LEVEL OF SHARE-POSTING ON EMOTIONAL RESPONSE ON SELECTED PSYCHOLOGY STUDENTS AT BESTLINK COLLEGE OF THE PHILIPPINES
Keywords:
hugot lines, peers, memes, level of agreement, emotional response, social media, psychology students, validationAbstract
In today's digital age, individuals frequently share online content. This study examines the level of sharing content, such as hugot lines and memes, and its impact on users' emotional responses. By analyzing how social media sharing influences emotions, this research aims to provide insights into the psychological effects of online activities. Understanding these effects can help individuals navigate social media in a way that promotes emotional well-being. This study utilized a survey instrument to collect data from psychology students at Bestlink College of the Philippines. The survey included sections on demographic information, respondents’ level of agreement regarding emotional responses, and the influence of feedback on their emotions. Simple random sampling was employed to select 332 participants across different year levels in the psychology program. Data collection involved distributing paper-based surveys in classrooms, obtaining informed consent from participants, and piloting the questionnaire with a small group of students to ensure clarity and accuracy. Findings indicate that most respondents, aged 18–22, were predominantly female and in their second year of college. The study reveals that sharing hugot lines has a moderate correlation with emotional connection among users experiencing similar emotions. Meanwhile, sharing memes strongly contributes to positive emotional well-being. Additionally, supportive comments and reactions encourage further sharing, reinforcing the role of validation and peer support in online interactions. The results suggest that psychology students actively engage in sharing hugot lines and memes, with hugot lines fostering emotional connection and memes significantly enhancing well-being. Moreover, positive feedback from peers serves as a motivating factor for continued sharing. These findings highlight the importance of social validation and support in shaping students’ emotional responses to online content.
