Social Media Use, Mental Health Literacy, and Academic Performance of Junior High School Students in the Division of Northern Samar: Basis for a Digital Wellness and Mental Health Integration Program
DOI:
https://doi.org/10.65339/ijsair.V2.I3.700Keywords:
Academic Performance, Digital Wellness, Mental Health Literacy, Mental Health Support, Northern Samar, Self-Regulation, Social Media Use, Students, Sustainable Development Goals, Uses and Gratifications TheoryAbstract
This study determined the relationship among social media use, mental health literacy, and academic performance of junior high school students in the Central Area of the Division of Northern Samar during School Year 2025–2026. It was anchored on Social Cognitive Theory, Uses and Gratifications Theory, Mental Health Literacy, Cognitive Load Theory, Erikson’s Psychosocial Development Theory, and Self-Regulation Theory. The study employed a descriptive-correlational research design with supplementary interviews to describe the variables and determine significant relationships among them. It involved selected public secondary schools in Bobon, Catarman, Mondragon, Pambujan, and San Roque. The computed sample size was 385, while the findings presented data from 369 junior high school respondents from Grades 7 to 10. Data were gathered using a structured survey questionnaire, school profile checklist, semi-structured interview guide, and official academic records showing students’ General Weighted Average. The data were analyzed using frequency, percentage, weighted mean, ranking, Pearson Product–Moment Correlation Coefficient, and thematic analysis. Findings showed that the selected schools differed in size and in the availability of digital resources and mental health-related support. Digital resources, mental health-related facilities, and mental health services were generally highly available, while mental health-related materials were moderately available. The respondents generally demonstrated frequent social media use, with Messenger, TikTok, Facebook, and YouTube as commonly used platforms and smartphones as the primary device. Social media was used mainly for entertainment, communication, relaxation, information access, and academic-related purposes. The respondents showed mental health literacy in terms of beliefs, knowledge of mental health conditions, first aid skills and help-seeking behavior, and self-help strategies, although misconceptions and gaps in formal help-seeking awareness remained. Their academic performance was generally satisfactory to very satisfactory. Significant relationships were found between selected profile variables and dimensions of social media use and mental health literacy; between selected dimensions of social media use and academic performance; between selected dimensions of mental health literacy and academic performance; and between selected dimensions of social media use and mental health literacy. The study concluded that students’ digital behavior, mental health awareness, coping strategies, demographic background, and socioeconomic conditions are related to academic and psychosocial development. The findings served as basis for Project GABAY, a Digital Wellness and Mental Health Integration Program designed to promote responsible social media use, strengthen mental health literacy, support emotional well-being, and improve academic engagement. The study aligns with SDG 3 on Good Health and Well-Being and SDG 4 on Quality Education because it addresses adolescent mental health, learner support, digital wellness, and academic performance. It also supports institutional, educational, digital, and community sustainability by providing localized evidence for school-based programs, learner-centered interventions, mental health support, and responsible digital engagement.
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