5.

Conclusion and Recommendation

As the respondents assessed, it can be inferred that Playing On-Line Games

results to a positive effect in the social behavior of the respondents. Even if the
respondents play online games still the personal interaction with others are not
affected. They still do have their friends personally and are able to socialize
effectively.

The Academic Performance of the respondents is not affected even if they play
online games. Their grades are still good enough even if they spent time for
playing. To sum up with the result, the respondents have a good academic
performance despite their involvement in playing online games.

There is a significant relationship between the social behavior of the respondents

and playing on-line games in terms to its frequency specifically in the item
saying: “I play on-line games before going to bed” and “I play on-line games only
on week-ends”. Also, in the types of on-line games such as Minecraft, Defense of
the Ancient, Farmville, Smite, and Candy Crush.

There is a significant relationship between the academic performance of the

respondents and playing online games during weekends. Which result to having
a good grade while playing online games. This can be interpreted as the trade-off
when playing computer games. If the student decides not to play, then there will
be no deduction in the grades. Which is true to the researchers' study for the
respondents' academic performance is only significant to playing online games
during weekend. Weekends are the days when the respondents have their
pleasure time for recreational activities.

Meanwhile, since most of the student respondents are male and they are more
frequently engaged in playing on-line games, the school administrators and
teacher in collaboration of the parents might consider to promote physical health,
sportsmanship, camaraderie and pro-social skills to the students instead of
getting engaged with online games.

Further, Parents-Teachers Association might consider being functional in all their

responsibilities. For example, the teacher might consider to notify the parents
about the academic performance and social behavior of the students inside the
school facilities. This association can strengthen the home and school
partnership to supervise the students' activities.
Results ni tYa

The purpose of this quantitative, correlational study was to measure the relationship between social
media usage and the perceived mental health of college students at a large, public, professional doctoral
institution in the midwestern region of the United States, as well as analyze the students’ social media
usage patterns. There were 378 completed responses (7.56%) collected from The Impact of Social Media
Usage on Students’ Mental Health • 153 participants. Of the completed responses, 97% stated using
some form of social media. Participants disclosed both positive and negative mental health implications
because of social media usage. Statistical results from the study indicate that there was a weak positive
correlation between social media usage and both anxiety and depression, as well as a non-significant
positive relationship between suicidality and social media usage.

framework

The researchers will destroy the files one year after the completion of the study. Study Variables
Dependent Variables This study had four dependent variables. The first of the dependent variables was
practitioners’ knowledge about the impact of social media on 19 mental health. The following question
captured this variable: On a scale from 0- 10 (not at all knowledgeable to extremely knowledgeable)
where do you rate your knowledge about social media impact on mental health? The second dependent
variable was a binary one that measures practitioners’ belief about the impact of social media on mental
health. A nominal one as well, the dependent variable looked at the incorporation level of social media
contents in assessment. Participants were asked, “do you incorporate social media use during mental
health assessments?” in which participants were able to answer “yes” or “no”. The final dependent
variable measured incorporation level of social media contents in therapeutic sessions using the
following scaling question, “On a scale of 0-10 (0 rating meaning never and 10 rating meaning always),
how often does the topic of social media arise during individual sessions?” Independent
Variables/Predictors There were eight categorical predictors in this research: race/ethnicity, gender,
age, region, education, experience, training, and value. For the independent variable of race/ethnicity,
the researchers divided participants between Whites and non-Whites (the latter group includes Asian
Americans, African Americans, bi-racial individuals, and Hispanics). Gender reflected participants who
reported being male or female. Regarding age, participants were divided into two groups: 18 to 34 and
35 or older. Education discriminated between board certified/licensed practitioners and non-licensed
practitioners. Respondent with Under 5 years of experience were compared to those with 5 20 years of
experience or more. When considering a participant’s history of training, participants were able to
answer a simple “yes” or “no” if participants had received training regarding social media’s impact on
mental health. The final independent variable is value. This variable considers the value an agency
places on incorporating social media use into mental health assessment and treatment. Participants
were asked to answer “yes” or “no” in response to whether or not the agency valued integrating social
media use into mental health practices.

T he psychological conduct

model additionally recommends that innovation compulsion

can fortify clients' current maladaptive insights including
depression, anxiety, and low confidence (Davis, 2001).

Fig 1: Theoretical Framework

H01: There is a significant relationship between depression and students

mental health issues

H02: There is a significant relationship between anxiety and students

mental health issues

Limitations and Recommendations

Although every effort was made to address any limitations, this study was not exempt from
shortcomings. The biggest limitation in this study was the relatively small sample size (n = 95); however,
the sample size is considered decent due to the exploratory nature of the research. Additionally, the
nonparametric method was not the strongest data analysis approach. Yet, this was the appropriate
approach for this study, considering the non-normal distribution of the data. Furthermore, due to the
cross-sectional nature of this study, there was a lack of observation over time. The lack of randomization
also rules out any inferential interpretation of the findings. This was just a correlation study. Finally, this
research did not include all the possible predictors, as a large proportion of the variance of the key
dependent variables are still unexplained. Therefore, based on the aforementioned limitations, the
results should be interpreted with caution. Future research should attempt to address the shortcomings
of this study. Researchers who desire to expand or duplicate this research should incorporate a stronger
method for participant recruitment as well as using a longitudinal approach to observe participants’
responses overtime. A greater sample size and stronger data analysis method can help address internal
validity issues this research is possibly guilty of. Future research can build on this study’s findings by
exploring what barriers agencies are experiencing integrating social media use in mental health
treatment. The goal of future research should be about 44 producing generalizable knowledge. In the
meantime, the findings in this study constitute a fulcrum through which scholars and researchers can
inform themselves on mental health providers’ behaviors vis-à-vis the inclusion of social media content
in assessment and treatment planning Limitations and Recommendations Although every effort was
made to address any limitations, this study was not exempt from shortcomings. The biggest limitation in
this study was the relatively small sample size (n = 95); however, the sample size is considered decent
due to the exploratory nature of the research. Additionally, the nonparametric method was not the
strongest data analysis approach. Yet, this was the appropriate approach for this study, considering the
non-normal distribution of the data. Furthermore, due to the cross-sectional nature of this study, there
was a lack of observation over time. The lack of randomization also rules out any inferential
interpretation of the findings. This was just a correlation study. Finally, this research did not include all
the possible predictors, as a large proportion of the variance of the key dependent variables are still
unexplained. Therefore, based on the aforementioned limitations, the results should be interpreted with
caution.

Future research should attempt to address the shortcomings of this study. Researchers who desire to
expand or duplicate this research should incorporate a stronger method for participant recruitment as
well as using a longitudinal approach to observe participants’ responses overtime. A greater sample size
and stronger data analysis method can help address internal validity issues this research is possibly
guilty of. Future research can build on this study’s findings by exploring what barriers agencies are
experiencing integrating social media use in mental health treatment. The goal of future research should
be about 44 producing generalizable knowledge. In the meantime, the findings in this study constitute a
fulcrum through which scholars and researchers can inform themselves on mental health providers’
behaviors vis-à-vis the inclusion of social media content in assessment and treatment planning