“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. It become 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. So identifies 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
with social media, media usage, or media forms. The impact of hypothesis theory
does relate to the impact of social media on grade 10 students. 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. Since 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. Together with
differential impact hypothesis, this hypothesis recognizes that the perceivable risk
may be impacted by the media itself (So, 2012), they can engage socially without
putting personal reputations at stake. The Interpersonal Impact Hypothesis
explores how media content affects individuals and their perceptions of others.
Here are some example related to this hypothesis: Social Media as a Power Tool .
This research will look into the effects it has had over interpersonal relationships
overtime. There are positive impact on social media usage of students, it helps
students almost all work related and studies now operate digitally. However, there
are negative effects of social media usage on students such as distraction, no time
management, reduced face-to-face interactions, and privacy concerns. There is a
better understanding on why students are interested in social media. Social media
has a significant impact on high school students' lives in several ways, in which
these are: Social media allows students to stay in touch with friends even if they
are not physically present. Social media can be a time-consuming activity that
takes away time from other important activities such as studying, sleeping or
exercising. Social media use can have positive as well as negative effects on
students' emotional wellbeing. It can provide an avenue for expressing emotions,
finding support, and building friendships, but can also lead to negative emotional
experiences, such as fear of missing out.

Therefore, impact hypothesis theory relates to the impact of social

media on grade 10 students. Seeing as, interpersonal impact hypothesis and
differential 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 also can expand their
social connections beyond their physical environment, which could lead to broader
cooperation, sharing of knowledge, and custom with interpersonal and differential
impact hypothesis. 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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MEMBERS
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Romanos, Justin
Tejano, Jhon Patrick
Enanoria, Rhiann Aisha
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Rivera, Vinz Arielle A.J