shows that the mean score for
downward comparison is higher than the upward comparison.
Table 3
Overall Mean for Upward and Downward Comparison
M SD
Overall mean 3.15 0.84
downward
Overall mean upward 2.50 0.67

Eating attitudes involves twelve (12) statements about the eating attitudes of an individual in
general. The statements and results are given in Table 2. The results show that the statement “I don’t
hesitate to eat when I am hungry.” got the highest mean score of 3.32 among all other statements.
This means that the respondents agree that a person doesn’t hesitate to eat when he/she is hungry.
Conversely, the statement “I avoid food with sugar in them.” got the lowest mean score of 1.90.
The researchers used a Pearson product-moment correlation to determine the relationship
between perceived female body image representation and eating attitudes of female high school
students. The results presented in Table 4 show that there was no significant relationship between
perceived body images in the music videos and eating attitudes of the female high school students.
The p-value obtained was greater than the level of significance if 0.05 (r=-0.099, n=200, p-
value=0.163)
Table 4
Eating Attitudes of High School Respondents
Statements M SD VD
I don’t hesitate to eat when I am hungry. 3.32 0.87 Strongly Agree
I try to burn up calories through exercise. 3.14 0.87 Agree
I don’t regret eating sweets. 3.09 0.91 Strongly Agree
I do not monitor or calculate my calorie intake. 3.01 1.80 Strongly Agree
I am terrified of being overweight. 3.00 1.06 Strongly Agree
I do not skip meals. 2.96 0.94 Strongly Agree
I do not follow a strict diet. 2.94 0.96 Agree
I do not regret having eaten a large amount of 2.85 1.01 Strongly Agree
food.
I cut carbs to lose weight. 2.26 1.02 Disagree
I feel bad when I eat more than three times a 2.17 1.33 Disagree
day.
I avoid food that contains high carbohydrate 1.92 0.92 Disagree
content (i.e. bread, rice, potatoes, etc.)

I avoid food with sugar in them. 1.90 0.82 Disagree

Table 5
Correlation between Perception and Eating Attitudes
r P- Interpretation
value
perception & eating -0.099 0.163 Not Significant
attitudes Note. p is
equal or greater than
0.05 level of significance
Table 6 shows a summary of the Focus Group Discussion that was conducted among six students
from Grade 8 and Year 4. The report also notes interesting points and reactions that were obtained
from the participants.
Table 6
Profile of Participants and Summary Report of Focus Group Discussion
Topics Ideas Interesting points
 Knowledge and The students agree that they are
Exposure to Music exposed to Hip Hop and RnB
Videos music videos
Most of the students agree that “I see women in revealing and it’s
kind of offensive sometimes.”
the images are sexual; women
 Perception of the body are objectified.
images
“When I watch their videos I feel

One of the students finds the like it’s kind of powerful and I like
it.”
images motivating.
The respondents showed positive

