“THE IMPACT OF SOCIAL MEDIA ON THE STUDIES OF

GRADE 10 KINDNESS”

Theoretical Framework

Media dependency theory provides a multilevel and ecological framework

to explain individual-level and societal-level conditions that influence the degree
of importance of media in individuals' everyday lives (Joo-Young Jung, 2017).
The main theoretical ideas of Mass Media Dependency theory were first
introduced in Ball-Rokeach’s (1974) article titled “Information Perspective.”

Media Dependency is related to the Impact of social media on the studies

of Grade-10 Kindness. The research found that social media has a significant
influence on adolescent social interactions, including how they interact with peers,
family, and for learning purposes. The effects of social media dependency on
teenagers include anxiety, depression, and an inclination towards suicide. The
dependency model of media effects is presented as a theoretical alternative in
which the nature of the tripartite audience-media-society relationship is assumed to
determine most directly many of the effects that the media have on Grade-10
Kindness. As presented by S.J Lin’s (2002) his study on the excessive internet use
of Taiwanese adolescents and a psychological aspect of users, sensation seeking,
thus, to differentiate motivation of Internet dependents and non-dependents. There
are potentially three types of effects that result from an audience’s dependency on
the media: behavioral, affective, and cognitive. Cognitive effects are changes in an
audience's attitudes, beliefs, and values. Affective effects include the development
of feelings of fear and anxiety. For example, living in certain neighborhoods as a
result of overexposure to news reports about violent events in certain areas. An
example for behavioral is deactivation, which happens when specific audience
members refrain from acting in ways that they otherwise would have if they had
not been exposed to particular media messages, is an illustration of a behavioral
impact.

In conclusion, high school students that gain more access to the internet
will possibly become more vulnerable to internet dependence. Although excess
internet use among high school students is likely to surface, empirical evidence on
internet dependent adolescents is still lacking. Previous studies on internet
addiction focused mainly on undergraduate students, adults (Greenfield, 2000,
Griffiths, 1998). However, students rely on social media because they can be
portrayed differently and be less shy. When it comes to distant relationships, social
media increases the quality of face-to-face interactions. High school students and
adolescents continue to struggle as the effects of social media addiction manifest
both mentally and physically in their everyday lives. Many struggles with
depression, anxiety, eating disorders, and sleeping habits. Although many students
use social media in healthy ways, some develop serious addictions, a serious
condition with serious consequences. Like other types of behavioral addictions,
using social media can influence of students in their brain in harmful ways.
Students may use social media compulsively and excessively. They became so
accustomed to scrolling through posts, images, and videos that it interferes with
other areas of their life.

Interpersonal Impact Hypothesis is a theory about theoretical concepts

relating to media exposure. There are two hypothesis models that help explain
behavior related to engagement with media forms. The two hypotheses are the
interpersonal impact hypothesis and the differential impact hypothesis. According
to impact hypothesis theory, this hypothesis has implications mainly for social
standing and less personal implications, which is an important function of social
media. Along with differential impact hypothesis, it also introduces this hypothesis
as another explanation of media usage, this hypothesis also acknowledges the two
components of personal risk and social risk, this hypothesis proposes that the
media affect personal risk judgments when the message involves a personalized
depiction.

“How does Impact Hypothesis Theory relate to the Impact of Social

Media on the Studies of Grade 10 Kindness”, naturally, both hypotheses emphasize
social media, media usage, or media forms. Several students make use of social
media to their advantage and interpersonal impact hypothesis and differential
impact hypothesis is associated with it. There is a deeper understanding of why
students are engaging in social media. For instance, they can manipulate their
profiles to fit the appearance or criteria, they want to depict socially but not risk
morals or other things they hold as important. A main example of this is catfishing.

Media Dependency Theory and Interpersonal Impact Hypothesis links with

social media, social forms, and media usage. For instance, social media can be
used for collaborative learning, where students can connect and work together on
projects, share resources, and learn from each other. Through online social
networks, students can also expand their social connections beyond their physical
environment, which could lead to broader cooperation and sharing of knowledge.
These drives students to create these profiles in social media and begin engaging in
the first place, also with students feeling that their personal risk was lowered
because they believe their posts will vanish, so they engage more and publish
things they most likely would not on any other social media platform.

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WORKS CITED

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