THINK BEFORE YOU CLICK: A CORRELATIONAL STUDY BETWEEN INTERNET

ADDICTION AND EMPATHY AMONG THE GRADE 9 STUDENTS OF FAME

ACADEMY OF SCIENCE AND TECHNOLOGY (FAST), INC.

A Research Paper Presented to

Fame Academy of Science and Technology (FAST), Inc.

In Partial Fulfillment of the Requirements in

Practical Research 2

Aragon, Jennisa Ysabelle A.

Garcia, Ylohna Jean B.
Hernandez, Janelle V.
Luistro, Liansel Maryole M.
Ilagan, Norbert II S.
Mamauag, Niña M.
Mercado, Gene Bradley M.
Ronquillo, Justine S.

Grade 12 - Rutherford

Ms. Jazzylee M. Rodriguez

Instruction Specialist, Practical Research 2

January 2024
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TABLE OF CONTENTS

Title Page i
Table of Contents ii
List of Appendices iii

Introduction 1
Objectives of the Study 4
Hypothesis 4
Scope, Delimitations, and Limitations 4
Significance of the Study 5
Conceptual Framework 6
Definition of Terms 7
Review of Related Literature 9
Internet Addiction 9
Empathy 11
Relationship Between Internet Addiction and Empathy 14
Methods 16
Research Design 16
Participants 16
Measures 17
Procedures 18
Data Analysis 19
Ethical Considerations 20
References 21
Appendices 29
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LIST OF APPENDICES

Appendix A Data Privacy and Consent Form 29

Appendix B Participant’s Demographic Profile 30

Appendix C Internet Addiction Test (IAT) 32

Appendix D Interpersonal Reactivity Index (IRI) 34

Appendix E Turnitin Result 37

 THINK BEFORE YOU CLICK: A CORRELATIONAL STUDY BETWEEN INTERNET

ADDICTION AND EMPATHY AMONG THE GRADE 9 STUDENTS OF FAME

ACADEMY OF SCIENCE AND TECHNOLOGY (FAST), INC.

The progress and achievements in digital sciences and technology have been

globally recognized over time. Undoubtedly, it is one of the most significant

advancements that humanity has ever made. Nowadays, people consume a wide range

of information daily, and communication has never been easier. Technology is

progressively evolving, expanding, and becoming more practical (Gapsalamov et al.,

2018). While the positive aspects of technology are notable, the potential negative

consequences are concerning. Users are frequently exposed to unreliable and

inaccurate content online, which can pose a threat to human behavior, adversely

impacting an individual's mental health and daily functioning (Karim et al., 2020). In

addition, today's youth are embracing both the traditional culture of amusement and the

new generation of pleasure.

As noted by Marciano et al. (2022), Kimberly Young (1998) coined the phrase

"Internet Addiction" and documented the first instance of the problem and its negative

effects. Young related it to impulse control problems and substance addictions and

further defined it as "any online-related, compulsive behavior which interferes with

normal living and causes severe stress on family, friends, loved ones, and one's work

environment.” Excessive online activity and internet use can cause problems with time

management, sleep, energy, and attention (Dresp-Langley & Hutt, 2022). Over time, the

prevalence of internet addiction has increased (Pan et al., 2020), particularly among

younger populations (Sohn et al., 2019), where internet use has become a significant

part of adolescents’ everyday lives (Ballarotto et al., 2018). Considering this, it is critical

to recognize the serious repercussions of internet addiction to address its effect on

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people's well-being.

It is safe to say that the internet is the major focus of today’s era. From

compulsively checking social media notifications to spending hours scrolling through

online content, internet addiction consumes our time and attention, leaving us

disconnected from the real world and the people around us. The consequences of

internet addiction are far-reaching and detrimental to our social, academic, and physical

well-being (Gong et al., 2022). It is through statistical data and research findings that we

can gain a deeper understanding of the scope and consequences of this modern-day

affliction. The prevalence of internet addiction, affecting 61% of internet users, extends

across various age groups. This distribution of internet addiction among age cohorts is

notable: 73% among 13-17 years old, 71% among 18-24 years old, 59% among those

aged 25-34, 54% among the 35-44 age group, 40% among individuals aged 45-54, 39%

among those aged 55-64, and 44% among those aged 65 and older (Castillo, 2023).

These statistics underscore the pressing need for a comprehensive understanding of

internet addiction, as it affects individuals of all age groups, with emphasis on younger

demographics between 13-17 years old. Moreover, these findings emphasize the

urgency of developing strategies to address this issue posed by technology addiction in

adolescence.