“I think it’s also a matter of
results in their self-evaluation looking at a different perspective
in order to see the true beauty.
You really have to look at the
good side of what they see instead
of rather seeing them as a whole
 Self-evaluation even when they’re so negative.”
Chapter 4
Discussion
Summary Of Findings
The first set of questions in the survey questionnaire that pertain to the viewers’ perception of
the body images in RnB and Hip Hop music videos consists of the subcategories that include
gestures, physical attributes, and makeup and clothing. The statements that fall under the
subcategory gestures include Women dance by moving their hips, They have bodily contact with male
characters, and They move their lips in a suggestive manner. The statement Women dance by moving
their hips got the second highest mean score of 3.46 among the other statements. The statement
Women have bodily contact with male characters got a mean score of 3.22 (See Table 1). This
suggests that images that involve movement and contact with other characters leave a large impact
on the viewers of these videos. The genres RnB and Hip Hop both have the quality of being fast-
paced and also have visuals, movement, and contact as important factors. It is possible that this is the
reason why a lot of these images exist in their music videos. Ashby and Rich (2005) suggest the
combination of visuals and music brings a stronger impact to the viewers than either form alone.
They add that even after watching the music videos, the visual images stay with the viewer even
when an individual is listening to an audio only version of the song. Another factor that would
explain why gestures are rather more dominant and prominent to the viewers is the involvement of
dance.
Since Hip Hop is not only a music genre but also a form of dance and a growing culture, the
integration in these music videos is something that could hardly be avoided. What makes these music
videos even more popular are their ability to create a trend out of the dance moves that they
introduce. An example would be Miley Cryus’ twerking during her We Can’t Stop live performance
at the MTV Video Music Awards that made the song even more popular, gaining a total of
632,047,797 views since it was uploaded on June 19, 2013 via the MileyCyrusVevo Channel on
Youtube. The single Watch Me (Whip/Nae Nae) by Silentó, which features the dance craze
Whip/Nae Nae, currently has 574,416,491 views on the SilentoVevo Channel since it was uploaded
on June 25, 2015. Note that these are statistics obtained only through the Youtube music channel and
do not yet include the stats of the total television views.
The results also revealed that the respondents agree that the body images in Hip Hop and RnB
music videos mostly involve stereotyped women who wear provocative clothing and who behave
submissively as stated by Dixon and Brooks (2002). Among the 12 statements in the perception part
of the survey questionnaire, Women show some skin got the highest mean score of 3.51 (See Table
1). This statement falls under the subcategory Physical Attributes. These results suggest that this is
the prominent image that stays with the viewers. A popular image in these music videos is a modern
woman who wears attires according to the latest fashion trends and whose body possesses all the
right curves (Kim et al., 2007). Another study suggests that women in television are typically
presented as decorative elements whose value is based solely on their physical appearance (Galdi et
al., 2013, p. 2). These studies and results only prove that these women’s physical appearance plays a
big role in the viewers’ perception of the video and the images as a whole. The presence of and the
focus on a specific artist could possibly be a way for the viewers to recall the scenes in the music
video more easily. Another perspective that would be useful to look at is the fact that these artists
could be considered fashion ambassadors and their music videos could be a way for them to
showcase the latest fashion trend. These are some of the possible key aspects into getting the
audience hooked aside from the elements of music and video production.
The Focus Group Discussion that was conducted among six high school students from grade 8
and fourth year showed almost similar results. When asked what images they usually find in R&B
and Hip Hop music videos, none of the participants was able to answer right away. They were
hesitant until one participant raised her hand and said the images are sexual and unnecessary
because sometimes they do not relate to the song. Another participant stated, there’s a lot of random
dancing girls and I guess it’s fine if it goes with the topic of the song. Another students said I felt
uncomfortable about it because I’m not that type of person and I can’t relate to it. Another
participant tends to agree by saying, I see women in revealing and it’s kind of offensive sometimes.
Only one participant had a positive answer from the group stating that, when I watch their videos I
feel like it’s kind of powerful and I like it.
A follow-up question asking the participants to describe the women specifically in these music
videos was raised. One participant answered first with, Thin but curvy. The next one added, also they
wear really heavy make-up, actually. The facilitator asked for more descriptions. A participant said,
most of them are fit. The remaining students said that these women look like people you would see in
magazines. One student did not give an answer.
It is interesting to note that although these images were proven to be perceived by the
respondents, their self-evaluation was mostly geared towards a downward social comparison than an
upward social comparison. Festinger’s Theory of Social Comparison states that a downward
comparison highlights a more positive effect on an individual since he/she chooses to look down
upon the object of comparison (in this case, the female body images). This leads individuals to
experience positive changes in self-evaluation (Wills, 1981), positive affect such as pride (Smith,
2000), and increases in self-esteem (Markman & McMullen, 2003), or experience no change at all.
On the other hand, an upward comparison occurs when individuals compare themselves to other
whom they believe possess better qualities than them (Buunk & Gibbons, 2007). This comparison
eventually leads to increased negative affect, including depressive feelings, as well as decreased self-
esteem. With an overall mean score of 3.15, the respondents’ downward social comparison towards
these music videos proved to be dominant than the upward social comparison with a overall mean
score of just 2.50 (See Table 2). The results imply that majority of the respondents opted to look
down upon the images perceived and felt confident about themselves. It is possible that some
respondents did not experience any change at all with regards to their self-evaluation or self-esteem
prior to and after watching the music videos.
Studies show that media exposure to thin beauty ideals and images is indeed related to body
image disturbance (Hyde & Ward, 2008). The results of the study show that the respondents are
exposed to these music videos most specifically through music television and Youtube channels. The
data gathered from the knowledge part of the test state that most of the respondents have watched
RnB and Hip Hop music videos more than once, and therefore are repeatedly exposed to them.
However their self-evaluation report shows minimal discrepancies particularly in terms of body
dissatisfaction. This supports the idea that environment plays a part in the extent of influence the
respondents may have from watching these music videos. Marsh (2005) emphasizes that a student’s
development of self-concept is dependent on his/her surroundings. A positive self-concept would
lead to a positive self-esteem as well (Trautwein, Ludtke, Koller, & Baumert, 2006)
During the FGD, the question Is it an image you would want to attain? Why or why not? was
posed. For the second time, the participants showed hesitation and took time to answer the question.
After some time, a participant answered, I don’t really feel like I have to look like them. There was a
pause before the next one answered. One student’s answer was associated with an upward social
comparison stating, Sometimes, since they’re fit, I get motivated. Because like they have abs so I’ll
exercise, I’ll work out. Another one stated, I guess it doesn’t really affect me much. I want to be fit
but it does not affect how I want to look. The other participants all said that these images do not
affect them and that they would rather look natural. With these answers it is visible that the majority
of the participants do imply a downward social comparison towards these body images because it
either makes them more confident about themselves or contented about they way they look.
Indifference could also be one of its effects.
Hesse-Biber et al. (2006) concludes that women who are heavy viewers of thin-ideal images in
media may develop the thinking that thinness is socially desirable and thus experience greater body
dissatisfaction, and engage in weight loss behaviors. George Gerbner’s Cultivation Theory defines
light viewers as those that are exposed to media less than two hours a day; medium viewers as those
that are exposed to media two to four hours a day; and heavy viewers as those that are exposed to
media four or more hours a day (Retrieved from: oregonstate.edu). Although the frequency of
exposure was not measured in terms of the hours they spend watching the music videos, the results
show that the respondents have repeated exposure to these music videos. These results may not
necessarily coin the respondents as heavy viewers of media, but may put them between the ranges of
medium to heavy exposure considering that the media they are exposed to also vary. This is seen in
the results in figure 2, which shows that the respondents get access to these music videos through an
internet website (YouTube) and television. It is notable that most of the respondents showed positive
results in their eating attitudes despite repeated exposure to the music videos. The statement I don’t
hesitate to eat when I’m hungry got the highest mean score of 3.32 whilst I avoid food with sugar in
them got the lowest mean score of 1.90 (See Table 3). The data suggests that the respondents do not
feel the need to make extensive efforts to lose weight and become more like the images they see in
music videos. Their answers prove that they do not feel any guilt whenever they eat, whether the
intake is of a huge amount or not. This positive outcome is interconnected with the dominance of
downward comparison in the respondents’ self-evaluation.
The FGD also presented a question pertaining to eating attitudes. The first question is what do
you normally eat?; followed by what’s healthy food for you? The participants looked at each other
and grinned before answering the question. One of them confidently answered first, I honestly don’t
really follow the healthy food thing but I just eat anything random. Another one answered next and
said, I eat anything I want. The other participants laughed after hearing this answer. Another student
said that, I don’t diet or anything, but I like to keep it healthy and in moderation. I know the
difference between what’s healthy and what’s not. I still feel the need to eat like junk food and fries
and everything. One participant confessed, I used to diet but now I don’t. I eat anything I want but
then I try to be healthy. A respondent said, I just eat whatever I want but I’m more of a real food
person.
The next question asked was How many times do you eat in a day? Almost everyone answered
that they eat more on weekends because they have more time and they get to spend time with their
family.
The results showed that there is no significant relationship between the perceived female body
images in the music videos and the eating attitude of the high school students. The contradiction
between the results and the expectation of the researchers brought about by the literature gathered
could be explained by the other factors that could have contributed to the disposition of the
respondents. Studies confirmed that repeated exposure to the thin body ideal increases body
dissatisfaction and disordered eating among girls and women (Grabe et al., 2008; Groez, Levine, &
Murnen, 2002). The respondents almost agreed with the statements pertaining to the images found in
music videos but showed little signs of body dissatisfaction and also little irregularities in their eating
behavior. This age group was expected to be the most influenced ones since they are at a crucial
stage in their growth wherein they are vulnerable (Groesz et al, 2002) but the outcome of the tests
showed a different angle. Because the respondents’ downward social comparison is dominantly
higher than the tendencies for upward social comparison, it followed that they were unmoved,
indifferent, or possibly motivated to pursue a healthy lifestyle that does not require them to undergo
the extremes. The results imply that there are other factors responsible for the outcome of the test.
Studies prove that an adolescent cannot be fully understood outside the context of his or her
environment –family, neighborhood, school, or community and factors such as gender, race, sexual
orientation, disability, illnesses, and religious beliefs (American Psychological Association, 2002).
During the FGD the participants were also asked to give their opinions on whether they are
willing to go to extremes or not in order to become fit. Three of these participants are varsity athletes
and see themselves working out for their sport and physique and not necessarily for appearance. The
other participants stated that they do not exercise on a regular basis. All of the participants agreed
that they choose not to go to extremes in order to become fit.
The last two questions were the following: What do you think are the qualifications for a
person to be considered beautiful or attractive? and Do you consider yourself beautiful? Why or why
not? The participants emphasized that society defines beautiful as being fair-skinned, thin, or
physically attractive. However, they believe that there is no definition for beauty because everyone is
beautiful. All the participants answered similarly. Before answering the last question, they all giggled
and seemed shy and hesitant to speak up. One of the participants then boldly exclaimed, Yes, we are
all beautiful! The participants were then encouraged to speak their minds and agreed to what
Participant 2 expressed. They all believe they are beautiful. Another one said, There are some days
where everything’s just going my way. I feel like I’m exceptionally beautiful. One student elaborates,
You don’t have to always look like what the media says, you can always depend on the people who
are around who can also help you as long as you surround yourself with the right people. This
answer makes it clear that environment plays a big part in the way they see themselves. A participant
closes the interview with I think it’s also a matter of looking at a different perspective in order to see
the true beauty. You really have to look at the good side of what they see instead of rather seeing
them as a whole even when they’re so negative. The discussion ended there.
Implications
A different perspective was introduced after the results have been analyzed and interpreted.
The contradiction between the data collected and the output expected has paved the way for more in-
depth inspection. The researchers discovered a number of factors that explain how these results came
to be.
The study was conducted in an all-girls Catholic school. It is only fitting that a school of this
quality gives importance to values, spirituality, and proper guidance. It is not impossible that these
lessons extend from the classroom to their homes, since these schools encourage parents to directly
guide and support their children. Another factor that the researchers deem significant is the fact that
the study was done in a private school where students’ actions are carefully monitored by facilitators.
Although Filipino females have the tendency to be exposed to and influenced by western ideals
and unhealthy eating and dieting behavior, there are cultural aspects that continue to hold together
the Filipino identity. Previous studies that involve body dissatisfaction and eating behavior mostly
consist of Western participants who practice a culture that’s different from Filipinos’. Since Filipinos
are known to be more conservative and religious than other nationalities, it is not surprising that the
thin ideal images and the gestures they see in music videos are not considered that big of a factor for
them to change their eating attitude or their lifestyle as a whole. It is also important to note that
Filipinos possess close family ties, and therefore parents and relatives closely guide Filipino
teenagers.
Another concept involves the point-of-view of the respondents. Through this study, the
researchers are enlightened to look into the reality of stereotyping of teenagers. The results show that
the respondents are not greatly affected by the images that they see in Hip-hop and RnB music
videos. This implies cognitive, internal, and external factors that contribute to the changes in their
behavior. Although studies show that adolescent girls are proven to be more vulnerable than other
age groups, it is possible that not all adolescent girls are easily swayed by these influences. Like what
has already been said, the results may vary depending on the culture and the environment that a child
belongs to.
Limitations
The study focused solely on the influence of the music videos on the eating attitudes of the
students. Other factors that contribute to the influence were not included in the scope of the study.
The researchers did not opt to use a specific music video as a basis for the responses in order to get a
wider variety of images. A comparison between the behavior of the respondents before and after
exposure to a specific video, therefore, was not part of the study’s objective. The respondents’
knowledge of and exposure to these music videos were tested at the first part of the questionnaire,
which was followed by a perception test.
Media exposure was the variable that was used to examine influences in behavior. Other
factors such as environment and culture were not included in the scope of the study.
Recommendations
1. The researchers recommend that the study be taken by a different set of respondents
belonging possibly to a different age group, environment, or socio-economic status.
2. A comparative study between the results obtained from a private school and a public
school, or from an exclusive all girls school and a co-ed school, would also be interesting.
3. Further studies could make use of a different scope and focus on other important factors
that could contribute to the behavior and attitudes of the respondents.
4. Concepts that focus on the culture and the environment that the child belongs to could also
be a useful comparative study in the future.
Chapter 5
Project Description
Project Title
“More To Life”
Rationale
The researchers wanted to focus on the concept of Sociocultural Theory that deals with
women's dissatisfaction with their physical appearance coming from the tendency for women to
adopt a "body as object" rather than "body as process" orientation (Morrison et al., 2004). “Body as
object” refers to an individual’s body parts while “body as process” refers to an individual’s body
functions. Individuals often hold positive attitudes towards their body functions more than their body
parts due to the fact that body as a static aesthetic object receives greater public scrutiny than the
body as a dynamic process (Franzoi, 1995). The production of the study aims to showcase positive
attitudes towards body functions, such as involvement in activities like sports and other hobbies, as a
way of promoting positive attitudes towards their body as an object and other aspects as well.
Synopsis
The researchers produced a song and a music video that embodies the message from the
results obtained in the study. Since the data shows that there is little or no significant relationship
between the respondents’ perception towards the body images and their eating attitudes, the
treatment of the production was based on the teenagers’ point-of-view. The objective of the song and
the music video is to take people who belong to the age group studied away from their usual
stereotype. The researchers aim to voice out the teenagers’ true and genuine self, based on the values
and principles they have learned to live by.
Song Composition
To be able to speak more effectively in this voice, the researchers used words and vocabulary
that are deemed appropriate and familiar to the age group that served as participants in the study. The
overall feel of the song could be described as the “cry” of the teenagers. There is a tone of
reassurance that is meant for the parents, guardians, and teachers of these adolescents. With the study
being conducted at an all-girls private school in the Metro, many factors that include possible
stereotypes of city girls could come up. It is one type of generalization that the study proves wrong. It
is therefore the researchers’ aim to debunk that concept.
Lyrics:
MORE TO LIFE
Verse 1:
Oh look at those TV stars
All the makeup and the wardrobe

