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Critical Thinking Disposition and Stress as Predictors of Social Media Activities Among Senior High School Students

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Listed:
  • Quebec, Neil Justine Q.

    (Department of Education, Senior High School Students, Philippines)

  • Delgado, Cherish Mae C.

    (Department of Education, Senior High School Students, Philippines)

  • Bajao, Rochel Jade F.

    (Department of Education, Senior High School Students, Philippines)

  • Batoon, Lady Mae B.

    (Department of Education, Senior High School Students, Philippines)

  • Cortez, Jayson U.

    (Department of Education, Senior High School Students, Philippines)

  • Consolacion, Jade L.

    (Department of Education, Senior High School Students, Philippines)

  • Pedrajas, Jalaika Genne B.

    (Department of Education, Senior High School Students, Philippines)

  • Rivera, Rubby C.

    (Department of Education, Senior High School Students, Philippines)

  • Tagaylo, Kent Bryan

    (Department of Education, Senior High School Students, Philippines)

  • Krystal Joy M. Clamares

    (Department of Education, Senior High School Teachers, Division of Davao de Oro, Philippines)

  • Anna Marie O. Pelandas

    (Department of Education, Senior High School Teachers, Division of Davao de Oro, Philippines)

Abstract

This research focused on the relationship between critical thinking disposition, stress levels, and social media activities among senior high school students. The main aim of the study was to evaluate the levels of critical thinking disposition, stress, and social media activities based on their specific indicators, examine the significant relationship between critical thinking disposition and social media activities, as well as the relationship between stress and social media activities, and identify which domains of critical thinking disposition and stress significantly influence students’ social media activities. A quantitative-correlational research design was employed with 270 senior high school students involved in the study. The study applied statistical methods, including mean, Spearman’s rho, and multiple regression analysis. Findings indicated that the level of critical thinking disposition was very high, the stress level was very high, and the social media activities level was very high; there was a significant relationship between critical thinking disposition and students’ social media activities, as well as between stress and students’ social media activities. Furthermore, one out of the seven domains of critical thinking disposition, two out of five domains of stress influenced the students’ social media activities. Therefore, critical thinking disposition and stress played a crucial role in predicting patterns and engagement in social media activities among senior high school students.

Suggested Citation

  • Quebec, Neil Justine Q. & Delgado, Cherish Mae C. & Bajao, Rochel Jade F. & Batoon, Lady Mae B. & Cortez, Jayson U. & Consolacion, Jade L. & Pedrajas, Jalaika Genne B. & Rivera, Rubby C. & Tagaylo, Ke, 2025. "Critical Thinking Disposition and Stress as Predictors of Social Media Activities Among Senior High School Students," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3), pages 1759-1772, March.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-3:p:1759-1772
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    References listed on IDEAS

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    1. Shahbaznezhad, Hamidreza & Dolan, Rebecca & Rashidirad, Mona, 2021. "The Role of Social Media Content Format and Platform in Users' Engagement Behavior," Journal of Interactive Marketing, Elsevier, vol. 53(C), pages 47-65.
    2. Szymkowiak, Andrzej & Melović, Boban & Dabić, Marina & Jeganathan, Kishokanth & Kundi, Gagandeep Singh, 2021. "Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people," Technology in Society, Elsevier, vol. 65(C).
    3. Bou-Hamad, Imad, 2020. "The impact of social media usage and lifestyle habits on academic achievement: Insights from a developing country context," Children and Youth Services Review, Elsevier, vol. 118(C).
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