Addiction to digital devices impairs an individual’s interpersonal relationships. In

fact, the excessive utilization of the internet has been related to fewer social skills

(Romero-López et al., 2021), which impedes the ability to build successful social

relations. Empathy refers to someone’s reaction to another’s perceived experiences

(Davis, 1983 as cited by Dalvi-Esfahani, Niknafs, Alaedini, Barati, Ahmadabadi, Kuss, &

Ramayah, 2021). It is defined as the skill to comprehend and share others' emotions and

feelings (Decety & Lamm, 2006 as cited by Dalvi-Esfahani, Niknafs, Alaedini, Barati,

Ahmadabadi, Kuss, & Ramayah, 2021). Therefore, the construct of empathy consists of
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two elements, namely cognitive and affective empathy (Nadeau, 2020). Affective

empathy, also known as emotional empathy, is the ability to share the feelings of

another person (Bariso, 2018). Meanwhile, cognitive empathy involves knowing how

other people think and feel (Clarke, 2019). According to Blair (2005, as cited by Utomo,

2022), cognitive empathy is a precondition for experiencing affective empathy. Even

though empathy is a combination of cognitive and affective components, the

development of each component and its role in a person's behavior varies (Moudatsou

et al., 2020). Empathy, generally, is likely to increase with age and improves in late

adolescence when it becomes an important part of social relations (Albiero et al., 2009

as cited by Utomo, 2022).

The integration of internet addiction and empathy in research has garnered

attention in recent years as society becomes increasingly digital-centric. Numerous

studies have explored the potential link between excessive internet use and changes in

empathetic behaviors. For instance, a systematic review by Dalvi-Esfahani et al. (2021)

examined various studies to discern the relationship between internet addiction and

empathy, highlighting the negative relationship between the two mentioned variables.

These findings are in line with previous studies wherein Dailey et al. (2020) suggested

that empathetic social media users may be more resilient against addiction. It has also

been found that empathy makes relationships desirable (Hirn et al., 2019), so individuals

with high empathy may feel a lower need to engage with others online (Dalvi-Esfahani et

al. 2021).

Despite a growing body of literature on internet addiction, there remains a

notable scarcity of studies exploring the nuanced relationship between internet addiction

and empathy. This leaves a significant gap in the researcher’s understanding of how

excessive internet use may impact individuals' empathic abilities, hence the purpose of

our research is to provide the necessary information that other studies lack. This
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research would be of great significance as it aims to unravel the intriguing correlation

between internet addiction and empathy. For that reason, a comprehensive discussion

would be generated to provide support in developing strategies and interventions to

mitigate the adverse consequences of internet addiction on our capacity to connect with

others on an interpersonal scale. Furthermore, our findings have the potential to

illuminate a path toward a balanced coexistence with technology where empathy thrives

alongside our digital lives. This research will provide valuable insights into fostering a

more empathetic digital culture, contributing to a more compassionate and socially

connected future. As limited studies have examined this social phenomenon, this study

would bridge the substantial gap in current knowledge using the evidence that will be

presented.

Objectives of the Study

This research aims to determine the relationship between internet addiction and

empathy among Grade 9 students of Fame Academy of Science and Technology

(FAST), Inc. Specifically, to describe the respondent’s demographic profile in terms of

age, gender, socioeconomic status, race and ethnicity, and place of residency to

measure the level of internet addiction and empathy of the respondents, to test the

differences among the variables of the study when respondents are compared according

to their demographic profile, and to determine if there is a possible relationship between

the variables.

Hypothesis of the Study

There is no significant relationship between internet addiction and empathy of the

respondents.

Scope, Delimitations, and Limitations

This study aims to determine the relationship between internet addiction and

empathy among the grade 9 students of Fame Academy of Science and Technology
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(FAST), Inc. The study will employ a non-probability convenience sampling technique,

as well as purposive sampling in the selection of participants. In reference to the

previously conducted studies, the recommended age range is around 13 to 17 years old.

Likewise, the data gathering for the correlational study will only be conducted online from

January 2024 to February 2024 to achieve its major objectives.

However, this study concentrates mainly on grade 9 students of FAST as its

respondents, excluding other grade levels in the institution. The researchers did not

consider the vast array of online activities that these individuals may or may not be

engaging in. Additionally, the researchers investigated internet addiction without

considering it as a disorder. Lastly, the data collection only included the use of

questionnaires as the study only aims to conduct quantitative research. The facilitation of

any interviews is disregarded by the researchers.

Considering that correlational research will be used, one of the identified

weaknesses of this study is that the results do not imply a causal relationship between

the variables. Although there is a possibility of relationship, it cannot be determined

whether the first variable caused changes in the second variable, or vice versa.

Moreover, given that the data collection is conducted through Google forms, the

administration of the questionnaires will not be properly monitored by the researchers.

Hence, it may not guarantee that external factors (e.g., response bias, participant fraud,

and false information) are completely restricted. Consequently, existing studies and

literature relevant to the topic are limited, posing challenges in further analyzing and

supporting the results of this study.

Significance of the Study

The goal of this study is to determine the relationship between internet addiction

and empathy among the Grade 9 Students of Fame Academy of Science and

Technology (FAST), Inc. Hence, the findings of this study will be beneficial to the
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following:

To the community, this study empowers individuals to make informed decisions

regarding their internet usage, promoting healthier and balanced digital behaviors that

prioritize mental and physical well-being. Thus, lessening the harm they can do in the

digital world while enhancing their mental and physical well-being.

To psychology professionals, the results of this study will help them even more

in creating and implementing strategies that can deal with the psychological implications

of excessive internet use.

To future researchers, the result of this study will provide a huge body of

knowledge accessible to future researchers, which holds the prospect of a perspective

change and serves as a beneficial resource for ongoing research on internet addiction

and empathy.