Glances sharp like ammo
Girls who tryna’ look like Barbie dolls
Been dancing, like they don’t know they’re
Putting on too much show
Pre-Chorus:
They say size 0 is beautiful
But there’s no way we’re getting fooled
Uh huh uh huh
There’s no reason to be insecure
Because we know there’s so much more
To life than just
Chorus:
Looking pretty, being skinny, making changes with my body
Doesn’t mean that we’re astonished/ we would to want to start on latching/
Onto faces full of praises we’d rather stick with realness
Quit your worries ‘cause we know
There’s more to life than just that
Verse 2:
Hey we don’t want to cause a scene, we just want to make it all clear
Superficial, that’s not us dear (huh)(no no)

Although we’re young, or so it seems, but we do know how to say no
To the things that could mean harm, yo
Pre-Chorus:
Uh huh uh huh
To life than just
Chorus:
Looking pretty, being skinny, making changes with my body
Doesn’t mean that we’re astonished/ we would to want to start on latching/
Onto faces full of praises we’d rather stick with realness
There’s more to life than just that (2x)
Sequence Treatment
The researchers aim for a music video that is realistic and genuine. The decision was to do
away with a storyline and focus on the talents’ reaction shots. The researchers got four talents
belonging to the age group of 15-18. The video starts with a question “What makes you beautiful?”
Reaction shots towards the question will be taken then the music video starts.
VIDEO AUDIO
FADE IN:
Interviewer: What makes you beautiful?
STILL TEXT: “What makes you beautiful?”
MEDIUM REACTION SHOTS: SONG INTRO
STILL TEXT: “THERE’S”
CU: T1 checks self out (camera as mirror)
STILL TEXT: “MROE”
CU: T2 fixes hair
STILL TEXT: “TO”
CU: T3 checks outfit. Oh look at those TV stars
STILL TEXT: “LIFE”
Black.
All the makeup and the wardrobe
Glances sharp like ammo
WIDE SHOT: T1 walking, playing football
CU: T2 playing; stares at the camera (could do a
gesture “I’m watching you”) Girls who tryna’ look like Barbie dolls
Been dancing, like they don’t know they’re
Putting on too much show

Girls walking Pre-Chorus:
Talent dancing They say size 0 is beautiful
Talent playing around Uh huh
Uh huh
Lipsync. Various talents and locations. To life than just
Chorus:
Looking pretty,
Being skinny,
Making changes
With my body
Doesn’t mean that we’re astonished/ we would to
want to start on latching/
Group shot walking Onto faces full of praises we’d rather stick with
realness

Lipsync/medium shots Verse 2:
Hey we don’t want to cause a scene, we just want to
make it all clear
Superficial, that’s not us dear
(no no)
Candid shots Although we’re young, or so it seems,
But we do know how to say no
To the things that could mean harm, yo
Pre-Chorus:
Uh huh uh huh
Snippets There’s no reason to be insecure
Talents and different hobbies: possibly playing Because we know there’s so much more
ball, dancing, reading a book, skateboarding To life than just

Chorus:
Looking pretty, being skinny,
Lip-sync two talents Making changes with my body
Skateboarding, lip-sync Doesn’t mean that we’re astonished/ we would to
Lip-sync want to start on latching/
Onto faces full of praises
We’d rather stick with realness
Lip-sync Quit your worries ‘cause we know
Two talents dancing while walking
Talent dancing
Lipsync There’s more to life than just that
Slow close up shot Hmm-hmm
Talent looking out the window
Skateboarding There’s more to life than just that
Fast- talents come into frame
Talents dancing
Talent dancing in bookstore
Shot of talent in apartment
Talent dancing solo – street/CU
Medium shot: lip-sync
Group playing around
Wide shot: lip-sync
Talents get together
Having fun together
Lip-sync
Fast-paced montage CU: All 7 talents lip-sync
Cut to Black.
Storyboard
Production Schedule
December 13, 2015
Sunday
Director: Lionel Josh Lee
Talents:
Karla Francia Abigail Cordova
Angelu Edem Gea Inocencio
Sam Dela Cruz Anna Leonardo
Reena del Rosario Carla Dayanghiran
8:30 a.m. Meet up at San Lorenzo Village Park
9:00 a.m. Breakfast with director and talents
9:30 a.m. Start shooting at first location: San Lorenzo Park
10:15 a.m. Shooting at the second location: Around San Lorenzo Village
10:40 a.m. Pack up at San Lorenzo Village
10:45 a.m. Ride uber from San Lorenzo Village to Avida Pasong Tamo
10:55 a.m. Arrival at Avida Pasong Tamo; set up at third location
11:05 a.m. Shooting at the third location: Avida Pasong Tamo
11:50 a.m. pack up at Avida; ride cab going to KFC Greenbelt 1
12:07 p.m. Arrival at KFC Greenbelt 1; lunch
12:45 p.m. Walk to fourth location
12:58 p.m. Start shooting at fourth location: Seattle’s Best Greenbelt 3

1:38 p.m. Start moving to fifth location
1:43 p.m. Shooting at fifth location: Greenbelt 3 Basement Parking
2:20 p.m. Break.
2:40 p.m. Start moving to sixth location
2:50 p.m. Set up at sixth location: Legazpi
3:10 p.m. Start shooting at sixth location: Legazpi
3:56 p.m. pack up at Legazpi
4:30 p.m. Egress
December 14, 2015
Monday
Talents:
Abigail Cordova
Gea Inocencio
Anna Leonardo
Carla Dayanghiran
9:00 a.m. Call time at Assumption College
9:20 a.m. Set up at Studio 2
9:45 a.m. Shooting of interview
10:55 a.m. Pack up
11:00 a.m. Egress
Production Budget
UNIT COST
Transportation:
San Lorenzo Village
- Uber Php 330.00
- Grab Car Php 120.00

Avida Condominium
- Uber Php 150.00

Greenbelt
- Taxi Cab Php 75.00

Talent’s Fare
- UV Express Php 300.00

Food:
Day 1
- Mcdonald’s Php 660.00
- KFC Php 1,325.00
- Krocodile Grille Php 500.00

