The Effects of Online Shopping Addiction on the Learning Interest of BSED English Students
DOI:
https://doi.org/10.65339/ijsair.V2.I3.802Keywords:
Academic Engagement, Learning Interest, Online Shopping Addiction, Social Media, Student Well-Being, Sustainable ConsumptionAbstract
This study examined online shopping addiction and its relationship with the learning interest of Bachelor of Secondary Education English students at Jose Rizal Memorial State University–Siocon Campus during the first semester of academic year 2022–2023. It was anchored in Self-Determination Theory, Cognitive Dissonance Theory, and Social Learning Theory. A descriptive quantitative design was employed, involving all 81 BSED English students from the first to fourth year levels through total enumeration. Data were collected using a pilot-tested, researcher-made five-point Likert-scale questionnaire whose internal consistency was established through Cronbach’s alpha and whose content was reviewed by the research adviser and a statistician. Simple percentage, weighted mean, Pearson correlation coefficient, and t-test were used to analyze the data. The respondents rated online shopping as highly important, with an overall weighted mean of 3.68, primarily because of its convenience, accessibility, product information, and time efficiency. Social media platforms used for online shopping were also rated High, with an overall weighted mean of 3.68, and Facebook emerged as the most frequently used platform. The perceived effects of online shopping addiction on learning interest obtained an overall weighted mean of 3.63, indicating the presence of escapism, repeated purchasing urges, and procrastination-related behaviors. However, the relationship between online shopping addiction and learning interest was negative but not statistically significant at the aggregate item level, r = −.383, t(5) = 0.927, p > .05. The study concluded that addiction-related online shopping behaviors were evident, but their influence on learning interest remained inconclusive. Students should practice mindful and budget-conscious shopping, while institutions should strengthen awareness, time-management, counseling, and student-support initiatives. Future studies should use respondent-level analysis and larger, multi-campus samples. The study supports SDG 3, SDG 4, and SDG 12 by promoting student well-being, quality education, and responsible consumption. It contributes to educational, socio-economic, public health, and digital sustainability by encouraging balanced online behavior and sustained academic engagement.
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