To internet users, this study will give them access to information regarding

internet addiction, which in turn is expected to promote internet safety and awareness.

An in-depth examination of internet addiction and its relationship to empathy will be

included in this study, and as a result, knowledgeable citizens are expected to know the

importance of the responsible use of the internet.

Conceptual Framework

Figure 1. Conceptual Framework of the Study

The figure above shows the conceptual framework of the study to further

illustrate the relationship between the two variables. The first variable is internet

addiction. The second variable is empathy, which is composed of four subscales

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including perspective-taking, fantasy, empathic concern, and personal distress.

Definition of Terms

For clarification, the following terms are defined:

Internet Addiction

It refers to any online-related, compulsive behavior that interferes with normal

living and causes severe stress on family, friends, loved ones, and one's work

environment (Young, 1998). Operationally, this term refers to the score gained from Dr.

Kimber Young's Internet Addiction Test which measures the presence and severity of

Internet addiction among individuals.

Empathy

It refers to someone’s reaction to another's perceived experiences (Davis, 1983

as cited by Estefahani, Niknafs, Alaedini, Barati, Ahmadabadi, Kuss, Ramayah, 2021).

Operationally, this term refers to the score gained in the Interpersonal Reactivity Index

(Davis, 1980) that determines which of the 4 subscales of empathy an individual belongs

to.

Affective Empathy

Also known as emotional empathy, it refers to the ability to share another

person's feelings (Bariso, 2018).

Cognitive Empathy

It involves knowing how other people think and feel (Clarke, 2019).

Adolescence

It is a transitional phase between childhood and adulthood, often encompassing

psychological, social, and moral aspects (Csikszentmihalyi, 2019).

Interpersonal Relationship

It refers to the social link or affiliation between two or more people that form a

person's social circle in everyday life (Cherry, 2021).

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Social Media

It is defined as the means of interactions among people in which they create,

share, and/or exchange information and ideas in virtual communities and networks

(Tufts University, 2013).

Perspective Taking

It is defined as the ability to understand how a situation appears to another

person and how that person is reacting cognitively and emotionally to the situation

(Abernethy, 2020)

Empathic Concern

It can be defined as an emotional response of compassion and concern caused

by witnessing someone else in need (Niezink et al., 2012).

Personal Distress

It refers to self-oriented feelings in response to perceiving another in need

(Cambridge Dictionary, 2024).

Fantasy

It refers to the power or process of creating especially unrealistic or improbable

mental images in response to psychological need (Merriam-Webster, 2023).

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Review of Related Literature

Internet Addiction

Internet addiction is a global concern that affects people of all ages, especially

adolescents, due to their vulnerability. The debate continues whether it should be

classified as a disorder or not. Kaya (2021) stated in her study that internet addiction can

lead to social, psychological, and physical problems among teenagers. Similarly,

Griffiths (1996, as cited by Pan, Chiu, & Lin, 2020) referred to it as a behavioral addiction

due to excessive human-machine interactions. Beard (2005, as cited by Pan, Chiu, &

Lin, 2020) also suggested that it should be classified as a behavioral addiction.

Symptoms include excessive internet use, the need to use the internet, repeated

attempts to stop, loss of offline significance, excessive online time, and extreme

discomfort. Approximately 40% of people on the planet today have access to the

Internet, and the use of mobile devices, particularly smartphones, in this context is

growing (Lozano-Blasco et al., 2022). The development of internet addiction can be

metaphorically explained as follows: a user may feel a wide range of adrenaline-fueled

emotions, accompanied by a notable increase in serotonin, a brain hormone that

replaces necessary human needs (Neverkovich et al., 2018). Concisely, internet

addiction refers to a range of technology-related issues with impulse control.

Recent studies have shed light on the issue of internet addiction (IA) and its

association with negative health outcomes. According to Su et al. (2019), males have

higher risk of IA than females. However, the magnitude of gender-related differences in

IA effect sizes worldwide is still not well understood. On the other hand, Dalvi-Esfahani

et al. (2021) found no significant difference between boys and girls in their scores on

social media addiction. However, children from high-income families had better scores

than their counterparts from lower-income households.

Looking at another perspective, Hassan et al. (2020) stated that 27.1% of the
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population had an internet addiction. In the age group of 19-24 years old, the addiction

rate is 28.6%, while 23.5% among 25-35 years old. In connection with these statistics, a

study by Chemnad et al. (2023) indicated that due to the higher levels of impulsivity and

cognitive development of adolescents, they are more likely to be at risk for both mental

health disorders and substance addiction. The same study implied that there has been

speculation that this might also apply to adolescent Internet addiction.

According to the study of Nereim et al. (2021), numerous research studies have

made the case that race, or ethnicity may have a significant moderating role in the effect

of social media usage on mental health. Different social media usage behaviors may put

different races and ethnic groups at varying levels of risk for negative mental health

outcomes. Tereshchenko and Kasparov (2019) also stated that depending on ethnic

social groups, the diagnostic criteria, and the questionnaires used in the study, the

prevalence of internet addiction in adolescents is estimated to range from 1% to 18%

according to data from the international literature.