Day 2
- Jollibee Php 1,075.00

Director’s Fee Php 5,000.00
TOTAL Php 9,535.00
Production Process Evaluation
Pre-Production
For this study, the researchers came up with a music video as an output. The pre-production
process started last November 2015. The conceptualization for the song and the video took a whole
week. The researchers began to write the lyrics and arrange the instrumental of the song afterwards.
The content of the song is mainly in the voice of the young female teenagers and about how they
view themselves despite the body images that they are exposed to. The title of the song is More To
Life. The plotting of the storyboard for the music followed after.
The storyboard was done within a week and the researchers started to look for talents that will
be casted for the music video. The researchers were able to cast 8 female talents from ages 15-19.
The setting of the music video was held at San Lorenzo Village and Park, Avida Condominium,
Fully Booked and Seattle’s Best at Greenbelt, Legazpi, and Studio 2 at Assumption College.
Production
The shoot for the music video was held last December 13, 2015. It was a 2-day shoot and was
directed by Lionel Josh Lee. The first day of the shoot was done at San Lorenzo Village and Park,
Avida Condominium, Fully Booked and Seattle’s Best at Greenbelt, and Legazpi, The first shooting
day took almost one whole day. All shots intended for the first shoot were accomplished within the
day. The objective for the second shooting day was to take the individual reaction shots of four of the
talents. It was done at Studio 2 in Assumption College. The researchers packed up at 11:00 A.M.
Post-Production
The researchers began to edit the music video after the shooting days were over. The editing
of the video was done within one and a half week. The first cut was made on the first week of
December and the final cut was made last December 27, 2015.
References
Adorno, T. (1991). How to look at television. In J. Bernstein (Ed.), The Culture Industry.
London: Routledge.
American Psychological Association (2002). Developing adolescents: a reference for
professionals. NE Washington, DC. Retrieved January 21, 2016 from
https://www.apa.org/pi/families/resources/develop.pdf
Arnett, Jeffrey. "The Sounds Of Sex: Sex In Teen's Music And Music Videos". University of
Maryland (2002): 256. Web. 16 Feb. 2016.
Ashby, S, and M Rich. (2005)."Video Killed The Radio Star: The Effects Of Music
Videos On Adolescent Health". Adolescent Medicine Clinics 16.2: 371-393. Web.
Barbatsis, G. (2005). Narrative theory. In K. Smith, S. Moriarty, G. Barbatsis & K.
Kenney (Eds.), Handbook of visual communication: Theory, methods, and media (pp. 329-
349). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Bearman, Sarah K., Katherine Presnell, and Eric Martinez (2006), “The Skinny on Body
Dissatisfaction: A Longitudinal Study of Adolescent Girls and Boys,” Journal of Adolescence,
35 (April), 217–29.
Buunk A. P., Gibbons F. X. (2007). Social comparison: The end of a theory and the
emergence of a field.Organizational Behavior and Human Decision Processes, 102(1), 3–21.
10.1016/j.obhdp.2006.09.007
Buunk A. P., Zurriaga R., Gonzalez P., Terol C., Lopez Roig S. (2006). Targets and
dimensions of social comparison among people with spinal cord injury and other health
problems. British Journal of Health Psy-chology, 11(4), 677–693. 10.1348/135910705x81000
Brown, Jane, D., Kenneth Campbell and Lynn Fischer (1986). American adolescents and music
videos: Why do they watch? Gazette, 37, 19-32.
Cash, T.F., & Deagle, E.A. (1997). The nature and extent of body-image disturbances in
anorexia nervosa and bulimia nervosa: A meta-analysis. International Journal of Eating
Disorders, 22, 107􏰀125.
Clay, D., Vignoles, V. L., & Dittmar, H. (2005). Body image and self-esteem among
adolescent girls:Testing the influence of sociocultural factors. Journal of Research on
Adolescence, 15, 451-477. DOI: 10.1111/j.1532-7795.2005.00107

College Women's Narratives of Diet and Their Sense-Making of Body Image. (2011).
Conference Papers -- International Communication Association, 1-32.
Conrad, Kate, Travis L. Dixon, and Yuanyuan Zhang. "Controversial Rap Themes,
Gender Portrayals And Skin Tone Distortion: A Content Analysis Of Rap Music Videos".
Journal of Broadcasting & Electronic Media 53.1 (2009): 134-156. Web.
Corcoran, K., Crusius, J., & Mussweiler, T. (2011). Social comparison: Motives,
standards, and mechanisms. In D. Chadee (Ed.), Theories in social psychology (pp. 119-139).
Oxford, UK: Wiley-Blackwell.
Dixon, T., & Brooks, T. (2002). Rap music and rap audiences: Psychological effects and
political resistance. African American Research Perspectives, 8(2), 106–116.
Early Childhood Learning & Knowledge Center (2008). Stages of adolescent
development. Adapted from American Academy of Child and Adolescent’s Facts for
Families. Retrieved January 21, 2016 from eclkc.ohs.acf.hhs.gov/hslc/tta-s
ystem/ehsnrc/docs/_34_Stages_of_adolescence1.pdf.
Englis, B. G., Solomon, M. R., & Olofsson, A. (1993). Consumption Imagery in Music
Television: A Bi-Cultural Perspective. Journal Of Advertising, 22(4), 21-33.
http://www.nationaleatingdisorders.org/types-symptoms-eating-disorders
Festinger, L. 'A Theory Of Social Comparison Processes'. Human Relations 7.2 (1954):
117-140. Web.
Florentino, R. F., Villavieja, G. M., Boquecosa, J. P. and Bacos, F. F.: Nutrition situation
in metro Manila. Southeast Asian J. Trop. Med. Public Health, 23 Suppl 3: 31-45 (1992)
Forbes, G. B., Jobe, R. L., & Revak, J. A. (2006). Relationships between dissatisfaction
with specific body characteristics and the Sociocultural Attitudes Toward

Appearance Questionnaire-3 and Objectified Body Consciousness Scale. Body
Image, 3, 295–300.
Foss, S. (2005). Theory of visual rhetoric. In K. Smith, S. Moriarty, G. Barbatsis & K.
Kenney (Eds.), Handbook of visual communication: Theory, methods, and media (pp. 141-
151). Mahwah, N.J.: Lawrence Erlbaum.
Fouts, G., & Burggraf, K. (2000). Television situation comedies: Female weight, male
negative comments, and audience reactions. Sex Roles
Frederick, D. A., Forbes, G. B., Grigorian, K. E., & Jarcho, J. M. (2007). The UCLA
body project I: Gender and ethnic differences in self-objectification and body
satisfaction among 2,206 undergraduates. Sex Roles, 57, 317–327.
Fredrickson, Barbara L., and Tomi-Ann Roberts. 'OBJECTIFICATION THEORY.'.
Psychology of Women Quarterly 21.2 (1997): 173-206. Web.
Galdi, S., A. Maass, and M. Cadinu. "Objectifying Media: Their Effect On Gender Role
Norms And Sexual Harassment Of Women". Psychology of Women Quarterly 38.3 (2013):
398-413. Web.
Gan, S. L., Zillmann, D., & Mitrook, M. (1997). Stereotyping effect of black women’s
sexual rap on white audiences. Basic and Applied Social Psychology, 19, 381–399.
Gerbner, G.; Gross, L.; Morgan, M.; Signorielli, N.; Jackson-Beeck, M. (1979). "The
Demonstration of Power: Violence Profile No. 10".". Journal of Communication 29: 177–196
Ghoshal, Tanuka et al. 'Uncovering The Coexistence Of Assimilation And Contrast
Effects In Hedonic Sequences'. y Research Showcase (2012): n. pag. Print.
Goethals, G. R. (1986b). Social comparison theory: Psychology from
the lost and found: Personality and Social Psychological Bulletin, 12,
261-278.
Goodman, J. R. (2005). Mapping the sea of eating disorders: A structural
equation model of how peers, family, and media influence body image and eating
disorders.Visual Communication Quarterly,12 , 194–213.
Gordon, R.A. (2000). Eating disorders: Anatomy of a social epidemic (2nd ed.).
Cambridge: Blackwell.
Goswami, U. (2008). Cognitive development: The learning brain (Chapter 11, pp. 372-
417). New York: Taylor & Francis.
Grabe, Shelly, L. Monique Ward, and Janet Shibley Hyde. 'The Role Of The Media In
Body Image Concerns Among Women: A Meta-Analysis Of Experimental And
Correlational Studies'. Psychological Bulletin 134.3 (2008): 460-476. Web.
Grebb, M. (2006). Rock, rap & revenue. Cable Fax Magazine. Retrieved from
http://www.cablefax.com/cablefaxmag/business/ competition/web/18707.html
Greenwood, Dara. 'Idealized TV Friends And Young Women's Body Concerns'. Body
Image 6.2 (2009): 97-104. Web.
Groesz, Lisa M., Michael P. Levine, and Sarah K. Murnen. 'The Effect Of Experimental
Presentation Of Thin Media Images On Body Satisfaction: A Meta-Analytic
Review'. International Journal of Eating Disorders 31.1 (2001): 1-16. Web.
Grogan, Sarah, Mark Conner, and Helen Smithson. 'Sexuality And Exercise Motivations:
Are Gay Men And Heterosexual Women Most Likely To Be Motivated By Concern About
Weight And Appearance?'. Sex Roles 55.7-8 (2006): 567-572. Web.
Harrison, K., & Taylor, L. (2003). Women?s and Men?s Eating Behavior Following
Exposure to Ideal-Body Images and Text. Conference Papers -- International