It has also been found that adolescents from lower socioeconomic status (SES)

backgrounds exhibit a higher propensity for becoming excessive Internet users, with life

satisfaction serving as a mediator in this relationship (Urbanova et al., 2019). A study by

He et al. (2021) stated that the results indicated that within families of lower SES,

heightened social media addiction was linked to decreased inhibitory control and

elevated stress and impulsivity.

Furthermore, according to Nikmah (2019), an individual's environment can

impact their level of empathy and pro-social behavior, which are traits that are defined by

a concern for the rights, feelings, and welfare of other people (Cherry, 2020). According

to other studies, prosocial behavior is more prevalent among people who live in villages

than among city dwellers (Afolabi, 2014 as cited by Nikmah, 2019). Amato (1983, as

cited by Nikmah, 2019) provided support for this information, stating that city residents
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exhibit lower levels of helpful behavior compared to their rural counterparts. Other

research, however, claimed that prosocial behavior did not significantly differ between

those living in a village and those living in a city (Kuntz & Gunderson, 1996, as cited by

Nikmah, 2019).

Empathy

Empathy is a profound human quality that allows us to comprehend and share

the feelings of others (Turan et al., 2021). To truly empathize, we must connect with

someone's emotional experiences by putting ourselves in their shoes. This ability to

empathize fosters compassion, encourages better relationships, and helps build a more

understanding society. By acknowledging and validating the emotions of those around

us, we can offer support, comfort, and understanding, creating a more compassionate

and empathetic world for everyone (Depow, 2021). Additionally, empathy plays a crucial

role in the lives of students, social actions, and leadership. It empowers students to

connect with their peers and teachers, creating a more inclusive and supportive learning

environment (Waxstein et al., 2023). By understanding the perspectives and emotions of

others, students can collaborate effectively, resolve conflicts, and develop a greater

sense of belonging (Weisz et al., 2021).

Throughout history, the idea that men and women differ not only in their physical

characteristics but also in their psychological functions, such as empathy, has held

fascination and conviction for centuries (Hyde, 2013 as cited by Loffler & Greitemeyer,

2021). The common belief is that men and women vary in their empathic skills, involving

the understanding and sharing of others' mental and emotional states (Singer & Lamm,

2011 as cited by Pang, Li, Zhou, Gao, & Han, 2023). Early investigations into sex/gender

differences in empathic capabilities, utilizing measures like the Empathy Scale

(Mehrabian & Epstein, 1972 as cited by Pang, Li, Zhou, Gao, & Han, 2023),

demonstrated that women consistently reported higher levels of empathic ability across
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various sample sizes, ranging from 20 to 600 (Eisenberg & Lennon, 1983 as cited by

Pang, Li, Zhou, Gao, & Han, 2023). According to (Christov-Moore et al., 2014 as cited by

Loffler & Greitemeyer, 2021), women are often portrayed as being more oriented

towards interpersonal relationships and empathy than men. Many studies reported no

significant gender difference (Kim & Lee, 2010; Lamm et al., 2011 as cited by Loffler &

Greitemeyer, 2021), some research demonstrated higher female competence (Baron-

Cohen & Wheelwright, 2004; Hall & Matsumoto, 2004; Kirkland et al., 2013 as cited by

Loffler & Greitemeyer, 2021), whereas some studies even found male superiority

(Lennon et al., 1986 as cited by Loffler & Greitemeyer, 2021). In summary, there is

limited evidence to suggest that females possess greater competence in empathy and

related constructs (Loffler & Greitemeyer, 2021).

Research on the relationship between age and empathy has revealed interesting

patterns. One study found that empathy tends to increase in age groups ranging from 18

to 45 years old, with a slight decline observed in individuals up to 55 years old. However,

this shift in empathy did not result in significant differences in prosocial behavior or

overall well-being (Pollerhoff et al., 2022). Another investigation focused on the

development of cognitive empathy across the lifespan and found that the most

substantial increase in cognitive empathy occurs during the transition from late

adolescence to early adulthood, specifically between the ages of 13 to 18 and 19 to 25.

This suggests that this period is a critical time for the refinement of cognitive empathy

skills. Cognitive empathy performance tends to stabilize throughout adulthood, with a

noticeable decline observed in individuals over 75 years old (Dorris et al., 2022). These

findings underscore the intricate interplay of age and empathy and highlight specific

developmental stages as pivotal moments in the cultivation of empathic abilities.

Additionally, empathy is a necessary clinical skill in healthcare (Riess, 2017 as

cited by Roberts, Puri, Trzeciak C., Mazzarelli, Trzeciak S., & Wieland, 2021). It fosters
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compassion for patients and helps establish a good relationship between the patient and

the healthcare provider. Unfortunately, disparities in healthcare quality still exist among

different population groups, such as race and ethnicity. These disparities may arise due

to clinician biases, which could be linked to a lack of empathy. For instance,

Black/African American and Hispanic/Latino patients may receive inadequate pain relief

(Bernabei et al., 1998 as cited by Roberts, Puri, Trzeciak C., Mazzarelli, Trzeciak S., &

Wieland, 2021), and Black/African American patients may not receive the recommended

cardiac catheterization for potential heart issues (Schulman et al., 1999 as cited by

Roberts, Puri, Trzeciak C., Mazzarelli, Trzeciak S., & Wieland, 2021). This might be

because clinicians assume poor adherence to treatment recommendations for patients

belonging to these groups (Van & Burke, 2000 as cited Roberts, Puri, Trzeciak C.,

Mazzarelli, Trzeciak S., & Wieland, 2021). However, limited research exists on empathy

and race/ethnicity in medical students due to the challenges of conducting single-

institution studies with an insufficient number of students from underrepresented groups.

Nonetheless, a study has indicated higher empathy scores among African American and

Hispanic/Latino/Spanish medical students, which calls for further investigation to explore

the underlying reasons (Hojat et al., 2020). Likewise, a multi-institutional study with

allopathic medical students revealed higher empathy scores for African American

students compared to White/Caucasian and Asian/Pacific Islander students (Berg et al.,

2015 as cited by Hojat, DeSantis, Shannon, Speicher, Bragan, & Calabrese, 2020). In

contrast, according to Ward et al. (2016, as cited by Hojat, DeSantis, Shannon,

Speicher, Bragan, & Calabrese, 2020), no significant link between race/ethnicity and

Jefferson Scale of Empathy (JSE) scores was found among nursing students. To

address these disparities, medical students and healthcare providers need to be more

empathetic towards all patients, regardless of their race or ethnicity.

On the other hand, the relationship between socioeconomic status (SES) and
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empathy reveals intriguing dynamics. Individuals from lower or working-class

backgrounds, in contrast to their middle-class counterparts, often define themselves less

by their SES, exhibiting a more interdependent self-concept and attributing social events

to situational factors due to a perceived lower sense of personal control (Manstead,

2019). Paradoxically, despite these differences, working-class individuals tend to score

higher on empathy measures and display a greater likelihood of helping others in

distress (Kraus et al., 2010 as cited by Manstead, 2019). Empathic accuracy has been

suggested to play a crucial role in the well-being of individuals in low-SES environments,

with a potentially reduced impact in high-SES settings according to emotion context

models (Hittner & Haase, 2021). Further supporting this, studies indicate that patients

with lower SES receive less empathy from healthcare providers compared to their higher

SES counterparts, highlighting the impact of socioeconomic factors on empathetic

interactions in healthcare settings (Roberts et al., 2021). This complex interplay

underscores the need for a comprehensive understanding of how socioeconomic status

influences empathic responses in various contexts.

Furthermore, research has shown that excessive internet use is associated with

an unhealthy lifestyle. An individual's lifestyle can be impacted by various factors,

including their place of residence. According to Pawłowska et al. (2015), adolescents

living in urban areas exhibit more intense symptoms of Internet and computer addiction,

as measured by the KBUI Questionnaire, compared to those living in rural areas.

Similarly, IA scores were found to be significantly higher in large cities than in small

municipalities, with a higher prevalence of both mild and severe internet addiction in

large cities (Yasuma et al., 2019). However, a study conducted by Hamza et al. (2019)

found no significant difference in internet use patterns and gender between urban and

rural areas. Nonetheless, there was a significant difference in internet use and its

association with depression, anxiety, and stress.

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Relationship Between Internet Addiction and Empathy

The relationship between empathy and internet addiction has been studied in

various research, though the results have been inconsistent. One study conducted by

Turan (2021) hypothesized that empathy has a significant impact on internet addiction.

The study suggests that empathy can act as a protective factor against video game

addiction. These findings are consistent with previous research conducted by Lee et al.

(2022), which also indicated the possible connection between empathy and internet

addiction. However, studies have shown that excessive engagement in digital and

internet gaming can harm an individual's empathy. A new concept called "digital

empathy" has emerged in digital health and communication. This concept aims to

counteract the negative impact of digital technology on empathy. Digital empathy is

becoming popular and can mitigate the negative effects of over-reliance on digital

devices (Lee et al., 2022).

Conversely, a study conducted by Jeon et al. (2018) revealed that there was no

significant association between excessive internet use and empathy. However, the time

spent on the internet was found to be related to the number of close friends and

empathy skills quantitatively. Similarly, a study conducted by Kishor Bhojak and Bapu

(2021) found no significant connection between social media addiction, which plays a

significant role in cyberspace, and empathy. These results do not align with the findings

of previous studies which have shown some association between social media addiction

and empathy.
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Methods

Research Design

This study will utilize a quantitative research design, a method that involves

gathering and analyzing numerical data (Bhandari, 2023). This approach facilitates the

identification of patterns, calculation of averages, prediction-making, testing of causal

relationships, and the extrapolation of findings to broader populations. Utilizing a

quantitative research design will contribute significantly to understanding the correlation

between internet addiction and empathy. In addition, the researchers will use

correlational analysis, which will examine two factors to see if they are related and, if so,

to derive a statistically significant relationship between them (Saini, 2022).

Participants

The study will involve thirty (30) participants, as recommended by Plano Clark

and Creswell (2015), who are currently enrolled in their 3rd year of high school at Fame

Academy of Science and Technology (FAST) Inc. Participants will be selected using

non-probability random sampling techniques, including purposive and convenience

sampling. Purposive sampling involves selecting units with specific characteristics

required in the sample (Nikolopoulou, 2022), while convenience sampling involves

selecting units that are the easiest for the researcher to access (Nikolopoulou, 2022).