Communication Association, 1-25. doi:ica_proceeding_11910.PDF
Hawks, Steven, Terisue Smith, and Lellineth Novilla. 'Motivation For Eating And The
Nutrition Transition In The Philippines'. Human Ecology 14 (2006): 101-105. Print.
Heaton, J. 'Use Of Social Comparisons In Interviews About Young Adults' Experiences
Of Chronic Illness'. Qualitative Health Research 25.3 (2014): 336-347. Web.
Heinberg, L. J., & Thompson, J. K. (1992). Social comparison: Gender, target importance
ratings, and relation to body image disturbance. Journal of Social Behavior and
Personality, 7, 335-344.
Hendriks, A. (2002). Examining the effects of hegemonic depictions of female bodies on
television: A call for theory and programmatic research.Critical Studies in Media
Communication, 19(1), 106.
Hendriks, A. and Burgoon, M. , 2003-05-27 "The Relationship between Fashion
Magazine Consumption and Body Satisfaction in Women: Who is most at risk of
influence?" Paper presented at the annual meeting of the International
Communication Association, Marriott Hotel, San Diego, CA Online <.PDF>. 2009-
05-26 from http://www.allacademic.com/meta/p111783_index.html
Hesse-Biber, Sharlene et al. 'The Mass Marketing Of Disordered Eating And Eating
Disorders: The Social Psychology Of Women, Thinness And Culture'. Women's
Studies International Forum 29.2 (2006): 208-224. Web.
Hooks, B. (1992). Black looks: Race and representation. Boston: South End
Hovland, Carl I.; Sherif, Muzafer (1980). Social judgment: Assimilation and contrast
effects in communication and attitude change. Westport: Greenwood
Institute of Medicine and National Research Council (2011). The science of adolescent
risk-taking: workshop report. Washington, DC: The National Academies Press.
Doi:10.17226/12961
Irving, L. M. (1990). Mirror Images: Effects of the standard of beauty on the selfand
Body-esteem of women exhibiting varying levels of bulimic symptoms. Journal of
Social and Clinical Psychology, 9, 230-242.
Jenkins, Phil. 'Constructing The Self'. Philosophical Psychology 24.6 (2011): 873-876.
Web.
Kalof, Linda. 'The Effects Of Gender And Music Video Imagery On Sexual Attitudes'.
The Journal of Social Psychology 139.3 (1999): 378-385. Web.
Kayano, Mami et al. 'Eating Attitudes And Body Dissatisfaction In Adolescents: Cross-
Cultural Study'. Psychiatry Clin Neurosci 62.1 (2008): 17-25. Web.
Kim, J. L., Sorsoli, L., Colins, K., Zylbergols, B. A., Schooler, D., & Tolman, D.L.
(2007). From sex to sexuality: Exposing the heterosexual script on primetime
network television. Journal of Sex Research, 44, Issue 2.
Kistler, M. E., & Lee, M. J. (2010). Does Exposure to Sexual Hip-Hop Music Videos
Influence the Sexual Attitudes of College Students?. Mass Communication &
Society, 13(1), 67-86. doi:10.1080/15205430902865336
Koskina, Nefeli, and Theodoros Giovazolias. 'The Effect Of Attachment Insecurity In
The Development Of Eating Disturbances Across Gender: The Role Of Body
Dissatisfaction'. The Journal of Psychology 144.5 (2010): 449-471. Web.
Levine, M. P., & Harrison, K. (2009). Effects of media on eating disorders and body
Image. In Byrant, J. & Oliver, M. B. (Eds.), Media effects: Advances in theory and research
(pp. 490-516). New York: Lawrence Erlbaum Associates, Inc.

Lorenzo, C. R., Lavori, P. W. and Lock, J. D.: Eating attitudes in high school students in
the Philippines: a preliminary study. Eat. Weight Disord., 7: 202-209 (2002).
Markman, Keith D., and Matthew N. McMullen. 'A Reflection And Evaluation Model Of
Comparative Thinking'. Personality and Social Psychology Review 7.3 (2003): 244-267.
Web.
Marsh, H. (2005). Big-fish-little-pond effect on academic self-concept. German Journal
of Educational Psychology, 19, 119-127.
McKenna, Libby. "Audience Interpretations Of The Representation Of Women In Music
Videos By Women Artists". Scholar Commons (2006): n. pag. Web. 16 Jan. 2016.
McKinley, N. M., & Hyde, J. S. (1996). The Objectified Body Consciousness Scale:
Development and Validation. Psychology of Women Quarterly, 20, 181–215.
Morrison, Todd, Rudolph Kalin, and Melanie Morrison. 'Body-Image Evaluation And
Body-Image Investment Among Adolescents: A Test Of Sociocultural And Social
Comparison Theories'. Adolescence Magazine 39.155 (2004): n. pag. Print.
Nationaleatingdisorders.org,. 'What Is Body Image? | National Eating Disorders
Association'. N.p., 2015. Web. 16 Mar. 2015.
National Institute of Mental Health. (2009). Eating disorders. Retrieved July 1, 2009,
from http://www.nimh.nih.gov/health/publications/eating- disorders/completeindex.shtml
O'Donnell, C. R., & Yamauchi, L. A. (Eds.) (2005). Culture and context in human
behavior change: Theory, research, and applications. New York: Peter Lang.
Omotoso, Olukunle. "ADOLESCENTS TRANSITION: THE CHALLENGES AND
THE WAY OUT (AFRICAN PERSPECTIVE)".(2007): n. pag. Web. 19 Jan. 2016.
Oxforddictionaries.com,. 'Music: Definition Of Music In Oxford Dictionary (American

English) (US)'. N.p., 2015. Web. 16 Mar. 2015.
Oregon State University. Media effects theories. Retrieved January 21, 2106 from
http://oregonstate.edu/instruct/comm321/gwalker/effectsmedia.htm.
Park, S. (2005). The influence of presumed media influence on women's desire to be
thin.Communication Research
Polivy, J., & Herman, C.P. (1999). Effects of resolving to diet on restrained and
unrestrained eaters: The “False Hope Syndrome.” International Journal of Eating
Disorders, 26, 434–447.
Rideout, V., Roberts, D. F., & Foehr, U. G. (2005, March). Generation M: Media in the
lives of 8–18 year olds. Menlo Park, CA: Kaiser Family Foundation.
Sheldon, Pavica. 'Pressure To Be Perfect: Influences On College Students' Body Esteem'.
Southern Communication Journal 75.3 (2010): 277-298. Web.
Scherr, J., Ferraro, F., & Weatherly, J. (2010). Associations Between Impulsivity and
Body Dissatisfaction in Females at Risk for Developing Eating Disorders. Current
Psychology, 29(4), 297-306. doi:10.1007/s12144-010-9090-x
Slater, Amy, and Marika Tiggemann. "A Test Of Objectification Theory In Adolescent
Girls". Sex Roles 46.9 (2002): 343. Print.
Smeesters, Dirk, Thomas Mussweiler, and Naomi Mandel. 'RETRACTED: The Effects
Of Thin And Heavy Media Images On Overweight And Underweight Consumers:
Social Comparison Processes And Behavioral Implications'. Journal of Consumer
Research 36.6 (2010): 930-949. Web.
Smith, R. H., Webster, J.M., & Parrott, W. G. (2000). The role of publicity in guilt and
shame. Manuscript submitted for publication.

Stice, Eric. 'A Prospective Test Of The Dual-Pathway Model Of Bulimic Pathology:
Mediating Effects Of Dieting And Negative Affect.'. Journal of Abnormal Psychology 110.1
(2001): 124-135. Web.
Stice, Eric et al. 'Relation Of Media Exposure To Eating Disorder Symptomatology: An
Examination Of Mediating Mechanisms.'. Journal of Abnormal Psychology 103.4
(1994): 836-840. Web.
Stormer, S.M., & Thompson, J.K. (1996). Explanations of body image disturbance: A test
of maturational status, negative verbal commentary, social comparison, and
sociocultural hypotheses. International Journal of Eating Disorders, 19, 193202.
Tiggemann, Marika, and Janet Polivy. 'UPWARD AND DOWNWARD: SOCIAL
COMPARISON PROCESSING OF THIN IDEALIZED MEDIA IMAGES'.
Psychology of Women Quarterly 34.3 (2010): 356-364. Web.
Trautwein, U., Liidtke, 0., Koller, 0., & Baumert, J. (2006). Self-esteem, academic self concept,
and achievement: How environment moderates the dynamics of self-concept.
Journal of Personality and Social Psychology, 90, 334-349.
Vandenbosch, Laura, and Steven Eggermont. 'Understanding Sexual Objectification:
A Comprehensive Approach Toward Media Exposure And Girls' Internalization Of
Beauty Ideals, Self-Objectification, And Body Surveillance'. Journal of
Communication 62.5 (2012): 869-887. Web.
Van Vonderen, K. E., & Kinnally, W. (2012). Media Effects on Body Image: Examining
Media Exposure in the Broader Context of Internal and Other Social Factors.
Conference Papers -- International Communication Association, 1-20.