Before starting the data collection process, all participants will be provided with a

consent form to complete (See Appendix A). This form allows them to provide their

consent to participate in the study and authorizes us to use their information. Once the

consent form is completed, the participants will be asked to provide their demographic

information by answering a set of relevant questions (See Appendix B). These questions

are designed to obtain specific information about the participants that is necessary for

the study. Following this, the participants will be asked to take the Internet Addiction Test

(See Appendix C) and the Interpersonal Reactivity Index (See Appendix D). These tests
 17

are intended to determine their level of internet addiction and empathy, respectively.

Measures

Participants’ Demographic Profile contained information about the participant’s

age, gender, socioeconomic status, race and ethnicity, and place of residency.

Internet Addiction Test (IAT) is a 20-item scale by Kimberly Young (1996),

which was utilized to measure the presence and severity of internet addiction. This test

was designed as a research and diagnostic tool, and is based on the DSM-IV criteria for

pathological gambling diagnosis. It categorizes addictive behavior into four main

categories: lack of addiction, mild signs of addiction, moderate signs of addiction, and

severe addictive behavior. In this scale, the following items were measured using the 5-

point Likert scale response with 0 equivalent to not applicable, 1 for rarely, 2 for

occasionally, 3 for frequently, 4 for often, and 5 for always. This scale is accessible in

the public domain and presents satisfactory internal consistency with Cronbach’s alpha

coefficient of 0.91 making it a reliable measure covering the key characteristics of

pathological internet use. The questionnaire showed good reliability in different countries

and with different populations.

Interpersonal Reactivity Index (IRI) is a scale consisting of 28 items created by

Albiero et al. (2006) with the purpose of measuring empathy. The scale includes four

subscales that evaluate different aspects of empathy: (1) empathic concern, which

measures emotional empathy or the ability to feel compassion for others in distress; (2)

perspective taking, which measures cognitive empathy or the tendency to see things

from others' perspectives; (3) personal distress, which evaluates self-focused responses

to others' suffering; and (4) fantasy, which measures empathy for fictional characters. In

this scale, the following items were measured using a 5-point Likert scale ranging from 0

equivalent to Does not describe me well to 4 equivalent to Describes me very well.

However, there were 9 items on the scale where the scores were reversed, ranging from
 18

4 equivalent to Describes me very well to 0 equivalent to Does not describe me well.

This scale is accessible in the public domain and presents satisfactory internal

consistency with Cronbach’s alpha coefficients ranging from .70 to .78 making it a

reliable instrument for measuring the multidimensional facets of empathy.

Procedures

The research work will commence by identifying interests related to internet

addiction and empathy. The research adviser was consulted to validate the significance

of the chosen topic. A thorough analysis of the literature scrutinized internet addiction,

empathy, and potential correlations between the two while emphasizing critical

conclusions and discrepancies from pertinent studies. The research's objectives will be

achieved through the determination of variables such as empathy and internet addiction

concerning specific demographics. Age groups, gender, socioeconomic status, race and

ethnicity, and place of residency will define the target participants, ensuring ethical

considerations and obtaining necessary approvals. This will be determined by the

research design, potentially incorporating questionnaires or surveys. In selecting the

scales for measuring empathy and internet addiction, the researchers chose online

questionnaires that do not require author approval and have been used in other credible

sources. The research proposal will address panel concerns and be submitted for

approval, encompassing methodology, a comprehensive literature review, and

instruments for data collection. The writing process will commence with the introduction,

literature review, and methodology, refining initial drafts and integrating adviser

feedback. Final modifications will result from addressing panelists' concerns during a

pre-oral defense session. Statistical analysis will be performed on post-consistent and

accurate data collection findings to align with research objectives. The research,

conducted in adherence to ethical guidelines, will conclude with recommendations and

the submission of the finalized manuscript.

 19

In this study, a Google form will serve as the primary tool for distributing and

collecting survey responses. Before gathering data, participants will encounter a

thorough consent and data privacy section outlining the study's goals, risks, and

participant rights, ensuring informed participation. Subsequently, demographic

information will be collected alongside a screening tool to assess eligibility, enhancing

the study's understanding of diverse backgrounds. Careful selection of eligible

participants will ensure an inclusive examination of the research area. Following the

confirmation of participant eligibility, the study will progress to employ Internet Addiction

Test (IAT), a robust scale designed to evaluate various levels of internet addiction. This

pivotal phase aims to comprehend participants' interactions with online activities,

providing valuable insights into the evolving landscape of internet dependency.

Furthermore, the study will incorporate the Interpersonal Reactivity Index (IRI), a

comprehensive scale designed to delve into and understand individual variations in

empathy. This instrument will play a crucial role in capturing and quantifying diverse

emotional responses and empathetic behaviors, offering profound insights into the

nuanced complexities of human interaction and understanding. The recruitment strategy

will involve direct, personalized engagement with potential participants through in-person

interactions held within the school environment. This approach will facilitate a deeper

connection and rapport, allowing for a more profound understanding of their

perspectives and experiences.

Data Analysis

The statistical methodologies that will be employed in the study will serve as the

basis for obtaining robust and reliable results. These methods must encompass various

statistical tools, including frequency and percentage distribution measures, means

calculations, independent t-test, analysis of variance (ANOVA), and correlation analyses.

The study will use specific demographics including age, gender, socioeconomic status,
 20

race and ethnicity, and place of residency. Firstly, the frequency and percentage

distribution measures will serve as an official count to determine the exact number of

participants within a specific range or group from a given demographic. Then, the means

calculations shall be used to narrow down the specific group of participants in a given

demographic, showing that they are the most suitable subgroup to be asked to take this

research, which must be focused on or can give the most useful information for our

research, and to assess the levels of the said variables, further showing which

participants do have great or low value of internet addiction and/or empathy. Next, the

independent t-test and ANOVA will be used to discern whether there are significant

differences in empathy and internet addiction scores between distinct groups defined by

these demographic variables and determine the different results of each group’s

performances, respectively. Lastly, the correlation analysis will allow us to explore the

strength and direction of relationships between empathy and internet addiction, providing

insights into potential associations within different demographic subgroups.

Ethical Considerations

This study will prioritize ethical standards to ensure the protection and

confidentiality of participants. Before administering the survey questionnaire and

interview, participants will be given a consent form to make an informed decision and

prevent coercion. They will be assured that they can withdraw from the study at any

point without any prejudice. Furthermore, all information collected from participants will

be kept confidential and anonymous, in compliance with the Data Privacy Act of 2012.

To prevent plagiarism, the researchers will follow the citation guidelines of the American

Psychological Association (APA) and acknowledge all existing studies and materials

appropriately. All relevant studies and measures used in this research will be publicly

available and accessible.

 21

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 29

APPENDICES

Appendix A
Data Privacy and Consent Form

Republic Act No. 10173, also known as RA 10173, or the Data Privacy Act, protects
individuals from unauthorized processing of personal information that is (1) private, not
publicly available; and (2) identifiable, where the identity of the individual is apparent either
through direct attribution or when put together with other available information.

I agree to take part in the research study titled "Think Before You Click: A Correlational
Study Between Internet Addiction and Empathy Among the Grade 9 Students of Fame
Academy of Science and Technology (FAST), Inc." which will be conducted by Jennisa
Ysabelle A. Aragon, Ylohna Jean B. Garcia, Janelle V. Hernandez, Liansel Maryole M.
Luistro, Norbert II S. Ilagan, Niña M. Mamauag, Gene Bradley M. Mercado, Justine S.
Ronquillo of Fame Academy of Science and Technology (FAST), Inc. This study is under
the supervision of Ms. Jazzylee M. Rodriguez, Instruction Specialist of Practical Research
2.

I understand that I do not have to take part in this study, and I can stop taking part at any
time without giving any reason, and without penalty. I can ask to have information related
to me returned to me, removed from the research records, or destroyed.

In order to make this study a valid one, some information about my participation will be
withheld until after the study. Again, if I am uncomfortable with what I see during the course
of this research, I understand that I can stop taking part at any time without giving any
reason, and without penalty. I understand that any information which could personally be
connected to me will be kept confidential and not shared with anyone outside the research
group. This personal information can only be released with my permission. If information
about me is published, it will be written in a way that I would not be recognized. However,
research records may be obtained by court order. The researchers will answer any further
questions about the research, now or during the course of the project. I understand the
procedures described above. My questions have been answered to my satisfaction, and I
agree to participate in this study. I have been given a copy of this form.
 30

Appendix B
Participant’s Demographic Profile

(Your information will not be sold or given to outside entities. It is for internal use only.)

Demographic Profile

Name (Optional):
Contact Number (Optional):

Age:
 10-14 years old
 15-17 years old

Gender:
 Woman
 Man
 Transgender woman
 Transgender man
 Non-binary
 Agender / I don’t identify with any gender
 Prefer not to state
 Others

Socioeconomic Status (Note: Based on the data from the Philippine Statistics Authority)
 Poor (Below P10,957 pooled monthly income)
 Low-income but not poor (P10,957 to P21,914 pooled monthly income)
 Lower middle (P21,914 to P43,828 pooled monthly income)
 Middle (P43,828 to P76,66 pooled monthly income)
 Upper middle (P76,669 to P131,484 pooled monthly income)
 Upper middle but not rich (P131,483 to P219,140 pooled monthly income)
 Rich (P219,140 and above pooled monthly income

Ethnicity
 Hispanic or Latino
 Not Hispanic or Latino
 Not Specified
 Prefer not to state
 31

Race
 Hispanic/Latino of any race
 American Indian or Alaska Native
 Asian
 Black or African American
 Native Hawaiian or Other Pacific Islander
 White
 Multiracial
 Prefer not to state

Place of Residency:
 Rural areas
 Urban areas
 Suburban areas
 32

Appendix C
Internet Addiction Test (IAT)

Please choose the most appropriate response from the following items.