Wills, T.A. (1981). Downward comparison principles in social psychology.
Psychological Bulletin, 90, 245-271.
Wheeler, L., & Miyake, K. (1992). Social comparison in everyday life. Journal of
Personality and Social Psychology, 62, 760-773.
Appendix A
Letter of Consent
ASSUMPTION COLLEGE
COMMUNICATION DEPARTMENT
06 January 2016
Dear Mr. and Mrs. _________________________________
We, Leanne Mamonong and Naara Acueza are fourth year students of Assumption College taking up
Bachelor of Communication Major in Performing Arts. We are currently working on our research
paper entitled Influence of Body Images in Music Videos on the Eating Habits of Female High
School Students.
As part of our study, we would like to invite your daughter, __________________________, to take
part in the Focus Group Discussion that will be conducted on January 11, 2016, from 3:30-4:30 PM.
Should you have any questions or concerns, feel free to contact us at 09152089191 or
leannemamonong@ymail.com.
Rest assured that all data gathered will be treated with utmost confidentiality. Thank you and God
Bless.
Respectfully Yours,
Naara Acueza
4th Year, Performing Arts
Leanne Mamonong
4th Year, Performing Arts
Ms. Ma. Virginia Revilla

Thesis Adviser
Mrs. Carmen Lim-Velayo

BED Principal
REPLY SLIP (Return on or before January 8, 2016)

I have read the information contained in the letter/memo about the above titled study, which
describes what my child will be asked to do if she wants to participate in the study; and,
□ Yes – I give permission for my child to participate in the study.

-OR-
□ No – I do not give permission for my child to participate in the study.
____________________________________
Parent/Guardian Signature over printed name
____________________________________
Student’s Signature over printed name
Appendix B
Female Body Image Questionnaire QNR No.

Instructions: The following items are designed to assess your perceptions of the female body image
representation in music videos. Please put a check  on the option that best describes your answer.
Your responses will be treated with utmost confidentiality.
5. Give three of the latest Hiphop and R&B music videos you’ve
1. Age: ___ Year Level _________ watched.
2. School: a.___________________________________________________________
___________________________________ b.___________________________________________________________
3. I watch music videos through: c.___________________________________________________________
(Check all that apply.) 6. Please put a check Know Know Watched Watched
 YouTube (✓) on the option that their their music music
 Billboard best describes your name songs videos at video
 Television (MYX, MTV,V answer. least more than
Channel) once once
 DVD a. Rihanna
 Other, please
specify:______________________ b. Nicki Minaj
c. Iggy Azalea
4. I am exposed to the latest
Hiphop and R&B music videos. d. Beyonce
 Yes  No
Female Body Image Questionnaire
Instructions: The following are statements about

women portrayed in Hiphop and R&B music videos.
Strongly Strongly
Using the scale below, please indicate with a check  Agree
Agre
Disagree Disagree
the extent of your agreement with each statement. 1 = e
4 3 2 1
Strongly Disagree, 2= Disagree, 3 = Agree, 4 = Strongly
Agree
1. Women dance by moving their hips.
2. Women show some skin.
3. Women wear short shorts or skirts.
4. They have bodily contact with male characters
5. They wear body-hugging and tight tops.
6. Women show an enticing look.
7. Women have slimmer bodies.
8. They move their lips in a suggestive manner.
9. They get close up shots of certain body parts.
10. They wear heavy makeup.
11. Women have tiny waistlines.
12. They have chiseled arms.
Please indicate with a check the extent of your

Strongly Strongly
agreement with each statement. Please be advised that Agree
Agre
Disagree Disagree
these questions pertain only to behavior after having e
4 3 2 1
watched the music videos.
13. I avoid food that contains high carbohydrate content
(i.e. bread, rice, potatoes, etc.)
14. I do not regret having eaten a large amount of food.
15. I avoid food with sugar in them.
16. I feel bad when I eat more than three times a day.
17. I do not follow a strict diet.
18. I cut carbs to lose weight.
19. I do not monitor or calculate my calorie intake.

20. I am terrified of being overweight.
21. I don’t regret eating sweets.
22. I don’t hesitate to eat when I am hungry.
23. I try to burn up calories through exercise.
24. I do not skip meals.
25. Looking natural (less/no makeup) fits me and makes
me pretty.
26. Smirking at a prospective male acquaintance raises the
chances of him liking me.
27. I want to become slimmer.
28. I don’t need to wear a lot of makeup to be attractive.
29. There’s not so much to change about myself.
30. It's important to look my best all the time.
31. I have to work out to achieve a slimmer body.
32. I am comfortable with the way I carry myself.
33. I don’t need to dance suggestively in public to attract
attention.
34. Wearing clothes that show skin makes me more
attractive.
35. I am contented with the way I look now.
36. An alluring look puts me to an advantage.
Appendix C
Focus Group Discussion Questions
1. Do you listen to RnB/Hip Hop? If yes, how often? If no, why not?
2. What images do you often see in these videos? How do you find the imageries in these
videos?
3. How would you describe the women in these music videos?

4. Is it an image you would want to attain? Why or why not?
5. What do you normally eat? What’s healthy food for you?
6. How many times do you eat in a day? (How come you don’t eat that much? Why do you eat
that much?)
7. Would you go to the extremes in order to become ”fit”? Why or why not?
8. What do you think are the qualifications for a person to be considered beautiful or attractive?
9. Do you consider yourself beautiful? Why or why not?
Appendix D
Focus Group Discussions Transcription
Facilitator: Mrs. Pat Datul-Ramirez, Psychology Department
Focus Group Location: Assumption College, Basic Education Department
Date: 11 January 2016
Number of Attendees: 6
Start of Interview
Introduction: Before we start, we introduce to you our conductor, Ms. Pat Datul-Ramirez,
she’s from Psych Department, HED.
Facilitator: Okay, so, uhm, you basically know what the research is all about. Okay, just to
refresh, the research is all about the Influence Of Female Body Images On
Music Videos On Eating Attitudes while we’re eating we’ll be discussing
(short group laugh) Of Female High School Students. Before we start, kindly
please introduce yourself. Like probably tell me your nickname and your year
level, yeah. Who wants to start?
Participant1: I’m Dani, from year 4.
P2: I’m Rachel from year 4.
P3: I’m Pat from year 4.
P4: I’m Martina from grade 9.
P5: Uh, I’m Kat from grade 9.
P6: I’m Issa from grade 9.
F: Okay, so we’ll be using uhm these (points to the audio recorder) don’t be
intimidated (short laugh) for recording purposes. Okay, I was telling them a
while ago that it, uhm, just be comfortable kasi my voice is I’m sure better
‘yung voice niyo, ganda ng acoustic dito (short laugh). Okay, so we have
several questions and uhm just be honest as possible this would be
confidential, right, guys?
Researchers: Yes.
F: Okay and uhm in the same, at the same time if you would, ah, want to
elaborate your answers that would be better as well. ‘Kay? Ah, you can feel
free to use any language that will be comfortable with. ‘Kay? Ah, first
question, uhm, do you listen to R&B or Hip-hop music? And if yes, how
often? Or if no, why not? . . . Anyone can go first.
[Dead Air: 5 seconds]
(Short laugh)
F: Oh yeah.
P2: Uhm, yes? Uhm, when it plays on the radio or like when it just plays I listen to
it.
F: So you don’t like intentionally . . . choose these music?
P2: Maybe if it plays on the radio and if I like it and I’ll download it but then
(smiles).
F: Yeah. Okay, who else?
P6: Uhm, I guess it depends also if like if it’s, if I, yeah, like I like it. So if I don’t,
then I’m just gonna hear it once and then I won’t really look for it. But then if
I like it, then I will look it.
P1: I listen like during my free time ‘cause I have an R&B playlist but, yeah.
F: So, you really have that playlist with you?
P1: (smiles and nods)
F: Okay.
P3: Uhm, me, as well, same with Rachel ‘cause, uhm, on the way to school and on
the way back home I listen to the radio and they usually just play uhm, R&B
and Hip-hop.
P4: I don’t intentionally like search it but when others said as well, I just hear it
and if I like it I listen.
P5: Uhm, I listen to it a lot
F: A lot. (group laughter)
P5: Like I really search for it on Youtube and I see what’s like trending and I look
at it.
F: As in a lot huh? (group laughter) Okay, uhm, but those of you, uhm, well,
some of you said uhm, you would , ah, if you would hear it from the radio but
do you really intentionally choose these radio stations that would play these
kinds of music? Or whatever’s there?
P2: Whatever’s there. (group laughter]
F: Okay, alright. Uhm, next question would be what images do you often see in
videos? Like specifically R&B, Hip-hop videos? How do you find these
imageries in these videos?
You watch MTV, right? (Participants nod) Videos, music videos? So, uhm,
whenever you would watch these videos, ah, what image would you see?
What, uhm, how would this, ah, how do you find these images?
(Participant raised her hand) Yes?
(Participants smile and look at each other)
P3: Uhm, maybe usually, uhm, the music videos that have these songs, they’re
usually more sexual and I think it’s kind of unnecessary ‘cause, uhm,
sometimes it doesn’t really relate to the song.