Not Applicable (0); Rarely (1); Occasionally (2); Frequently (3); Often (4); Always (5)

0 1 2 3 4 5
How often do you find that you stay online longer than
you intended?
How often do you neglect household chores to spend
more time online?
How often do you prefer the excitement of the Internet
to intimacy with your partner?
How often do you form new relationships with fellow
online users?
How often do others in your life complain to you about
the amount of time you spend online?
How often do your grades or schoolwork suffer
because of the amount of time you spend online?
How often do you check your email before something
else that you need to do?
How often does your job performance or productivity
suffer because of the Internet?
How often do you become defensive or secretive when
anyone asks you what you do online?
How often do you block out disturbing thoughts about
your life with soothing thoughts of the Internet?
How often do you find yourself anticipating when you
will go online again?
How often do you fear that life without the Internet
would be boring, empty, and joyless?
How often do you snap, yell, or act annoyed if
someone bothers you while you are online?
How often do you lose sleep due to being online?
How often do you feel preoccupied with the Internet
when off-line, or fantasize about being online?
How often do you find yourself saying "just a few more
minutes" when online?
How often do you try to cut down the amount of time
you spend online and fail?
How often do you try to hide how long you've been
online?
How often do you choose to spend more time online
over going out with others?
How often do you feel depressed, moody, or nervous
when you are off-line, which goes away once you are
 33

back online?

Scoring and Interpretation

The IAT total score is the sum of the ratings given by the examinee for the 20
item responses. Each item is rated on a 5-point scale ranging from 0 to 5. The maximum
score is 100 points. The higher the score is, the higher the severity of your problem.
Total scores that range from 0 to 30 points are considered to reflect a normal level of
Internet usage; scores of 31 to 49 indicate the presence of a mild level of Internet
addiction; 50 to 79 reflect the presence of a moderate level; and scores of 80 to 100
indicate a severe dependence upon the Internet.
 34

Appendix D
Interpersonal Reactivity Index (IRI)

The following statements ask about your thoughts and feelings in various situations.

Please read each statement carefully before answering.

Does not describe me well (0) to Describes me very well (4).

Does not Describes

describe B C D me very
me well well
I daydream and fantasize, with some regularity,
about things that might happen to me.
I often have tender, concerned feelings for people
less fortunate than me.
I sometimes find it difficult to see things from the
"other guy's" point of view.
Sometimes I don't feel very sorry for other people
when they are having problems.
I really get involved with the feelings of the characters
in a novel.
In emergency situations, I feel apprehensive and ill-
at-ease.
I am usually objective when I watch a movie or play,
and I don't often get completely caught up in it.
I try to look at everybody's side of a disagreement
before I make a decision.
When I see someone being taken advantage of, I feel
kind of protective towards them.
I sometimes feel helpless when I am in the middle of
a very emotional situation.
I sometimes try to understand my friends better by
imagining how things look from their perspective.
Becoming extremely involved in a good book or
movie is somewhat rare for me.
When I see someone get hurt, I tend to remain calm.
Other people's misfortunes do not usually disturb me
a great deal.
If I'm sure I'm right about something, I don't waste
much time listening to other people's arguments.
After seeing a play or movie, I have felt as though I
were one of the characters.
Being in a tense emotional situation scares me.
When I see someone being treated unfairly, I
sometimes don't feel very much pity for them.
 35

I am usually pretty effective in dealing with

emergencies.
I am often quite touched by things that I see happen.
I believe that there are two sides to every question
and try to look at them both.
I would describe myself as a pretty soft-hearted
person.
When I watch a good movie, I can very easily put
myself in the place of a leading character.
I tend to lose control during emergencies.
When I'm upset at someone, I usually try to "put
myself in his shoes" for a while.
When I am reading an interesting story or novel, I
imagine how I would feel if the events in the story
were happening to me.
When I see someone who badly needs help in an
emergency, I go to pieces.
Before criticizing somebody, I try to imagine how I
would feel if I were in their place.

Scoring

Does not
Describes me
describe me B C D
very well
well
Items 1, 2, 5,
6, 8, 9, 10,
11, 16, 17,
0 1 2 3 4
20, 21, 22,
23, 24, 25,
26, 27, 28
Items 3, 4, 7,
12, 13, 14, 4 3 2 1 0
15, 18, 19

Three subscales are presented:

(1) Empathic Concern (Items 2, 4, 9, 14, 18, 20, 21): it assesses emotional empathy,
or feelings of compassion for others in distress.
(2) Perspective Taking (Items 3, 8, 11, 15, 21, 25, 28): it assesses cognitive empathy,
or the tendency to see the world from others’ viewpoints.
(3) Personal Distress (Items 6, 10, 13, 17, 19, 24, 27): it assesses self-focused
responses to others’ suffering.
(4) Fantasy (Items 1, 5, 7, 12, 16, 23, 26): it assesses empathy for fictional characters.
 36

Interpretation

There are no official “norms” or “cut-off scores” for the IRI as there are for some
instruments. Thus, for example, there is no simple way to describe an individual
participant as “high on Empathic Concern”, or to characterize your sample as a whole in
this way. The IRI was designed to provide continuous measures of empathy-related
constructs as they exist in normal populations; these scores were not intended for the
creation of categories such as “high empathy” or “low empathy”. In my own research I
have typically used scale scores as predictor variables in correlational or regression
analyses.

When it becomes useful in some research contexts to create such categories, I

recommend employing a median split (or a more extreme split if desired) on the scores
in your investigation.
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Appendix D
Turnitin Result