F: So how do you feel about it?
P3: Sometimes uncomfortable.
F: And sometimes?
P3: Sometimes it, when it relates, I get to understand why.
F: Okay.
P2: Uhm, there’s
F: Yeah?
P2: A lot of like random dancing girls, a lot of that and I guess it’s fine if it, yeah,
if it goes with the topic of the song
F: The lyrics perhaps, yeah?
P2: The lyrics. Then a lot of times just takes super random like it doesn’t need to
be there.
F: And how do you feel about it?
P2: (Long pause) Kind of indifferent like it’s fine.
F: Yeah, okay.
P1: Uhm, like ‘cause R&B, some of them are girl groups like Destiny’s Child and
stuff
F: Okay?
P1: So when I watch their videos I feel like it’s kind of powerful like, ‘cause
Beyoncé, yeah, so, I don’t know I feel like it’s okay, like I like it.
F: Alright.
P6: Uhm, a lot of the times they show girls, they don’t wear much clothes. So,
(group laugh) it’s kind of

F: I agree with you
P6: It’s kind of like, you don’t, you shouldn’t, I mean I feel like I shouldn’t be
watching it.
F: Okay, but, like do you change channel whenever that would happen?
P6: I feel like it’s really bad I won’t watch it but then if it’s like, if it’s not so bad, I
wouldn’t change the channel ‘cause I don’t pay attention to it. (Looks
annoyed)
F: Okay, how about you?
P5: Oh, uhm. . .
F: Since you’re the one really searching on it, (group laughter) right?
P5: Yeah, uhm, like when I see it sometimes it’s okay but most of the time yeah,
it’s like women in, like, revealing clothes and it’s kind of offensive sometimes
like as a girl but then sometimes also it’s okay.
P4: Uhm, I honestly find it kinda uncomfortable ‘cause I’m not that really type of
person to like, ‘cause I can’t relate as well to it.
F: Oh yeah. Okay, uhm, you’ve mentioned about women dancing, wearing
revealing clothes, uhm, I think ah, my next question would be: how would you
describe these women apart from those things that you’ve mentioned, how
would you describe these women in the video? (P2 raised her hand) Yes?
P2: Like thin but curvy
F: So you’re, you’re seeing their physique?
P2: Yeah
F: Most. . . Yeah, okay.

P3: Also, they wear really heavy make-up, actually.
F: Alright
What else? Any other descriptions?
P1: Uhm, most of them are like, I don’t know. Fit?
F: Fit? Yeah.
P6: Uhm, like the people you see in magazines
F: In magazines. How about you? (asks P5)
P5: Same.
F: Same?
P5: Same as magazines
F: Same? Okay, so, whenever you would watch, because, well, you’d,
ah, because of those quest – ah, those answers that you’ve
mentioned a while ago, whenever you would watch and would see their
fitness, their make-up, their, ah, their, uhm, physique, noh, ah, would, would it
make you like, ah, feel that you want to attain the same kind of imagery that
they’re showing in those videos? Why and why not? . . . or why not? Sorry.
P6: Uhm. . .
F: Yes?
P6: I don’t really feel like I have to look like them because, uhm, a lot
of their images are very positive ones so I don’t really want delighting myself
to that.
F: Okay.
[Dead Air: 5 Seconds]
P1: Like sometimes if they’re like, since they’re like fit, I get
motivated.
F: Okay, you’re like, it’s like you’re. . . What? Goals?
P1: Yeah, like you know, ‘cause like they have abs so I’ll exercise, so
I’ll work out (laughs)
F: Alright.
P2: I guess it really doesn’t affect me much? I mean, I wanna look like
not, I mean I don’t wanna really look like that but maybe I wanna be fit but
then it doesn’t affect like how I wanna look.
F: Okay, even like in a suggestive manner?
P2: No.
F: Okay.
P3: Me as well, uhm, because, uhm, as we’re usually taught, it’s not
really always that way, that how people look so then, I’m kind of okay with
how I look, ‘cause it’s not usually natural to look that way.
(P4 raised her hand)
F: Yes?
P4: I think it personally doesn’t really affect me this much but I think
others like I noticed like a lot of people like see it as their idols or
they find it really cool.
F: These, a lot of people would be, girls you are age? You think?
P4: Uhm, it, usually I think it’s like artist like Rihanna and, and, yeah.
F: So it aged, ah, same age idolizing Rihanna and so on? Okay. But
personally, for you?
P4: Uhm, it doesn’t look like that.
F: Okay.
P5: Uhm, (shows hesitation) same also, like I don’t feel the need to
change either, but it creates an image, also.
F: To you?
P5: Yeah. (smiles)
F: Okay. Uhm, next, I think uhm, while they’re eating, (laughs) the
next few questions would be about eating attitudes would that be okay? Uhm,
ah, what do you normally eat? What’s healthy food for you? Well, except for
what you’re eating right now (laughs) what do you think? (P4 raised her hand)
Yes?
P4: I honestly don’t really follow like the healthy food thing
F: Okay.
P4: But I just eat anything random.
F: Anything available?
P6: I eat anything I want (group laughter)
F: Like what are these? Sample? Those?
P6: I like, I love rice! and then
F: Okay.
P6: But I don’t, I don’t eat fruits

F: Okay.
P6: Yeah. Uhm, I don’t like vegetables either. So I just eat like
whatever because, I don’t know, I just, I’m kind of picky
F: Okay.
P3: Uhm, I don’t do diet, anything, but like, just, just to keep healthy,
like when, in moderation. Uhm, I know the difference between what’s healthy
and what’s not but then, I still feel the need to eat like junk food and fries and
everything.
F: Of course! Right? Okay
(Group laughter)
P2: Uhm, I used to diet, but now, I don’t. I eat anything I want but then
I try to be healthy, I really try. But when you see something like this, (points to
the food, group laugh)
F: You ruined the diet! (points to the researchers)
(Group laugh)
P1: Uhm, me also, like, I usually just eat whatever I want but I don’t
really, like I’m more of like a real food person? Like at home before, I used to
eat junk food but then now, I just eat the right meals like breakfast, lunch,
dinner.
F: Home made?
P1: Yeah.
F: Okay. But . But ‘yung question ko kanina, uhm, what’s, what’s

uhm, healthy food for you?. . . Even if you feel like not eating them? I mean
for you, what’s the definition of a healthy food?
(P2 and P3 raised their hand)
Yes? Who goes first?
P2: Me. I like vegetables and like non processed food like, it doesn’t
matter, like, how many like calories there are. It’s really what’s in it. So like
F: Okay
P2: Non processed
P3: I think maybe like fruits or, or anything organic it’s most probably
healthy.
P4: I think uhm, healthy is more of like the balanced, like balancing
your food. Like for example, sometimes you have to eat unhealthy food but
you have to, uhm, control uhm, the amount of those food.
F: Okay.
P6: Uhm, I think healthy food is like, ah, the leafy vegetables and
birds. Something.
P5: Oh, uhm, like anything from nature is healthy (group laugh)
F: Okay, uhm, my next question would be, uhm, ah, you’ve
mentioned about the food that you eat but we’ll talk about how much, ah,
hmm, your intake. Food intake. How many times a day do you eat? How, uhm,
if you, if some of you mentioned a while ago, and if there are some of that
would still be dieting until now, uhm, how come you end. Ah, how come you
don’t eat that much? Or why do you eat that much? Who wants to go first?
(P4 raised her hand) Yes?
P4: I usually eat really like a lot during weekends, I thinks it’s just like,
me, personally, like during weekdays, I don’t really have, like, I
don’t eat as much, like it’s, I think it’s also because like I don’t really feel like
it.
F: Okay.
P5: Uhm, same, on weekends also ‘cause we’re with the family, so you
have to eat a lot but then on weekdays or in school, sometimes
F: You’re preoccupied.
P5: I skipped meals
F: Okay.
P6: Uhm, I guess I also eat more uhm,in, at, during the weekends
because I have more time, because when as, during the weekdays, I kinda,
sometimes I forget (laughs) I don’t eat dinner ‘cause I’m not hungry because
I’d rather do my homework then I’ll go to sleep.
F: Good student huh (group laugh) Okay?
P1: I think I kinda eat relatively the same. ‘Cause like, I’m like a meal
person. So I don’t really get snacks.
P2: Yeah. I eat a lot like, uhm, small portions but then like, a lot of
times throughout the day.
F: But then you mentioned a while ago you used to be dieting, right?
P2: I used to be dieting
F: When did that stop and why?

P2: It was when like, it’s not, maybe second year high school, first
year high school, I got sick of healthy food (group laugh)
F: Ahuh, okay. (short laugh)
P2: And I was like: you know what I’m exercising you I might as well,
eat what I want.
F: Alright, so you compensate through exercise? (P2 nods)
P3: Uhm, I eat a lot. I eat like more on the weekdays ‘cause when I
exercise I get hungrier so then, uhm, I eat like 2 lunches
F: 2 lunches (group laugh) Okay.
P3: I have like, so many meals a day and I just make up for what I ate
through exercise.
F: So good that you’ve mentioned exercise! My next question would
be, would you go to the extreme in order to become fit? Why or why not? You
two go first, (looks at P2 and P3)
(P3 pointed P2, and they smiled)
P2: Uhm, I exercise because I have a sport, like that’s why I exercise
but then uhm, when I’m on a break from that sport like, it’s Christmas break, I
don’t really go to the gym or anything
F: So you don’t see yourself doing extreme, you know you’ve seen
people, right? Doing all those yoga, gym, doing all those things.
P2: I, I do yoga, I have so much for yoga but then I do it for fun not
because I wanna be [cross talk] yeah.
P3: Uhm, I go to the gym but not too often like it’s enough, like maybe
2 or 3 times a week when I don’t have training but then, I usually
just train to become a better player
F: Not exactly to be fit?
P3: Also, so I could maintain a healthy body when I play
F: Okay
P1: Uhm, I exercise but not like extreme
F: And you don’t see yourself doing extreme?
P1: No. (smiles)
F: No? Alright.
P6: I don’t exercise (embarrassed, group laugh) Uhm, so I guess I
don’t go to the extreme
P5: Uhm, same I don’t go to the extreme I just exercise during
breaks if I have time.
F: Alright
P4: Uhm honestly, I don’t exercise a much as well but if I were given
the chance, I guess I wouldn’t, I guess I would exercise just to be like healthy
and not really go to the extremes.
F: Okay, alright. So our next few questions would be about like self-
esteem, concept of beauty, you know, okay, so next question would be: What
do you think are the qualifications for a person to be considered beautiful or
attractive?
(looks and smiles at each other, looks at the Facilitator)
[Dead Air: 8 seconds) Don’t just look at me.

(group laugh)
(P4 Raised her hand)
P4: I think now the stereotype that’s being shown is that someone
who’s beautiful, someone who’s white and someone who is like thin and. . .
F: Yeah, but for you, would you agree?
P4: Uhm, honestly not really.
F: So, what would be the qualifications of an attractive person for
you?
P4: Hm, for me, I guess, honestly, I’m okay with anyone (smiles) I
guess, like there’s no really definition for me of beauty.
P4: Uhm, for me, I think there’s like an image also, like people see that
you have to be curvy, you have to be tall, stuff like that.
F: Where would that come from? What do you think?
P4: Maybe like from media, TV, magazines, stuff like that. But like for
me, like yeah, same there’s no definition for beauty like everyone can be
beautiful ‘diba?
F: Alright.
P6: Uhm, like what she said, uhm, media depicts on how you should
look and people automatically thinks that that’s how they’re supposed to look
in order to be beautiful but uhm, really there is no, uhm, clear cut definition of
what beauty is and I guess it’s just in diversity that you see people.
P1: Yeah, same, like there’s an image but there’s no like, clear
definition.
F: For you, what do you think? What would be that images that
definition? For the – what would make one, uhm, attractive or
beautiful?
P1: Uhm, like nice hair, like clear skin, like the. . .
F: Okay?
P2: Same. Like there’s no one definition of beauty ‘cause like a lot of
people can look beautiful but not look alike that at all. So like I
guess it’s the same like, nice skin, good proportion.
P3: Uhm, what I’ve noticed is that before, it used to be like tall,
skinny, curvy.
F: Would you agree?
P2: Well, at some point, yes, but I agree with them also I think there’s
like no. . .uhm, you can’t really define what beauty is.
F: And my last question would probably be ah, would you consider
yourself beautiful? Why or why not? (participants started to react a
and laugh) It’s like a beauty pageant, noh? Think so? “Confidently beautiful
with a heart?” (short laugh) Who wants to go first? No judgments. (short
laugh)
P2: YES, we are all beautiful
F: Why?
P2: I don’t know because uhm, I don’t think anyone’s ugly. Like no
one isn’t beautiful. I mean. . .maybe not like beautiful like how you
see it in like media. But you see it, you’re still beautiful.
F: Who’s after that?
P5: I think I’m beautiful ‘cause everyone says that we’re all beautiful.
Also, I guess I kind of like convinced that we all are. There are
some days where everything’s just going my way. I feel like I’m
exceptionally beautiful.(group laugh)
P6: uhm yeah, I think we’re beautiful. Like what she said that we’re all
beautiful
P4: I, I, guess yeah, we are all beautiful so that includes me. Because,
uhm, because I guess it’s positive, uhm, like you don’t have to
always to look at what media says. You can always depend on the people who
are around you who can also like help you, like as long as you surround
yourself with the right people you’re beautiful
P5: Uhm, yeah I think we’re all beautiful but like, we need to choose
to see that because like sometimes you don’t but we should (laughs lightly)
P6: I think to add to what she said, I think it’s also like a matter of
looking like at a different perspective it’s like in order to see true beauty, you
really have to look at the good side of what they see instead of rather seeing
them as a whole even when they’re so negative.
F: Even with a flaws, right? Okay. Uhm, that’s about it do
you have any questions that you want to ask?
P: None.
F: Thank you and I agree, we’re all beautiful and bright. Include me
Naman!
(Group laugh)
End of Interview

Influence of Thin Ideals in Music Videos on Eating Attitudes

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Influence of Thin Ideals in Music Videos on Eating Attitudes

Uploaded by

Copyright:

Available Formats

Influence Of Female Body Images In Music Videos On The Eating Attitudes Of Female High

A Thesis Presented to the

In Partial Fulfillment of the Requirements

for the Degree of Bachelor of

Naara Jo B. Acueza Acueza

Rose Caroline B. Mamonong

significant decrease in 11 to 16 year old females' satisfaction and self-esteem.

and behaviors are becoming a significant problem in the Philippines as well.

of confronting an alarming trend in the dieting behavior of Filipino youths.

Review of Related Literature

limit individual development (Adorno, 1991).

definitions of gender (Mckenna, 2006).

music or television alone.

degrading towards women.

over just a short time (Levine & Harrison, 2009).

and central to attractiveness.

shame (Forbes, Jobe, & Revak, 2006; Greenwood, 2009)

The Philippines is shown to be following significant trends associated with demographic

patterns (Stice, 2001).

(Retrieved from: http://www.nationaleatingdisorders.org)

2. Binge Eating Disorder

shame about the behavior.

their Social-Emotional Development:

Psychological Association, 2002). These findings emphasize the importance of environment in

determining the extent by which adolescents are influenced.

(Institute of Medicine and National Research Council, 2011)

unattractive (i.e., fat) (Morrison et al., 2004).

who did not consider celebrities to be an important comparison group.

holds true across different ethnicities (Rideout et al, 2005).

body and appearance, (Tiggeman, 2010)

widespread epidemic affecting young women in society today (Scherr, 2010).

Originally developed by Leon Festinger (1954), “social comparison theory is essentially

judgments, experiences, and behavior.

improvement (Corcoran et al., 2011)

lower self-esteem (Sheldon, 2010).

(Buunk et al., 2006).

finds acceptable would result in Contrast.

experience negative changes in self-evaluations, increased negative affect, including depressive

increases in self-esteem (Markman & McMullen, 2003; Wills, 1981).

the target (Wheeler & Miyake, 1992).

images on the eating attitudes of female high school students.

Statements of the Problem

eating attitudes of female high school students

Specifically, it answered the following questions:

eating attitudes of female high school students?

Scope and Limitations

and with support of Focus Group Discussions (FGDs).

Significance of the Study

behaviors that can be harmful to their health.

just so they could become “attractive” and “socially acceptable”.

an effect on the eating attitudes of their children..

The researchers used quantitative correlational research design in which 2 or more

Participants and Sampling Technique

conveniently available to take part in the researchers’ study.

according to Upward and Downward Social Comparison, 3) Eating Attitudes.

Perception items: 1-12

Eating Attitudes: 13-24

Upward Social Comparison: 26, 27, 30, 31, 34, 36

Downward Social Comparison: 25, 28, 29, 32, 33, 35

Clothing and Make-up.

Physical Attributes items: 2, 7, 9, 11, 12

Clothing and Make-up items: 3, 5, 10